Module 0 To 16: Facilitator Reference Book

Facilitator Reference Book
Module 0 to 16 v14.8.23
INDEX
FACILITATOR GUIDANCE NOTES

Facilitator Guidance Note Pg # Facilitator Guidance Note Pg #
Prelude to Advanced Program i Prologue to Focussed Language Training xvii

Interpreting the FRB ii Building Students Vocabulary xxi
An Introduction to Learning Theories viii Pronunciation Drill - Ready Reckoner xxii
Student Participation Guidelines xi Common Grammatical Errors xxv
Questioning Techniques xiv Contest - Ready Reckoner xxvii
Creating Smart Goals for Success xvi Contests and Certificates xxviii
ELEMEMENTAL CUP
Day Lesson Name Page # Day Lesson Name Page #
Module O: Orientation Module 1: Speaking
Day 1 Know Your Capitals 1 Day 1 Looking Ahead 27

Day 2 Power of Speech 7 Day 2 Field a Question 32
Day 3 Left! Right! Left! 11 Day 3 Third Eye 36
Day 4 Bookworm 15 Day 4 Envisioning the Future 40
Day 5 Listen and Learn 19 Day 5 Personal Bridges 44
Day 6 Introduction to Advanced Level 23 Day 6 Practice Time 49
Day 7 Final Practice 53
Day 8 The Elocution Contest 58
Module 2: Writing Module 3: Listening
Day 1 Thinking Hats 62 Day 1 Active Listening 93

Day 2 Story Elements 67 Day 2 Listening to Learn 98
Day 3 Step into Someone else's Shoes 71 Day 3 Listening Matters! 102
Day 4 Perspective Building 74 Day 4 Key of Communication 106
Day 5 Use a Blue-Pencil 78 Day 5 Listening Relay 110
Day 6 Proofreading 82 Day 6 All Ears Listening Contest 114
Day 7 Getting Ready for the Contest 86
Day 8 The Wordsmith Writing Contest 90
Module 4: Reading Module 5: Teachback
Day 1 Mini-Goals 117 Day 1 Teacher for a Week 142

Day 2 My Reading Level 121 Day 2 Perceiving Active Listening 147
Day 3 Mindset Matters! 127 Day 3 Follow the Word 151
Day 4 Power of Habits 131 Day 4 Read to Learn 154
Day 5 Visual Reader 135 Day 5 Organize your Thoughts 157
Day 6 The Page Turner Contest 139 Day 6 Unleash Your Skills 160
Day 7 The Crescendo Contest 163
Day 8 Write me a Story 166
Mid Term Progress Review - 1 169
SCHOLASTIC CUP
Module 6: Polishing your Speech Module 7: Mastering Writing
Day 1 Elements of Speech 173 Day 1 Craft of Plot 195

Day 2 Key Points 176 Day 2 Chalking an Outline 200
Day 3 Flow 182 Day 3 Understanding Purpose 205
Day 4 Mapping Fear 185 Day 4 Arranging and Outline 208
Day 5 Tailoring your Speech 189 Day 5 Refining 211
Day 6 The Soliloquy Contest 192 Day 6 Buckle Up! 214
Day 7 The Denouement Contest 218
Module 8: Listening and Responding Module 9: Personalising Reading
Day 1 Take Away from All Ears 221 Day 1 Learning through Drama 248
Day 2 Know your Barriers to Listening 226 Day 2 Maze Reader 253
Day 3 Your Listening Goal 229 Day 3 Question what you Read! 256
Day 4 The Fine-Tune 233 Day 4 Joining the Dots 259
Day 5 Listening to Perspective 237 Day 5 Making Predictions 263
Day 6 Framing your Responses 241 Day 6 Playwright Pavilion 267
Day 7 The SunoGraphy Contest 245 Day 7 The Goosebumps Contest 271
Day 8 Easier Said than Done 275
Mid Term Progress Review - 2 279
Prelude To Advanced Program
Dear Facilitator,
If you are reading this, you are on the verge of starting a new Advanced Level batch with students. This is
an exciting time for both you and the students as they embark on a fascinating new learning journey.
The Advanced Program has many new learning experiences for our students. The program is designed to
be engaging and seeks to create a spirit of teamwork, collaborative learning and accomplishment.
Contests, Certifications and Virtual Cups are designed to create a fun experience while rewarding students
for consistent individual and team effort.
The program offers an opportunity to our students to work towards becoming independent learners. The
focussed language training program seeks to enhance their spoken language skills through targeted
interventions on key sounds (pronunciation) and common grammatical errors specific to the profile of our
students. Through this program, FEA aims for all round development of its students in all 4 language
strands (spoken, written, reading and listening) and the development of their non cognitive skills (problem
solving, thinking skills, self regulation, teamwork and much more).
For our students to be able to get the most out of the program and to benefit from the investment of their
time, it is essential that we keep the learning environment engaging and rewarding.
Before the start of every class ensure that you complete the following to ensure that the students are fully
rewarded for the 100 minutes they invest in your class:
● Ensure that your laptops and internet are in working order.

● Be a role model - come to the class well rested and well groomed.
● Prepare your lesson well - be familiar with all learning tools applicable to the lesson (FRB, videos,
reading articles, web-links, quizzes, appendices, etc.).
● Plan and prepare your visual cues before the start of the lesson.
During the class…

● Smile, make your class welcoming.
● Encourage all students to participate in class (encourage use of verbal and non verbal cues).
● Manage your time. Do not extend your class.
● Encourage students to do as many extra benefit activities as they can.
We hope that the Advanced Program will be a rewarding experience for your students.
i
Interpreting the FRB
Structure of the Advanced Program

In the advanced program, students are organized into houses to foster communication and teamwork.
Assessments are conducted in the form of friendly contests between the houses, providing opportunities for
students to earn individual and team certificates. These certificates are awarded as recognition of the
students' hard work and personal growth.
Facilitators are strongly encouraged to motivate their students to seize the opportunities provided by the
program. Through these opportunities, students can learn from their peers, contribute to their team
objectives, and showcase their skills during the contest activities. By actively participating and engaging in
the program's activities, students can further enhance their learning experience and overall development.
Lesson Duration
The duration of each session is 100 minutes. The teaching duration for every lesson is 90 minutes. Five
minutes are allocated at the beginning to welcome students and help them get seated. Another 5 minutes are
reserved at the end to wrap up the session and allow students to leave the classroom in an orderly manner.
During these last 5 minutes, facilitators are expected to engage in small group or one-on-one discussions with
shy students, those who haven't had enough opportunity to speak, students who didn't demonstrate an
understanding of the lesson or students who need counseling. Most lessons will provide a suggestion on
whom to address in the final 5 minutes; however, facilitators have the discretion to prioritize based on the
needs of the class and individual students.
Time Management
One of the essential pillars of the Advanced Program is the 80:20 interaction ratio, where students speak or
interact for 80% of the time while facilitators speak for 20%. For more information, please refer to the
Student Participation guidelines below.
At the beginning of each lesson, you will find the allocated timing for both Asynchronous and Synchronous
learning. The calculation of this timing is as follows:
● Individual reading, listening, and writing activities are classified as Asynchronous learning.
● Team activities that involve speaking and collaboration are classified as Small Group Discussion.
● Activities that involve interaction among the entire class are classified as Whole Class Discussion.
● The total time for Small Group Discussion and Whole Class Discussion is classified as Synchronous
learning.
● Feedback time includes all time allotted for verbal feedback and the last 5 min of each lesson. For more
information on feedback during the last 5 minutes, please see ‘feedback’ in this section below. Feedback
using post-it notes or other written feedback is not included in this time.
While reviewing the FRB, you will notice the following abbreviations with the time allocation of each step.
● AS = Asynchronous learning
● S/W = Synchronous & Whole Class Discussion
● S/S = Synchronous & Small Group Discussion
● TTE: Total Time Elapsed, which provides valuable information on the amount of session time that should
have passed by the end of the step. This allows you to assess whether you are on time or ahead/behind
schedule, giving you an opportunity to take corrective action.
ii
Use of Computer Resources
On any given day, only one classroom can have access to the branch's computer resources. As a result, the
students from the other class will need to rely on AV equipment or use web resources on their handheld
devices. It is essential for the facilitators of both classrooms to demonstrate flexibility and ensure the fair
and equitable sharing of the branch's computer resources.
To achieve this, please collaborate with your parallel facilitator and take turns using the room with the
computers. Establish a schedule that allows each class to have equal opportunities to utilize the computer
resources. In the event that your students require computer access on specific days, such as during contests,
kindly inform your parallel facilitator well in advance.
By working together and maintaining effective communication, we can ensure a balanced and efficient use of
the available computer resources for the benefit of all students.
Modular Goals and Lesson Objectives

At the beginning of every module, specific ‘Modular Goals’ are defined to inform students of the skills they
will develop within that module. These modular goals play a vital role in providing clarity and focus to both
learners and facilitators. By breaking down the overall learning journey into smaller units, learners can
better understand and concentrate on the specific skills, knowledge, or competencies they need to achieve in
the module they are currently engaged in.
In addition to modular goals, each lesson within the module has corresponding ‘Lesson Objectives’. These
objectives specify the incremental knowledge, skills, and concepts that will be covered and delivered during
the lesson. Lesson objectives are carefully aligned with the modular goals, further narrowing the focus and
providing a specific direction for each individual lesson. They help ensure that learners are aware of what
they are expected to accomplish in that particular session.
Together, Modular Goals and Lesson Objectives form a comprehensive roadmap. The modular goals act as the
coordinates of the destination, representing the overall desired outcomes, while the lesson objectives serve as
key milestones along the way. These objectives provide crucial information to gauge whether the class is
progressing in the right direction.
It is essential for you, as the facilitator, to learn how to interpret both the Modular Goals and Lesson
Objectives. Equally important is the task of teaching your students to understand and work towards these
objectives. By doing so, you will optimize your teaching efforts to align them with the program goals, and
ensure that your students' efforts are also directed towards the intended objectives.
Capital Identification and Development

In the advanced program, we emphasize the importance of developing different types of capitals to achieve
success. These capitals include:
● Academic Capital: This refers to the skills that contribute to improving academic performance. The
objective of this capital is to help students excel in school or college, giving them the confidence to
pursue further studies and providing them with the necessary skill sets to succeed in competitive
environments.
● Employment Capital: This refers to the skills that enhance career prospects. Developing these skills
helps students identify job opportunities that align with their interests and abilities, secure better
jobs, and potentially receive recognition and promotion within their current employment.
● Social Capital: This refers to the skills that expand an individual's social influence, enhancing their
ability to perform effectively in team or collaborative settings.
iii
The development of these capitals is interwoven into every lesson. The modular goals and lesson objectives
provide information on how the goals and objectives will contribute to building these capitals. During the
lessons, facilitators should help students recognize the ways in which learning concepts enrich their lives
and contribute to their personal and professional success.
Important information
At the start of each lesson, you will find a section titled "Important Information." This section offers crucial
guidance on matters that have an impact on the entire lesson, module or linkages to future lessons. As the
facilitator conducting the lesson, it is vital that you organize both yourself and the delivery of the lesson in
accordance with the instructions provided in this section. Neglecting to do so may have adverse effects on the
learning outcomes of the current lesson as well as future lessons.
Debriefs
Debriefs are frequently included at the end of a step to bring it to a close. They offer guidance regarding the
outcomes of the step and the intended direction of discussions. Sometimes, they present a thought meant to
leave an impact on students' minds, encouraging reflection. Facilitators should avoid reading the debrief
verbatim but instead customize it to suit the needs of their students. It is advisable for facilitators to identify
keywords from the debrief and practice delivering it in their own style, considering the level of their
students.
Note for the facilitators or Important note for the facilitators

In every lesson, you will find "notes for the facilitator" highlighted in black with white font. These notes
provide important guidance to facilitators regarding what they should focus on in that step. Paying attention
to these notes will enable facilitators to manage their time more effectively and achieve better learning
outcomes. It is important not to ignore these notes as they provide valuable insights for facilitating the
lesson.
Note to the trainer

"Notes to the trainer" are included to emphasize specific competencies that the training team needs to equip
the facilitators with during the training sessions. Their purpose is to ensure that, by the end of the training,
facilitators are well-prepared to effectively deliver the steps. Facilitators are strongly encouraged to seek
assistance from trainers if they come across a note and feel that they do not possess the requisite skills to
deliver it effectively. Seeking help in such cases ensures that facilitators receive the support they need to
deliver high-quality training.
Learning Reflection
Each lesson concludes with a learning reflection, which is arguably the most crucial part of the lesson as it
provides an indication of whether the lesson objectives have been achieved. Within the learning reflection
step, there is a subsection titled "lesson will be well received if..." that enables the facilitator and observers to
evaluate the success of the lesson. If the learning reflection suggests that a significant portion of the class
has not demonstrated the competencies directed by the lesson objectives, it is recommended that the
facilitator considers reteaching the lesson to ensure that all students have a solid understanding of the
intended outcomes.
Feedback
Feedback is crucial for personal and professional growth as it offers valuable insights, highlights areas for
improvement, and reinforces strengths. Facilitators in the Advanced Program are expected to possess the
ability to provide effective feedback, keeping students motivated and focused on their development. The
lesson structure includes dedicated time for constructive and positive feedback. Additionally, facilitators are
iv
responsible for identifying students who require extra support or guidance, such as those struggling to
understand certain aspects of the lesson (see Learning Reflection section above) or facing personal
challenges that prevent them from staying focussed. Engaging with these students in the last 5 minutes of
each lesson (Wrap-up step) ensures they receive the necessary assistance and encouragement to reach their
full potential.
Extra Benefit
Every lesson concludes with an Extra Benefit Section, which provides additional activities for students to
engage in outside of the classroom. Facilitators bear the important responsibility of effectively
communicating and motivating students to participate in the recommended extra benefit activities. These
activities have a compounding effect on students' growth, enhancing both their language competencies and
the skills necessary for academic, workplace, and social success.
It is crucial for facilitators to diligently inform and encourage students to take part in these activities. It's
important to keep in mind that while not all students may complete all of the extra benefit activities, some
students may choose to do some. Facilitators should not deprive those students who are willing to put in extra
effort for their personal growth by not informing them about the extra benefit activities. Continuous
motivation and witnessing the positive impact of these activities on participating students can eventually
inspire and have a positive influence on those who may initially be reluctant to participate in the activities.
Vocabulary Builder
Vocabulary building is vital for effective communication, comprehension, academic success and professional
growth. A strong vocabulary enables precise expression, enhances comprehension, and supports
higher-order thinking and vocabulary opens doors to career opportunities.
One of the pillars of the advanced program is to provide students an opportunity to build and use appropriate
vocabulary in class. The SRB and SAB both contain a list of words and phrases that will be useful to students
during the course of the lesson. These words and phrases are given in the FRB and you are expected to
encourage students to learn at least one word each day and use it in class the next day. Vocabulary building
is a key component of daily points for individuals and houses towards the modular contest and individual
prizes.
Vocabulary building plays a significant role in students earning daily points for both themselves and their
houses and counts toward deciding on the winners of the module and individual contests. Additional
information is available in the section “Building Students Vocabulary”.
Reading Speed Expectations

The average reading speed of an 8th-grade EFL (English as a Foreign Language) student is typically around
150-200 words per minute. However, in our curriculum, we have adjusted the reading speed to accommodate
the needs of weaker students. Therefore, the allotted time for reading articles and rubrics in the Student
Resource Book (SRB) and Student Activity Book (SAB) is set at 40 words per minute in Modules 1-5 and 50
words per minute in Modules 6-9.
We encourage you to motivate your students to continue reading to enhance their reading speed and
comprehension abilities. Regular practice and exposure to English texts will help them improve their reading
skills over time.
FLT Performance Review

Reviews of student progress along focused language parameters will be conducted in Module 2 (Review 1),
Module 4 (Review 2), Module 7 (Review 3), Module 9 (Review 4), and Module 15 (Final Review). During these
reviews, students will be evaluated on their pronunciation (sounds) and their use of grammar in both
v
speaking and writing, including prepositions, adverbs, word order, question formation, SVA and tenses. You
can find the rubric for the FLT Review in the section titled 'Prologue to FLT Review' below. The results of the
review will be documented in the 'Performance Review' section provided at the beginning of the SAB.
Before commencing the review, it is important to familiarize yourself with each student's progress in FLT
parameters since the last review or the beginning of the program. Please develop a comprehensive
understanding of their strengths and areas for improvement so that you can identify specific areas of
opportunity for each student to focus on. These areas could be where they require additional support or
where they can further develop their skills. Additionally, before commencing the review, revise the FLT
Rubric to ensure that you are well-prepared to complete the investments section of the performance review
within the allotted time. Make sure that the rubric aligns with the evaluation criteria and accurately reflects
the students' performance.
Learning Dashboard
The ‘Learning Dashboard’ is located in the SAB immediately following the 'Performance Review' section.
Usually, students fill out the Learning Dashboard during the first and last lesson of each module, using it as a
journal of their learning desires and to document their learning journey. In this section, students document
their learning goals for each module, their plans to accomplish these goals, and also reflect on the extent of
their progress towards their stated goals.
The Learning Dashboard has been separated from the rest of the SAB to ensure that all information
regarding the students' learning journey, plans and investments is consolidated in one place. This provides
valuable input when they prepare their Mid-Term Reviews via the DIY report card.
When completing the Learning Dashboard, students are expected to be honest and realistic about their
language development expectations and to reflect on the efforts they have made to achieve their goals. The
facilitators' role is to guide students through this process.
Mid Term Progress Reviews and DIY Report Card

The students are responsible for conducting their own performance review upon the completion of Module 5
(Mid-Term Progress Review 1) and Module 9 (Mid-Term Progress Review 2) of the Advanced Program. In each
module, students articulate their capital developmental expectations (language skills - speaking, reading,
writing, and listening strands and non-cognitive skills). Each module prompts students to set targets and
develop plans to achieve their expectations.
These performance reviews are facilitated through the use of a DIY Report Card. During the performance
review, students assess the extent to which they have met their own expectations and evaluate the
investments (efforts) they have made to accomplish them. By understanding their current position in their
developmental journey, students can refocus their attention on their self-defined priorities and redirect their
efforts toward achieving their goals. Furthermore, the performance review process helps students establish
new goals to shape their future learning experiences.
The DIY Report Card serves as a valuable tool for students to take ownership of their progress and actively
engage in self-reflection and goal-setting. By actively participating in the performance review process,
students gain a deeper understanding of their strengths, areas for improvement, and the necessary steps to
further their personal development within the FEA program.
In these student-led lessons, the facilitator's role is to foster an environment that encourages students to
authentically document their learning journey. The facilitator supports and guides students throughout the
performance review process, ensuring that they feel empowered to reflect on their progress, set meaningful
goals, and take ownership of their developmental path.
vi
Video Submissions
In Modules 0, 5, 9, and 14, students are required to record and submit videos to assess and track their progress
along the Focused Language Training (FLT) spectrum. These video submissions play a crucial role in
evaluating students' spoken language skills and informing the facilitator in formulating focus area
assignments. More detailed information regarding this process can be found in the section titled "Prologue to
Focused Language Training."
During these performance reviews, it is expected that the facilitator has a comprehensive understanding of
the FLT Rubric and possesses the ability to apply it proficiently. Additionally, the facilitator must familiarize
themselves with student performance data prior to conducting the review. This preparation ensures that the
review process is managed efficiently and effectively, allowing for accurate assessments and targeted
feedback to support students' language development.
Furthermore, the video recordings serve the purpose of documenting the student's progress at key
milestones. They provide tangible evidence of how students have advanced during their time with FEA,
allowing us to showcase their growth. These videos serve as valuable documentation for students and their
parents, validating the time and effort they have dedicated to their language development journey with FEA.
It reinforces the notion that their commitment and sacrifices have yielded tangible results and contributed to
their personal growth.
Certificates and Contest Spreadsheets

Digital certificates are awarded to the winners at the conclusion of each module. Please refer to the section
on "Contests and Certificates" for a comprehensive list of certificates presented. These certificates are
intended to motivate students to engage in friendly competition, fostering improvement in their linguistic
and non-cognitive skills. Facilitators are responsible for downloading these certificates onto their computers
and promptly presenting them at the conclusion of each contest. They must accurately fill in the names of the
winning students and include their digital signatures to authenticate the certificates.
The contest scores are recorded and maintained in contest score sheets (M1:5 Elemental Contest.xlsx and M6:9
Scholastic Contest.xlsx). These score sheets are equipped with built-in formulas that enable you to promptly
determine the winners once you have entered the data. This streamlined process ensures efficient and
accurate declaration of contest winners.
Capstone
The Advanced Program concludes with the Capstone Module, which serves as an assessment of the skills and
attitudes students have developed throughout their time in the program. This module utilizes the case study
method, allowing students to showcase their achievements in spoken language, reading, writing, listening,
and a range of non-cognitive skills (too many to list here).
The Capstone Module is a platform where students actively demonstrate their newly acquired skills. During
this module, the facilitator's role is to evaluate and document students' abilities accurately. To fulfill this
responsibility effectively, the facilitator must possess a comprehensive understanding of the various rubrics
and be capable of applying them effectively.
By utilizing the case study method, the Capstone Module provides an opportunity for students to apply their
knowledge and skills in real-world scenarios. This assessment allows students to demonstrate their
competence and showcase the growth they have achieved throughout their learning journey. It serves as a
culmination of their efforts and provides a comprehensive evaluation of their overall development.
vii
An Introduction to Learning Theories
Learning theories are models or frameworks that attempt to explain how people learn and acquire new
knowledge and skills. These theories are based on empirical research and observations of the learning
process, and they provide educators, researchers, and instructional designers with a foundation for
developing effective teaching methods and learning environments.
Why are learning theories important?
Learning theories provide educators with a framework to understand how students learn and the factors
that can influence the learning process. By understanding these theories, teachers can design and implement
effective teaching strategies that promote student learning and engagement.
For example, a teacher who understands the principles of Behaviorism might use positive reinforcement
techniques to encourage positive behaviors and to help students develop new skills and knowledge. This
might involve providing praise or rewards for desired behaviors, or structuring learning activities in a way
that encourages students to learn through repetition (pronunciation drills) and practice.
Similarly, if a teacher understands the principles of Constructivism, they may design learning activities that
allow students to build on their prior knowledge and experiences and construct new knowledge through
active participation and hands-on learning experiences. This might involve collaborative learning activities,
project-based learning, or inquiry-based learning, all of which can promote student engagement and deeper
understanding.
A teacher who understands the principles of Cognitivism might use strategies that help students to organize
and make sense of new information, such as providing visual aids or graphic organizers, or using techniques
that help students to link new information to existing knowledge.
Overall, learning theories can influence teaching strategies by providing educators with a framework for
understanding how students learn and by helping them to design and implement effective instructional
strategies that are tailored to the needs and characteristics of their students.
Behaviorism: Key Features
● Behaviorism is a theory of learning that emphasizes observable, measurable behavior. It is based on the
idea that behavior is shaped by the environment, through the use of reinforcement and punishment.
● Behaviorists believe that learning occurs through the formation of associations between stimuli and
responses. Positive reinforcement involves rewarding a behavior to increase the likelihood of it occurring
again in the future (preferred outcome). Negative reinforcement involves removing an aversive stimulus
to reduce the likelihood of a behavior occurring again in the future.
Example of Behaviorism
Let's say a teacher wants to use positive reinforcement to increase the likelihood of a student participating
in class discussions. Whenever the student speaks up in class, the teacher provides positive feedback, such
as praising the student for their contribution or asking follow-up questions to encourage further
discussion. Over time, the student begins to associate participation with positive feedback and is more
likely to participate in the future.
Constructivism: Key Features
● Constructivism is a theory of learning that emphasizes the active role of the learner in constructing
knowledge based on their experiences and prior knowledge. Constructivists believe that learning
involves building on existing knowledge and making connections between new information and prior
experiences.
viii
● Knowledge is not simply transmitted from teacher to learner, but is actively constructed by the learner
through a process of meaning-making and reflection. Teachers in a constructivist approach act as
facilitators, guiding students to discover knowledge for themselves, rather than simply imparting
information.
● Constructivists emphasize the importance of social interactions in learning, such as collaborative
problem-solving and discussion.
● Assessment in constructivism is often focused on the process of learning, rather than just the end
product, and may involve self-reflection, peer evaluation, and feedback.
Example of Constructivism
Let's say a teacher wants to encourage students to speak more in class discussions. Instead of calling on
individual students to answer questions or share their thoughts, the teacher takes a more constructivist
approach.
The teacher might start by asking students to brainstorm questions or topics related to the current lesson.
The teacher then facilitates a class discussion, encouraging students to share their questions and ideas
with one another.
As the discussion progresses, the teacher asks open-ended questions and provides feedback that helps
students build on each other's ideas. The teacher might also introduce different discussion techniques,
such as "think-pair-share," where students discuss a question with a partner before sharing their thoughts
with the class.
Throughout the discussion, the teacher acts as a facilitator, guiding the conversation without dominating
it. The teacher may also encourage quieter students to contribute by asking them to build on a previous
point or share their own perspective.
In this example, the constructivist approach emphasizes the importance of social interactions in learning
and encourages students to build their own understanding through discussion and reflection. By creating
a supportive and collaborative environment, the teacher helps students feel more comfortable speaking up
in class and encourages them to take an active role in their own learning.
Cognitivism: Key Features
● Cognitivism is a theory of learning that emphasizes the role of mental processes in learning, such as
perception, memory, and problem-solving. It is based on the idea that learning involves the active
processing of information by the learner.
● Cognitivists believe that learners construct knowledge by organizing and manipulating information in
their minds, and that this process involves the use of mental models, schemas, and strategies.
● Cognitivists emphasize the importance of prior knowledge and the learner's own understanding of the
material, as well as the need for active engagement and feedback in the learning process.
● Assessment in cognitivism is focused on the learner's understanding of the material, often through tests
and quizzes that measure knowledge acquisition and retention.
Example of Cognitivism
Example 1: The teacher can use cognitive strategies to help students overcome obstacles that prevent them
from speaking in class. For example, the teacher might encourage students to engage in self-talk, where
they mentally rehearse what they want to say before speaking. The teacher may also help students to
break down the task of speaking into smaller steps, such as brainstorming ideas or practicing with a
partner, to make it feel more manageable.
By using cognitive strategies, the teacher helps students to become more aware of their own thought
processes and develop greater control over their own learning. This can be especially helpful in situations
ix
where students may feel overwhelmed or unsure of themselves, such as when speaking in front of a group.
By providing targeted support and guidance, the teacher helps students to build their confidence and
become more effective communicators.
Example 2: Let's say a teacher wants to help students develop their critical thinking skills through
reading. The teacher might begin by asking students to identify the main characters, plot points, and
themes of the text. The teacher would then guide students in developing their own interpretations of the
text, encouraging them to draw on their own experiences and prior knowledge.
The teacher might also introduce various reading strategies, such as highlighting and note-taking, to help
students organize and retain information. The teacher would then provide feedback and corrective
guidance to help students refine their understanding of the material.
Throughout the learning process, the teacher would emphasize the importance of active engagement and
reflection, encouraging students to ask questions, make connections, and draw their own conclusions
about the text. By providing a supportive and interactive learning environment, the teacher helps students
to construct their own understanding of the material, while also developing important cognitive skills that
can be applied to future learning experiences.
BDA Approach & Cognitivism
The Before-During-After (BDA) reading strategy is an effective way to build critical thinking skills through
reading within the context of cognitivism. The BDA strategy encourages active engagement with the text by
breaking the reading process into three stages:
1. Before reading: In this stage, students activate their prior knowledge and make predictions about the
text. Teachers can guide students to identify what they already know about the topic, create questions
they hope to answer while reading, and identify any unfamiliar words or concepts.
2. During reading: In this stage, students focus on comprehension and analysis of the text. Teachers can
encourage students to take notes, summarize key points, and make connections between the text and
their prior knowledge.
3. After reading: In this stage, students reflect on what they have read, evaluate their own understanding,
and draw conclusions about the text. Teachers can guide students to analyze the text, identify its central
ideas, and evaluate its significance.
By using the BDA strategy, students can build their critical thinking skills by engaging with the text in a
structured and deliberate way. Teachers can encourage students to think about the purpose of the text,
consider multiple perspectives, and evaluate the validity of arguments. The BDA strategy also helps students
recognize the role of prior knowledge in comprehension and develop strategies for monitoring their own
understanding.
x
Student Participation Guidelines
In a language development setting, good facilitators are able to motivate their students to actively
participate in class as well as group discussions. In-class participation builds confidence and is a measure of
their engagement with the learning process. Apart from being an active listener, a student who is engaged, is
willing to communicate his/her ideas and have them critiqued by his/her teacher and peers. He/she is more
likely to continue his/her learning journey till the end of the FEA program. If you are able to create a learning
environment where all students are provided equitable opportunities to participate, you will find your
classrooms full, average percentage high and with minimal dropouts, consequently, minimizing the work
that you need to do to call and retain students.
GUIDELINES FOR STUDENTS PARTICIPATION IN CLASS:
Below are some best practises to help you improve participation rate in your classroom:
● 80:20 Participation: Language can only be developed by practicing the four strands. At FEA, we simply
encourage students to translate their existing knowledge into English by providing them with an
immersive and safe environment. An FEA facilitator is expected to maintain an 80 (student participation):
20 (facilitator cues) participation ratio in his/her class using various techniques.
● The Popcorn method is a useful tool that helps create an environment for discussion by eliminating the
facilitator from the center of discussions. In the popcorn method, each student can identify his/her peer
as the next person who will contribute his/her views to the discussion. It can also be used by the leaders
to support and provide opportunity to shy students who are hesitant to be part of the discussions.
● Equitable participation: Your class will have a mix of both extroverts and introverts. The extroverts will
be quick on the draw and eager to answer every question while the introverts will try and hide behind
their shadows. As an excellent facilitator, you will have to be patient with shy students and encourage
and motivate them to speak. Shy students need support in the form of extra time and cues to articulate
their thoughts.
● Keep overactive students in check: One of the main reasons for a facilitator not being able to provide all
students an opportunity to participate is the presence of overactive students who hog all the sound-bites
and they do not provide introverted students with an opportunity to get a leg-in. As an FEA facilitator, it
is your duty to keep extroverted students in check and to provide equitable opportunity to everyone.
● Cold Calls and Warm Calls: Cold calls is a method where non-participative students are directly asked by
the facilitator to respond to a question or to add his/her view to the views of his/her peers. Ample
opportunities are given to the shy students to contribute using scaffolding techniques. Warm calls are a
technique where students are informed in advance that they will be required to put forth their views to a
specific question or participate in a particular discussion. To help you execute the cold calling and warm
calling techniques, it will be useful if you create a list of students who you would like to hear from before
the start of every class. If any of these students raises his/her hand or expresses his/her interest to
participate in classroom discussion, you should be able to prioritize their responses.
● Probing Questions: A good facilitator is one who is able to use probing techniques to make the students'
thinking visible. He/she asks open-ended questions and encourages students to put forth their views. A
good facilitator knows that there is no one right answer to any question and asks students to justify their
responses using logical reasoning and evidence.
It is important that as an FEA facilitator, you follow the “No child left behind” policy. Which means that you
need to ensure that each student is engaged and participating in the learning process every single day.
STRATEGIES FOR ENHANCING CLASS PARTICIPATION:

In a classroom, students participation can be structured in three ways:
1. Whole Group discussion:
A whole class discussion involves the participation of all students in the class. As a facilitator, you must:
xi
● Monitor the extroverted students to ensure that they do not hijack the discussion.
● Pay attention to the details of the discussion and ensure that it does not go off topic and is completed in
time.
● Be skilled in steering the conversations towards a logical conclusion using probing techniques and
leading questions.
● Be able to ensure that the students who do not contribute ideas are listening actively and encouraged to
put their views forward.
2. Small-Group discussion and Briefing:
A small group discussion:
● Provides students more opportunities to participate and gather information from their peers
● Encourages students who are hesitant are more likely to open up and put forth their views
● Can be used as a tool to provide shy students the opportunity to practice in a small group setting before
presenting to a larger one
You should assign a group leader/TOTD who can maintain and oversee discussions, ensuring equitable
participation.
PARTICIPATION INDEX:
Each lesson will provide its own unique opportunities of classroom interactions. For your benefit, we have
calculated the discussion time for each lesson, based on which we have prescribed the numbers of
participation opportunities each student will have in that lesson. For eg.
40 min of discussion time 60 min of discussion time 80 min of discussion time
At an 80:20 ratio, students should At an 80:20 ratio, students should At an 80:20 ratio, students should
contribute 32 minutes of the contribute 48 minutes of the contribute 64 minutes of the
discussion. discussion. discussions.
Half the class should contribute Each student should contribute at Each student should contribute at
once and rest should contribute least two times. least three times.
twice.
Research suggests that an average person can speak 100-130 words per minute which is adequate for a
student to articulate his/her thoughts. Encourage students to think before they speak and to make the best
possible impact in the time available to them.
For each lesson, we have assigned an icon that prescribes the number of times each student should
participate. These emojis appear in each lesson of your FRB. Description of the icons is as follows:
Each student will contribute to the discussion at least once for approximately 1 minute.
Each student will contribute to the discussion at least twice for a talk time of 2 minutes.
Each student will contribute to the discussion at least 3 times for a talk time of 3 minutes.
Participation in small group discussions is above and beyond this index and is based on equitable
distribution of stage time.
This will indicate the equitable participation during the small group discussions.
xii
STUDENT PARTICIPATION TRACKER:
We advise the use of participation slips to track the number of times each student participates in classroom
discussions. At the beginning of each class, provide each student with three participation slips with his/her
name written on it. After a student has contributed meaningfully to the discussion, the student will hand
back his/her participation slip to you. By the end of the class, each student should have handed back a
minimum number of slips as indicated by the number of fingers on the top right corner of the lesson. Please
do not take back a participation slip if a student has provided one word answer or provided short-word
phrases. Use probing techniques to help students contribute meaningfully to discussions so that they can
hand back the requisite number of the participation slips for that lesson.
xiii
Questioning Techniques
Questioning techniques are methods used to ask questions in order to facilitate learning and encourage
critical thinking. Some common questioning techniques (with example questions)that teachers and
instructors can use to engage learners and facilitate learning:
1. Open-ended questions:
● What do you think about this topic?
● How would you describe this concept?
● Can you give an example of when you encountered this problem?
2. Closed-ended questions:
● What is the capital of India?
● Who was the first person to land on the Moon?
● What is the formula for water (H2O)?
3. Probing questions:
● Can you explain that a little more?
● What specifically did you mean by that?
● How does this relate to what we just discussed?
4. Reflective questions:
● What was your experience like?
● How did you feel during that process?
● What did you learn from that experience?
5. Leading questions:
● Do you think that it's fair to assume that...?
● Don't you think that it would be better if we...?
● Wouldn't you agree that...?
6. Hypothetical questions:
● What do you think would happen if...?
● How would things be different if...?
● If you had to make a decision in that situation, what would you do?
Follow-up Questions
Follow-up questions are a powerful tool for teachers to clarify student understanding, foster critical
thinking, and promote active learning in the classroom. These questions are designed to encourage students
to expand on their initial answers and explore the reasoning behind their thinking. By asking follow-up
questions, teachers can create a supportive and engaging learning environment that encourages students to
engage in thoughtful and meaningful discussions.
Here are some tips on how to effectively use follow-up questions in the classroom:
1. Focus on understanding: Follow-up questions should be used to gain a better understanding of what
students are thinking and to help them clarify their answers. For example, if a student answers a
question with “I think it’s because of X”, a teacher could ask “Can you explain why you believe X is the
reason?”
2. Encourage critical thinking: Follow-up questions should encourage students to think critically and
examine their opinions. For example, for a student response, a teacher could ask “What makes you
believe that? Have you considered other possible answers or reasons?”
xiv
3. Be specific: Effective follow-up questions are specific and focused on a particular aspect of the student’s
answer. For example, if a student gives a general answer, a teacher could ask “Can you give me an
example to better understand your perspective?”
4. Listen actively: Teachers should actively listen to student answers and be aware of the body language
and tone of voice used. This helps to build rapport and trust with students, which can encourage them to
be more forthcoming with their thoughts and ideas.
5. Encourage elaboration: Follow-up questions should encourage students to elaborate on their answers
and provide more detail. For example, if a student answers a question with a one-dimensional answer, a
teacher could ask “That’s one perspective, have you considered other factors that may have influenced
the outcome?”
6. Be flexible: Follow-up questions should be flexible and adaptable to the needs of individual students and
the overall learning objectives of the class. Teachers should be prepared to adjust their follow-up
questions based on the responses they receive and the needs of the class as a whole.
7. Create a supportive environment: Follow-up questions should be used to create a supportive and
engaging learning environment where students feel comfortable sharing their thoughts and ideas.
Teachers should strive to create a safe and inclusive classroom culture where students are encouraged to
participate in discussions and ask questions.
In conclusion, follow-up questions are a powerful tool for teachers to promote active learning and critical
thinking in the classroom. By using these questions effectively, teachers can create a supportive and
engaging learning environment where students are encouraged to participate in meaningful discussions and
explore the reasoning behind their thinking.
xv
Creating SMART Goals for Success
SMART goals are a powerful tool for setting and achieving academic and professional objectives. The
acronym stands for Specific, Measurable, Achievable, Relevant, and Time-bound, and by following these
criteria, students can increase their chances of success in achieving their goals.
Here's how to create SMART goals for academic or professional success:
1. Specific: The goal should be clear, concise, and well-defined. The answer to the question “What do I want
to accomplish?” and “Why is it important?” should be evident in the goal. For example, instead of saying “I
want to improve my public speaking skills”, a specific goal could be “I want to give a 30-minute
presentation without referring to notes by the end of the quarter.”
2. Measurable: The goal should have quantifiable criteria that allows individuals to track their progress
and measure their success. For example, in the goal above, the measure of success is giving a 30-minute
presentation without referring to notes.
3. Achievable: The goal should be realistic, considering available resources and abilities. It’s important to
set a goal that can be achieved with effort and dedication.
4. Relevant: The goal should align with the individual’s values, priorities, and long-term plans. It should be
something that the student is motivated to pursue and that has personal significance.
5. Time-bound: The goal should have a specific deadline, which provides a sense of urgency and helps
students stay focused and on track.
Help your students become proficient at creating SMART goals for leading successful lives.
Monitoring progress of SMART Goal
To ensure that you are making progress towards your goals, it is important to regularly monitor the progress
of your SMART plan. Here are a few tips on how to do that effectively:
A. Set up a tracking system: To monitor progress, you need a system in place to collect and organize data
related to your learning outcomes. This could be a simple spreadsheet or a more advanced learning
management system. Choose a system that works for you, and make sure it is updated regularly.
B. Define key performance indicators (KPIs): Identify the specific metrics that you will use to track progress
towards your learning outcomes. These KPIs should be closely tied to the objectives outlined in your
SMART plan. For example, if your goal is to improve your grades, your KPI might be your percentage in
the final term exams.
C. Schedule regular check-ins: It is important to regularly review the progress of your SMART plan, so
schedule regular check-ins, such as weekly or monthly, to review your KPIs and ensure that you are on
track to meet your goals.
D. Make adjustments as needed: If you are not making the progress you expected, it may be necessary to
make adjustments to your plan. Consider factors such as changes in your study habits or the course
material, and revise your plan accordingly.
E. Celebrate successes: Don't forget to celebrate your successes along the way. Achieving milestones, no
matter how small, is a great way to stay motivated and on track.
By following these steps, students can effectively monitor the progress of their SMART plan and ensure that
they are making progress towards their learning outcomes. Monitoring progress is an ongoing process, so
work with them to be flexible and adjust their approach as needed.
xvi
Prologue to Focused Language Training
Non native speakers of the English language are usually handicapped by regional influences (Mother tongue
influences) in the way English is spoken. Common errors in spoken English are usually observed in the
following four distinct categories:
A. Pronunciation (eh/ae, oh/aw, ae/ai , ih/ee).

B. Common grammatical errors (Word order, Articles, Prepositions - to/ for, statement/ question, -ing
errors, Adverbs, Subject Verb Agreements)
C. s/sh and j/z/zh sounds.
D. Tenses (Simple, continuous and perfect)
These errors will be addressed during the advanced program in the following manner:
Module 1 to 4 Module 5 to 9 Module 10 to 14
A. Pronunciation (eh/ae, oh/aw, A. Pronunciation (s/sh and j/z/zh A. Pronunciation (eh/ae, oh/aw,
ae/ai, ih/ee) sounds) ae/ai, ih/ee)
B. Common grammatical errors B. Tenses B. Pronunciation (s/sh and j/z/zh
sounds)
C. Common grammatical errors
D. Tenses
Pronunciation Guide
Sounds Sample words
eh | ae Red, Bed, September, Help, Delhi | Rad, Bad, Bank, Fantastic, Dally
oh | aw Only, Note, Goat, Low, boat | On, Not, Got, Law, Bought
ae | ai Rad, Bad, Bank, Fantastic, Dally | Take, Face, Late, Name, Wait
Ih | ee Is, River, Live, Sit, Hit | Keys, Beach, Leave, Seat, Heat
s | sh Sip, Sue, Mess, Sun, Sell | Ship, Shoe, Mesh, Shun, Shell
j | z Jest, Major, Jug, Just, Magic | Zest, His, Rise, Praise, Wisdom
zh Measure, Vision, Casual, Treasure, Genre
● The following instructions have been designed to assist you in diagnosing and correcting the common
errors made by the students in your class.
● Please be advised that different groups of students (classes) may have different needs and therefore the
diagnosis needs to be customized for each individual class.
● All facilitators are requested to follow the following process to help their students become better
speakers of the English language.
xvii
When What How
MO: Day 1- 6 Familiarize yourself Record your observations on the feedback Recording
with common errors Template provided.
(frequently errors)
made by students in
his/her class.
M1: Day 1 - M2: Day 3 Daily observations of Specific and individualized observations to be written
students discussions on post it notes and shared with students.
(full class/small group)
M2: Day 4 - 8 Review 1 (*) Record progress in SAB - Performance Review and
provide the rating on the progress on a scale of 1 to 4.
Students should also record their progress in the fields
assigned to them.
assigned to them.
M7: Day 6 - 7 Review 3 Record progress in SAB - Performance Review and

assigned to them.
M9: Day 4-7 Review 4 Record progress in SAB - Performance Review and
assigned to them.
M10: Day 1 - M14: Day Daily observations of Specific and individualized observations to be written
5 students discussions by on post it notes and shared with students. Assist the
Teachers of the day Teachers of the Day to share the specific and
(full class/small group) individualized feedback.
M15: Day 1-5 Final Review Record progress in SAB - Performance Review and
assigned to them.
(*) The progress review of struggling students should be scheduled at the back end to provide them with
more practice time.
xviii
FLT Rubric
Class Participation
Excellent Good Satisfactory Needs Improvement

Criteria (4) (3) (2) (1)
The student
The student The student
participates The student rarely
participates actively participates
regularly, but may participates or is
Frequency and consistently occasionally, but
occasionally have consistently
throughout the class often has periods of
periods of disengaged.
period. disengagement.
disengagement.
The student offers The student offers The student offers

The student offers
insightful and relevant and contributions that
Quality of contributions that
thoughtful appropriate are mostly on topic,
Contribution are off-topic or not
contributions that contributions that but may be
s relevant to the class
add to the class enhance the class superficial or not
discussion.
discussion. discussion. well thought-out.
xix
Response to feedback:
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
The student demonstrates a The student consistently

The student has a generally The student demonstrates a
Attitude consistently positive and open demonstrates a negative attitude
positive attitude towards negative attitude towards
towards attitude towards feedback, towards feedback, actively
feedback, but may at times be feedback, being defensive,
Feedback acknowledging its value and being rejecting or ignoring constructive
defensive or dismissive. dismissive, or non-responsive.
receptive to constructive criticism. criticism.
The student consistently puts in The student puts in some effort to The student puts in limited or The student puts in little or no
sustained and proactive effort to implement the feedback received, inconsistent effort to implement effort to implement the feedback
Effort implement the feedback received, but may not consistently follow the feedback received, or does so received, or actively resists
demonstrating a strong through or fully commit to in a superficial or ineffective making any changes or
commitment to improvement. improvement. manner. improvements.
The student consistently reflects

The student reflects on the The student reflects on the The student does not reflect on the
deeply and thoughtfully on the
feedback received, but may not feedback received, but the feedback received, or does so in a
feedback received and its
Reflection fully understand its implications reflection may lack depth or cursory or incomplete manner,
implications, and develops clear
or develop clear and actionable clarity, and plans of action may and does not develop any plans of
and actionable plans of action to
plans of action. be too broad or not actionable. action.
address it.
Vocabulary Building:
The student is able to use new The student is able to use some The student is unable to
The student is able to use new
Vocabulary vocabulary words appropriately new vocabulary words remember and use new
vocabulary words appropriately and
retention most of the time, but may appropriately, but has difficulty vocabulary words appropriately
consistently over time.
struggle with some words. remembering others. over time.
xx
Building Student Vocabulary
Having a rich vocabulary is important for personal growth, effective communication, and success in various
domains of life. Some of the ways in which vocabulary benefits are through improved communication
(making it easier to express ourselves to convey thoughts and ideas), enhanced cognitive abilities (Studies
have shown that vocabulary size is positively correlated with general intelligence, problem-solving skills and
critical thinking), improved reading comprehension and increased opportunities in personal and
professional lives.
Keeping the benefits in mind, it is important for us to encourage students to learn new vocabulary and use
these newly learnt words in speech. This can be done through several methods:
● Provide opportunities for practice: Create situations where students can use the new words in
conversation, such as group discussions, debates, or role-plays.
● Encourage verbal repetition: Encourage students to repeat the new words multiple times, both in
isolation and in sentences.
● Create a positive atmosphere: Encourage and praise students when they use new words correctly and
provide constructive feedback when necessary.
● Lead by example: Use the new words yourself in conversation and correct students when they use them
incorrectly.
As a facilitator it is important that you yourself continue to build your own vocabulary and find
opportunities to use the vocabulary builder words in your classroom. To be able to assign contest points for
vocabulary usage, you would need to devise a method of identifying words used from the Vocabulary Builder.
xxi
Pronunciation Drill - Ready Reckoner
Pronunciation drills are an integral part of Focused Language Training (FLT) and are designed to improve
students' pronunciation. Certain lessons include a list of commonly mispronounced words in the Student
Activity Book (SAB). Facilitators are also encouraged to identify words mispronounced by their students and
add them to the list.
Facilitators should take every available opportunity to encourage students to become independent learners
and ask them to practice their pronunciation after class, especially on days when no word drill is prescribed
in the FRB. We recommend dedicating the first (Step 0 - Welcome) or last (wrap-up) five minutes of class for
the self directed pronunciation drill.
Lesson # Type Facilitator Led TOTD Led After Class
M0:D1 -
M0:D2 -
M0:D3 -
M0:D4 Pronunciation (eh/ae, ✓
oh/aw, ae/ai, ih/ee)
M0:D6 -
M1:D1 Pronunciation (eh/ae, ✓ ✓
M1:D6 -
M1:D8 -
M2: D1 -
M2: D2 Pronunciation (eh/ae, ✓
M2:D4 -
M2:D6 Pronunciation (eh/ae, ✓ ✓
xxii
M2:D7 -
M2:D8 -
M3: D3 -
M4: D2 -
M4: D4 -
M5: D1 -
M5: D2 s/sh & j/z/zh sound ✓
M5: D4 -
M5: D6 -
M5: D8 -
M6: D2 -
M6: D5 -
M6: D6 -
M7: D1 -
M7: D2 -
xxiii
M7: D6 -
M7: D7 -
M8: D2 -
M8: D7 -
M9: D2
M9: D4 All sounds ✓
Important Note for Trainers: The trainers should make sure that all facilitators know how to pronounce the
words in the given word list correctly.
How to administer the pronunciation drill

To run a pronunciation drill, follow these steps:
1. Choose a list of words that your learners need to practice pronouncing.

2. Say each word slowly and clearly, emphasizing the correct pronunciation.
3. Have your learners repeat the word after you, trying to mimic your pronunciation as closely as possible.
4. Repeat this process several times, focusing on any words that your learners struggle with.
5. Once your learners are comfortable with the pronunciation of the words, you can have them practice
saying the words in sentences or in conversation to reinforce their pronunciation skills.
Remember to be patient and encouraging, and to provide plenty of opportunities for your learners to practice
their pronunciation.
xxiv
Common Grammatical Errors - Ready Reckoner
During discussions with trainers, we have identified high-impact grammatical errors commonly made by
FEA students during communication. The Advanced program proactively addresses these errors through the
Focused Language Training (FLT) program, incorporating them into bite-sized learning instances throughout
the curriculum. The table below illustrates the distribution of grammatical concepts across Modules 1 to 9.
In each lesson, an extra benefit activity includes a quiz focused on the identified grammar concept. While the
concepts are explained in the classroom as needed, it is the responsibility of the students to complete the
quizzes at home. Facilitators are expected to remind and encourage students to complete the quizzes during
the last 5 minutes of the lesson (Wrap-up step) and through regular WhatsApp messages.
Module No Focus Area
1 Prepositions
2 Adverbs
3 Word Order and Question Formation
4 Articles and Subject Verb Agreements
5 Simple Tenses
6 Simple and Continuous Tenses
7 Simple and Perfect Tenses
8 Tenses (Simple, continuous and present perfect)
xxv
Contest - Ready Reckoner
Mod Weekly Points Contest Points Bonus Points
Attendance 5 pts
MOOC 5 pts
1 Enthusiastic participation in FLT* 5 pts Elocution Speech 30 pts Master Teacher 5 pts
Learning & using new words from
vocabulary builder 5 pts
Attendance 5 pts
MOOC 5 pts Master Teacher 5 pts
Wordsmith Writing
2 Enthusiastic participation in FLT 5 pts Questioning Skills
Contest 18 Pts
Learning & using new words from (M2:D1) 1 pts
Listening Contest
Position Points
1 25
2 18
Attendance 5 pts 3 15
MOOC 5 pts 4 12
3 Enthusiastic participation in FLT 5 pts 5 10 Master Teacher 5 pts
Learning & using new words from 6 8
vocabulary builder 5 pts 7 6
8 4
9 2
10 1
11 - 20 0
Attendance 5 pts
MOOC 5 pts (Reading Score +
4 Enthusiastic participation in FLT 5 pts Listening Score) /4 Master Teacher 5 pts
Learning & using new words from Max Points 25
Attendance 10 pts
MOOC 10 pts
Writing 18 pts
5 Enthusiastic participation in FLT 10 pts Master Teacher 5 pts
Speaking 20 pts
Attendance 5 pts
6 Assignment / MOOC 5 pts Presentation 30 pts Master Teacher 5 pts
Enthusiastic participation in FLT 5 pts
Attendance 5 pts
Story / Scene / Adv
7 Extra Benefit Daily Task 5 pts Master Teacher 5 pts
Writing 30 pts
Attendance 5 pts
Writing 18 pts
8 Extra Benefit Daily Task 5 pts Master Teacher 5 pts
Listening (Quiz) 15 pts
xxvi
Script Writing 30 pts
Skit Presentation 30 pts
Attendance 5 pts
9 Extra Benefit Daily Task (7pg+/d) 5 pts The presentation and Master Teacher 5 pts
Enthusiastic participation in FLT 5 pts writing points will be
averaged for a max of
30 points
In M0:D6, students are notified that the weekly points would be in effect throughout the Elemental Cup. Please
keep working with the students so that these habits become a trait.
*Actively engages in pronunciation drills, avoids mouthing or mumbling words, and works to correct
identified sound swaps.
xxvii
Contests and Certificates
The following digital certificates are awarded to the winners at the end of every module. These certificates
are meant to motivate students to compete amongst themselves and in the process improve their linguistic
and non cognitive skills. Facilitators are expected to download these certificates onto their computers and
award them promptly at the culmination of each contest, filling in the winning students name and adding
their digital signatures.
Mod # Contest Name Certificates awarded Cup
Elocution Contest - Winner (Team)

1 The Elocution Contest
Master Teacher Award - Module 1
The Wordsmith Writing Wordsmith Contest - Winner (Team)

2
Contest Master Teacher Award - Module 2
The All Ears Listening All Ears Contest - Winner (Team)

3
Elemental Cup
Page Turner Contest - Winner (Team) (Team)
4 The Page Turner Contest
Crescendo Contest - Winner (Team)

5 The Crescendo Contest Language Wizard Certificate - Greenhorn
Class King
Class Queen
Soliloquy Contest - Winner (Team)

6 The Soliloquy Contest
Denouement Contest - Winner (Team)

7 The Denouement Contest
SunoGraphy Contest - Winner (Team)

8 The SunoGraphy Contest Scholastic Cup
(Team)
Goosebumps Contest - Winner (Team)
Language Wizard Certificate -
9 The Goosebumps Contest
Journeyman
Mr. Scholastic
Ms. Scholastic
xxviii
Module O: Day 1: Know your Capitals
Lesson Duration: 100 min Teaching Duration: 90 min
Synchronous Asynchronous Extra benefit

80 min 10 min NA
Whole Class Discussion Small Group Discussion Facilitator Feedback

80 min (100%)/ 64 min (80%) NA 5 min
REQUIREMENT FOR COMPUTER RESOURCES

No requirement to use computers. Please discuss with your parallel facilitator and conduct your class in the
room that does not have computers.
Vocabulary Builder: Assessment of the Day: N/A Lesson number in LMS
Groundwork for Focused Language

Training: 250
● Pronunciation (eh/ae, oh/aw, ae/ai,
ih/ee)
● Common grammatical errors
(Prepositions, Adverb, Word order and
Articles)
● s/sh/j/zh sounds
● Tenses.
Important considerations during facilitator training
The facilitator should understand and appreciate:

● best practices before, during and after lessons (Prelude to Advanced Program)
● the implementation of Focused Language Training (Prologue to Focused Language Training)
● student participation techniques (Student Participation Guidelines)
Material Required:
● Chart paper in format given in Part A of the Facilitator Resource Section appended to the wall adjacent
to the whiteboard.
● Chart paper in format given in Part B of the Facilitator Resource Section.
Pre-requisites: Compulsory
Facilitators should read and be familiar with the contents of pages i - xxviii for guidance on the structure of
the advanced program and best practices for engaging students.
Important Information: While students are speaking, pay attention to their language parameters identified
for FLT and record any errors observed, such as common grammatical errors, pronunciation issues (eh/ae,
oh/aw, ae/ai, ih/ee, s/sh, j/z/zh sounds), and tense mistakes. Document these errors in the Feedback
Recording Chart attached to the wall beside the whiteboard.
1
Modular Goals: AC EC SC
● The facilitator will get an opportunity to motivate/create a buzz for the Advanced
program by sharing the unique structure of the curriculum.
🤝
● Students will receive an overview of the skills they will develop during their
learning journey in the Advanced Level.
🤝
Focused Language Training:
● This module will provide the facilitator with an opportunity to observe and record
students' spoken language skills in order to prepare for the phase-wise focused
language training of the curriculum.
● Please observe and record errors on the following topics:

1. Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
2. Common grammatical errors (Word order, Articles, Prepositions - to/ for,
statement/ question, -ing errors, Adverbs)
3. s/sh and j/z/zh sounds.
4. Tenses (Simple, continuous and perfect tenses)
Lesson Objectives: AC EC SC
● Students will reflect on their learning journey in the intermediate program and
their implementation of the skills they have learned.
🎓 🎯🤝
● Students will know their learning journey through the advanced level and the
impact the program will have in developing their Academic, Employment and Social
🎓 🎯🤝
Capitals.
● Students will become aware of the skills they will develop in the first 5 modules.
Steps Facilitators’ action(s)
Step 0 Welcome students

5 min
Step 1 (AS) Ask students to read the ‘Modular Goals’ silently in SRB Part A. As they read the modular
5 min goals, ask them to pay close attention to the highlighted keywords and consider the value of
TTE: 10 min the skills they will practice in relation to their own personal goals. Inform students that this
module will finish in 6 days.
Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives,
ask them to pay close attention to the highlighted keywords and to consider the value of
today's lesson towards the achievement of their personal goals.
Step 2 (S/W) Ask students if they know the meaning of Charade. Take a few responses. If students do not
20 min know the meaning, ask them to use the laptops / their phones to look up the meaning of the
TTE: 30 min word. Once students have ascertained that it is a game, inform students that they will play
this fun game and will have to act out their favorite activity/hobby. Explain the game and
set the ground rules. (E.g. the student who is acting out the word is not allowed to speak.)
Each student will have only 1 minute to guess. The student who correctly guesses the
hobby/activity first will be awarded 5 points.
Keep track of the points earned by each student. The student with the most points at the end
of the game wins.
2
Step 3 (S/W) Ask students to open M0:D1 of their SABs and reflect and write in SAB Part A one lesson
25 min from Intermediate where they had the most fun and one lesson that contributed the most
TTE: 55 min towards their growth. Inform them that this is an individual exercise, and they should
write about their own experiences.
After students have completed the exercise, ask the (5 min):
1. What made these lessons fun? Take as many responses as you can. Encourage silent
students to participate. Let students have fun with their answers.
Next, ask (15 min):
2. What made these lessons useful? Take 2-3 responses.
Follow- up Question: How are you implementing the learnings from these lessons?
Note for the facilitator: Take your time, don’t finish this early. Give students an opportunity
to think and express themselves. Probe further by asking students to provide anecdotal
evidence. Probe quiet students while making them feel comfortable. Praise students for the
time and efforts they are investing in their personal growth.
Debrief: Reiterate that something is ‘useful’ only if it is actually used. Emphasize that
concepts / skills they are not actively practicing cannot be classified as useful. Continue
with the discussion by asking students to share how they have implemented the learnings
from their favorite lessons. They should also mention benefits they have received
academically, socially or at their place of work from those learnings.
Step 4 (S/W) Write the following questions on the whiteboard. Ask students to fill SAB Part B (3 min).
15 min
TTE: 70 min ● What are your expectations from the advanced program?
● What skills do you wish to develop?
● Why are these skills important?
After students have completed the exercise, have them discuss their responses (5 min):
Note for the facilitator:
● Students may provide answers looking through a microscopic lens (Eg. They may
respond that they wish to learn grammar). Paraphrase their response and clarify that
they want to improve their English communication - speak or write better.
● Make notes of students’ responses on the whiteboard. Encourage shy students to
participate in the discussions.
After students have responded, inform them that the advanced program seeks to add value
in the following forms (2 min):
● Develop skills that will help them academically (we will refer to these benefits as
Academic Capital).
● Develop skills that will help them make better career decisions and/or perform better
at their workplace (we will refer to these benefits as Employment Capital).
● Develop skills that will help them expand their social network (we will refer to these
benefits as Social Capital).
Referencing the skills written on the whiteboard, ask students to identify if the listed skills
will add Academic Capital, Employment Capital and/or Social Capital. Encourage students
to make as many connections as they can (5 min).
Note for the facilitator: It is possible for one skill to impact more than one capital.
Step 5 (S/W) Ask students to read the objectives of the first 5 Modules (The Elemental Contest) from SRB
15 min Part B. Build excitement while discussing each objective.
TTE: 85 min Learning Reflection: Once the students have read the objectives, ask them to share what
investments they are willing to make to benefit from the program and the capitals they
would like to develop? Encourage students to link their answers to their own personal lives
or actions they have taken/can take. Ask probing questions to understand the student's
perspective.
3
Note for the facilitator: You may need to explain that investments refer to what
students bring to the table (e.g. Time, effort, etc.)
Some students may not be able to put forth their views clearly, ask them to
paraphrase or provide more information to clarify their thinking. Some statements
you could use are “I don't quite follow you. Can you paraphrase your thinking in a
different way?”
Examples of probing questions:
● What makes you say that? (designed to probe into the thinking behind the
answer)
● Can you say more about that? (designed to have students think and provide more
details).
● What does this mean to you? (to encourage students to identify priorities)
● What sacrifices will you need to make?
Note for the facilitator: Before the start of this step, stick a chart paper on the whiteboard
(see Part B of the Facilitator Resource section at the end of this lesson). While students
share their responses (on capitals and investments), write down students' responses on the
chart paper. At the end of this step, inform students that this chart paper will be displayed
on the classroom walls, encouraging students who have not responded to update the chart
at the end of the class.
Your lesson would be well received if students are able to identify the capitals they wish
to develop and make connections with the investments they will need to make to develop
and benefit from the capitals.
Important note for the facilitator: Identify students whose responses indicate that they
have other priorities and therefore don't have the time to invest in developing their
capitals. This information can provide valuable insights into the psyche of the student and
can be used to counsel / encourage students to keep learning. At the end of each lesson, you
will have 5 min to motivate students towards their goals.
Step 6 (AS) The development of capitals is a crucial theme throughout the entire advanced program,
5 min and it is vital that every student comprehends this concept. Please identify students who
TTE: 90 min may require additional assistance in making connections with the concept. Additionally,
identify students who have demonstrated a solid understanding and can provide support to
their peers who are struggling. Utilize this time to offer assistance and help the weaker
students understand the concept and the importance of developing their capitals.
Note for the facilitator: Some pairing strategies you can use for creating peer learning
communities are 1. Small group discussion 2. One on one 3. Assigning buddies.
Step 7 (S-W) Inform students that they will be playing Word Antakshari. Ask students if they know how
5 min to play this game. Take a few responses.
TTE: 95 min
Note for the facilitator: Select a student whom you wish to empower to lead this game. Make
sure that the chosen student possesses the necessary linguistic competence to manage this
activity.
1. Have the students sit in a circle.

2. To begin the game, pick a den (the player who starts the game).
3. Once the den has been identified, she/he starts with any letter.
4. The next person in the circle has to say the word which begins with the last letter of the
first word.
5. Each student has 10 seconds to answer. If a student is unable to answer within the time,
he/she gets disqualified and then the next student continues the game.
Play as many rounds as time permits.
Note for the Facilitator: While students are playing Word Antakshari write 4-5 words that
your students often mispronounce on the whiteboard.
4
Step 8 Ask students to use SAB Part C to note down the commonly mispronounced words.
5 min
TTE: 100 min Ask students to bring a photograph of themself/an item that is dear to them and describes
them the best.Clearly instruct them that they must bring it for the next class, as
participation in the activity will not be possible without it.
Wrap Up, allow students to leave the class.
Speak with students who came late or need counseling. These 5 min can also be used to give
additional time to weaker students.
FACILITATOR RESOURCE SECTION

Part A
FEEDBACK RECORDING TEMPLATE
Name of Branch ___________ Session No. ______________
Facilitator’s Name __________ No. of Students___________
Pronunciation (eh/ae, Common Grammatical Pronunciation (s/sh and Tenses (Simple,

oh/aw, ae/ai, ih/ee) Errors j/z/zh sounds) continuous and perfect)
5
Part B
CAPITALS AND INVESTMENTS TEMPLATE
Student Name Identified capitals for Identified investment

development commitments
Note: To ensure neat and comprehensive presentation of the information, feel free to utilize as many chart
papers as needed.
6
Module O: Day 2: Power of Speech
Synchronous Asynchronous Extra Benefit

80 min 10 min NA

80 min(100%)/ 64 min(80%) NA 5 min

Vocabulary Builder: Assessment of the Day: Lesson number in LMS

Empower
Demonstrate
Groundwork for Focused Language Training:
● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
251
Articles)
● Tenses.
Material Required:
Lesson Objective: AC EC SC
● The facilitator will evaluate students on the baseline of spoken English.

🎓 🤝
● Students will be introduced to the concept of the Teacher of the Day.
● Students will understand the importance of speaking and different ways the
advanced level will help them build this skill.
🎓 🎯🤝
Important Information
This lesson requires you to create a recording of students’ presentation as evidence of their current spoken
language abilities. This video, along with additional videos recorded during the course of the Advanced
Program will track the progress students make in their spoken language abilities and will be presented to
parents as evidence of their hard work and growth. Once recorded, these videos should be uploaded to the
FEA server using on http://52.172.195.227:8086/studentvideoupload.aspx. For more information, refer to
Step 2.
Step 0 Welcome Students

5 min
7
Step 1 (AS) Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives,
5 min ask them to pay close attention to the highlighted keywords and to consider the value of
TTE: 10 min today's lesson towards the achievement of their personal goals.
Step 2 (S-W) Inform the students that in today's class, a video will be recorded for each of them to
25 min capture their current level of spoken language competency. Additionally, let them know
TTE: 35 min that throughout the advanced program, a few more videos will be created to document
their journey of development. By the end of the program, they will have a collage of their
progression. Advise the students that they will have 1 minute to showcase their oratory
skills.
Ask the students to speak about the photographs or any other items they brought with
them and explain why those items are special to them. After all the presentations, instruct
the students to vote for one photo as the 'Photograph of the Day.'
Note for the facilitator: Before the presentations begin, arrange for the presentations to be
recorded. This can be done using a cellphone operated by one of the students. After all the
presentations, encourage the students to upload the videos on
http://52.172.195.227:8086/studentvideoupload.aspx so that they can be accessed at the end
of the program to document each student's learning journey.
Step 3 Ask students to review their expectations from the advanced programs in SAB Part B
(AS/S-W) MO:D1. Ask students if any of them have identified spoken language skills as one of the core
13 min skills for success?
TTE: 48 min
Ask students how they will benefit from improved spoken language skills. Encourage
students to keep in mind the three types of capitals while responding (3 min).
After the students have responded, ask students to read SRB Part B for an overview on some
ways improved speaking skills can contribute to their capitals. Give students 1 minute to
read the information. Encourage them to ask questions.
Ask students (5 min):
● Who is your favorite public speaker? Take as many responses as possible.
● What skills do you need to develop to speak like your favorite public speaker?
Note for the facilitator: Important skills to be an excellent speaker:

▢ Confidence ▢ Fluency ▢ Pronunciation
▢ Vocabulary ▢ Arrangement ▢ Preparedness
▢ Audience awareness
Students may mention all of some of the above points. Help students to come up with
points that they may have missed.
Ask students to read SAB Part C to understand how the advanced program will help them
develop their speaking skills. (4 min)
Step 4 (S-W) Ask students what they expect from the advanced program in terms of becoming
7 min independent learners, improving communication and presentation skills, functioning as a
TTE: 55 min team player, and developing leadership abilities. Take a few responses.
Read the following script to the students to share with them the importance of the role of
the Teacher of the Day specifically created to help them achieve the above goals (create
positive energy while reading the script). Encourage students to take the role seriously:
‘I have some exciting news to share with all of you. The Advanced Program has been
carefully crafted to assist you in developing and honing the skills you desire. One of the
special features that contributes to this is the concept of 'The Teacher of the Day.' Every
student will have the opportunity to take on the role of 'The Teacher of the Day' at least
once during each module. Over the course of the 16 modules, you will have numerous
chances to practice and enhance these skills. I urge you to seize these opportunities and
perform this role to the best of your ability, making the most of the experiences provided to
you.’
8
Step 5 (S-W) Learning Reflection: Ask students how improving their speaking skills can contribute to
10 min their academic performance. Encourage them to relate their answers to their personal lives
TTE: 65 min or actions they have taken or can take to enhance their speaking abilities. Use probing
questions to gain a deeper understanding of each student's perspective.
Note for the facilitator: Some students may not be able to put forth their views clearly,
ask them to paraphrase or provide more information to clarify their thinking. Some
statements you could use are “I don't quite follow you. Can you paraphrase your thinking
in a different way?”
Sample probing questions:
● What does this mean for you? (to encourage students to make better connections)
● What makes you say that? (designed to probe into the thinking behind the answer)
details).
Your lesson would be well received if students are able to identify the importance of a
fluent speech and the opportunities it may present to them. Additionally, they should be
able to meaningfully identify investments they would need to make to build proficiency.
Important Note for the Facilitator: As students share their responses, pay attention to those
who believe that spoken language skills will not have a significant impact on their capitals.
This insight can offer valuable understanding of students' mindset and can be utilized for
counseling and encouragement to continue working on their spoken language abilities. At
the conclusion of each lesson, you will have 5 minutes to motivate students and highlight
the benefits of improving their communication skills.
Step 6 (S-W) Reflect on today's class outcome and the students' participation during the discussion.
10 min Identify students who faced challenges in actively participating, and employ pairing
TTE: 75 min strategies to provide them with speaking practice and assistance from their peers.
Furthermore, pair students who expressed the belief that speaking skills will not contribute
to developing capitals with those who hold a contrasting view. This arrangement will foster
a better understanding of each other's perspectives and encourage constructive dialogue.
Step 7 (S-W) Inform the students that it's time to have some fun and play a language game. Ask if any of
20 min them have ever played Pictionary. If yes, invite a few students to share the rules of the
TTE: 95 min game.
Note for the facilitator: Empower a student who has played the game before to lead the
activity. Ensure that this student is different from the one who led the activity in M0:D1
Game Instructions:
● Divide the class into two teams and have the students come up with names for their
teams. Each team should choose the players who will start the game.
● Draw a table on the whiteboard by dividing it with a line down the middle.
● Provide the student who will start the game with a marker and assign him / her an
object to draw (refer to the Facilitator Resource Section for a list of words).
● Inform the teams that they have 1 minute to guess the correct word. Allow 5 seconds for
the players to think before they begin drawing. Start the timer once the thinking time
has elapsed. Emphasize that the player drawing the object must not speak or use sign
language or gestures to provide clues to their team.
● Award 10 points if the team guesses the word within the allotted time.
● After completing the drawing, the student should nominate another member from their
team to draw in the next round.
● Repeat these steps until the time allows.
● Keep track of the points earned by each team. The team with the highest score at the
end of the game wins.
9
Note for the Facilitator: While students are playing Pictionary write 4-5 words that your
students often mispronounce on the whiteboard.
Step 8 Ask students to use SAB Part C (M0:D1) and take note of the commonly mispronounced
5 min words written on the whiteboard.
TTE: 100 min
Note: Ask students to bring one of the following to the next class:
● A sentence that is meaningful to them
● A phrase that moved, engaged or provoked them
● A word that captures their attention or strikes them as powerful

Speak with students who came late and need counseling. These 5 min can also be used to
give additional time to weaker students.
1. Sand Castle 2. Pumpkin Pie 3. Nurse 4. Piano

5. Library 6. Mermaid 7. Circus Tent 8. Junk Mail
9. Zombie 10. Solar Panel
10
Module O: Day 3: Left! Write! Left!

75 min 15 min NA

48 min(100%)/ 38 min(80%) 27 min 5 min


Resonate
Potential
The groundwork for Focused Language
Training:
252
(Prepositions, Adverb, Word order, and
Articles)
● Tenses.
Material Required:
● Students will understand the responsibilities that they will take as the Teacher of
the Day.
● Students will be able to demonstrate the use of group discussion protocols. 🎓🎯

● Students will understand the importance of writing and different ways the
🎓 🎯🤝

5 min
Step 1 (AS) Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives, ask
3 min them to pay close attention to the highlighted keywords and to consider the value of today's
TTE: 8 min lesson towards the achievement of their personal goals.
11
Step 2 (S-W) Ask students if they recall the discussion on Teacher of the Day from the previous class. Take
15 min a few responses and write them on the white board (3 min).
TTE: 23 min
Ask students to read the responsibilities of Teacher of the Day from SRB Part B (3 min).
Once students have read the responsibilities of the Teacher of the Day, ask them to put forth
their own ideas on what they can do to perform these roles effectively. After a few students
have responded, encourage 2-3 shy students to add their views (7 min).
Debrief: Talk about the best practices that students should adopt to perform better in the role
of the Teacher the Day. These best practices should come from your own experiences to
facilitate better connections (2 min).
Step 3 Inform students that the role of the Teacher of the Day is critical for the team's success as
(AS/S-W) they have the responsibility of managing their teams discussions and deliverables. They have
15 min to ensure that each teammate contributes to the discussion positively and productively (1
TTE: 38 min min).
Ask students to recall the Group Discussion protocols learned in previous levels. Ask a few
students to share the dos and don’ts of a group discussion (4 min).
Introduce the roles each member plays in a group discussion (SRB Part C). Let students spend
some time reading the roles and responsibilities. After they have read, ask them to share
their understanding (8 min).
Advise students that all GD exercises in the advanced level should be enriched with team
members assuming these roles in their discussions. These roles should be rotated between
members such that each can become proficient at all roles (2 min).
Step 4 (S-S) Tell students that they will be participating in a storytelling game based on the Four Ws (Who,
15 min What, Where, and When). To begin the game, please follow these steps:
TTE: 53 min
● Divide the class into five groups of four students each.
● Each team member will independently select a Question Word (Who, What, Where, and
When) and decide on an important attribute of the story.
● Each team will have four minutes to construct a two-minute story.
● Upon completion of the story, ask each team to present their story to the class.
1. Encourage students to adopt GD roles while formulating their stories.
2. Appreciate all the stories and efforts that students put in to create them.
Step 5 The sentence/phrase/word/dialogue that students were asked to bring to class today. While
(AS/S-W) receiving students' responses, ask them why they like that particular sentence/phrase/word/
15 min dialogue. (5 min)
TTE: 68 min
Inform students that many people write, but only a few writers become successful writers
and even fewer who resonate with us.
Ask students “What attributes make successful writers/authors/poets stand apart from the
rest?” (5 min)
Note for the facilitator: Use the whiteboard to note down students’ responses. If not
already mentioned, add the following skills to the list:
● Research skills
● Vocabulary
● Arrangement
● Making connections
● Drafting, proofreading and editing
After the discussion, ask the students how they can benefit from improving their writing skills.
Ask them to be mindful of the three capitals while framing their responses.
Once the students have responded, instruct them to read the benefits of good writing skills
from SRB Part D. Give them one minute to read the information and encourage them to ask
12
questions. Cold call one or two non-participative or less participative students to articulate
their understanding.
Debrief by explaining that proficiency in developing and applying a skill is directly linked to
the investments a person is willing to make to develop that skill. Just being physically present
in the classroom without engaging with the learning process is not helpful. Give an example
of a sportsperson and draw the students' attention to the hours that a cricketer has to
practice to become skilled at the game. Emphasize that a spectator who sits in front of the
television and watches cricket, while knowing the rules of the game, is unable to develop
cricketing skills just by watching other players.
Finally, ask the students to read SAB Part E to understand how the advanced program will
help them develop their writing skills.
Step 6 (S-W) Learning Reflection: Ask students how improved writing skills can help them perform better
5 min in all three capitals. Encourage students to link their answers to their own lives or actions
TTE: 73 min they have taken or can take to develop their capital. Ask probing questions to understand the
students' perspectives.
Note for the facilitator: Some students may not be able to put forth their views clearly, ask
them to paraphrase or provide more information to clarify their thinking. Some
statements you could use are “I don't quite follow you. Can you paraphrase your thinking
differently?”
Sample probing questions:
● What does this mean for you? (to encourage students to make better connections)
● What makes you say that? (designed to probe into the thinking behind the answer)
details).
Your lesson would be well received if students are able to make connections with improved
career opportunities and better grades associated with writing proficiency.
Important Note for the facilitator: While students share their responses, identify students
who hold the opinion that writing skills will not play a significant role in their development
of capitals. This information can provide valuable insights into the students' psyche and can
be used to counsel or encourage them to continue working on their writing skills. At the end of
each lesson, allocate 5 minutes to motivate students to recognize the benefits of improving
their communication skills.
Step 7 (AS-S) Reflecting on the outcome of today's class and the participation of students during the
12 min discussion, identify students who struggled to participate and use pairing strategies to
TTE: 85 min provide them with speaking practice with the help of their peers.
Additionally, pair students who indicated that writing skills will not contribute to the
development of any capitals with those who hold the opposite opinion, in order to help them
understand each other's perspectives.
Step 8 (S-W) Ask students if they remember playing the Word Antakshari game in the class. Ask students if
10 min they enjoyed playing the game.
TTE: 95 min
Inform students that they play Sound Antakshari, a variation of the Word Antakshari game.
1. Have the students sit in a circle.
2. To begin the game, pick a den (the player who starts the game).
3. Once the den has been identified, she/he selects a sound and articulates a word that
starts with that sound. E.g. The player selects the z sound, and can form the word Zip.
4. The next person in the circle has to say the word which begins with the last sound of the
first word. E.g. If the first player shares the word Zip, the next player will share the word
that begins with the last sound of this first word, in this case - Parrot.
13
5. Each student has 10 seconds to answer. If a student is unable to answer within the time,
he/she gets disqualified and then the next student continues the game.
Play as many rounds as time permits.
Note for the Facilitator: While students are playing Sound Antakshari write 4-5 words that
your students often mispronounce on the whiteboard.
Step 9 Ask students to use SAB Part C (M0:D1) to note down the commonly mispronounced words
5 min written on the whiteboard.
TTE: 100
min Wrap Up, allow students to leave the class.
Speak with students who came late and need counseling. These 5 min can also be used to give
14
Module O: Day 4: Bookworm

51 min 39 min NA

41 min (100%)/ 33 min(80%) 5 min 5 min

This lesson requires computer resources for ReadTheory.
Correlation
Goosebumps
● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee) 253
● Common grammatical errors (Prepositions,
Adverb, Word order and Articles)
● Tenses.
Material Required:
● Students will understand the importance of reading and different ways the
🎓 🎯🤝
● Students will practice reading on ReadTheory. 🎓 🎯🤝
● The facilitator will know and record their students’ reading ability (Lexile Scores
and grades).

5 min
15
Step 2 (S-W) Pronunciation Drill: Ask students to refer to the wordlist in SAB Part C - MO:D1.
5 min
Practice: Say the word out loud and request students to repeat after you.
TTE: 13 min
Once students have practiced, inform them that in the advanced level they will be given
many opportunities to practice sounds in the Pronunciation Drill format.
Step 3 Ask students what are some important attributes of a good speaker and/or writer/author.
(AS/S-W) Accept all answers. Ask probing questions to understand the student's perspective.
17 min Encourage the shy students to also participate. (2 min)
TTE: 30 min
Note for the facilitator: Support the discussion by emphasizing that knowing what to
communicate and having powerful ideas are essential skills for being a good speaker,
writer, or author.
Next, ask students where the seeds of new thoughts and ideas are born? (or what is the
spark that leads to exciting new thoughts and ideas?). After the students have responded,
highlight listening and reading as important skills that fertilize the mind, spark ideas, and
enhance creativity, ultimately making us more interesting. (3 min)
Debrief: Inform students that a person who does not read is no different from a person who
cannot read. The minds of both these individuals remain blank, as reading is often
considered a window to the world and ideas. Therefore, improving reading skills is essential
for staying connected with the world.. (1 min)
Rhetorical question: Ask students to reflect on what it would be like if they could not read.
Would they still be considered literate? Students do not need to answer aloud. Give them a
minute to ponder this question in their heads. (1 min)
Ask students how, if listening and reading play such important roles in shaping a person's
identity, they are positioning themselves to benefit from developing these skills. (4 min)
Note for the facilitator: Acceptable answers:

● Students talking about the benefits of improved listening and reading skills.
● Students' current proficiency in listening and reading.
● Students expressing their desire to improve their listening and reading skills.
After the students have responded, ask students to read the benefits of good reading skills
from SRB Part B. Give students 1 minute to read the information. Encourage them to ask
questions. Cold call one or two non/less participative students to articulate their
understanding. (4 min)
Ask students to read SAB Part C to understand how the advanced program will help them
develop their reading skills. (2 min)
Step 4 (AS) Ask students what resources they used in the intermediate level to improve their reading
30 min skills. Take a few responses. Lead the discussion towards ReadTheory. Ask a few of them to
TTE: 60 min talk about their learning experience from ReadTheory. (2 min)
Inform students that they will continue using the ReadTheory tool to improve their reading
ability in the advanced level as well. Ask students to login into their account and read one
passage on ReadTheory. Before beginning the exercise, ask students to join your class on
ReadTheory (28 min).
Note for the facilitator: Write the class code of your ReadTheory account on the whiteboard
and ask them to join. While students are practicing, review the data on your ReadTheory
account to identify top performers and students who need more practice.
16
Step 5 (S-W) Display the comparative chart from your classroom progress page on ReadTheory so that
8 min students can see their own grades and Lexile levels. Additionally, provide a brief discussion
TTE: 68 min of all the performance measurement infographics.
● Knowledge Points: This metric shows how well students have performed in a particular
quiz or assessment. Points are awarded for answering regular questions correctly,
solving challenge questions accurately, passing quizzes, and achieving perfect scores.
The higher the points awarded, the better the overall performance.
● Quizzes Taken: The more passages students read and quizzes they complete, the more
proficient they will become in reading.
● Grade Level: Each grade in school or college expects students to possess a certain level
of reading proficiency. The grade level displayed reflects students' reading abilities,
benchmarked against their respective grade expectations.
● Lexile Level: This metric measures the difficulty level of text that students can
comprehend. It provides an indication of their reading comprehension skills and helps
match them with appropriate reading materials.
Step 6 Learning Reflection: Please ask the students to read an article on the Lexile measure from
(AS/S-W) SRB Part D. This article will help them comprehend the correlation between Lexile level and
12 min Grade Level (7 min).
TTE: 80 min
Furthermore, encourage the students to reflect on their ReadTheory reading
comprehension scores. If their scores are not aligned with the grade they are currently
studying in, ask them what steps they can take to bridge the gap and improve their
performance. (5 min)
Your lesson will be well received if students can comprehend the disadvantages they may
face (in terms of academic, employment, and social capital) if their Lexile level
significantly differs from the grade level they are currently studying. The greater the
difference, the more urgent it becomes for them to take action and bridge this gap.
Note for the Facilitator: Get a commitment that the students will spend more time reading
and will engage with ReadTheory at least once or twice a week.
Step 7 (S - S) After reviewing the data from ReadTheory, you would have identified students whose
5 min reading scores fall at the lower end of the class spectrum. Additionally, you would have also
TTE: 85 min identified students who are performing better than their peers and can assist you in
supporting the non-readers. To facilitate improvement in reading proficiency, create peer
learning communities to leverage the strengths of the proficient readers to motivate the
struggling readers and to foster an environment of support and growth.
Step 8 (S-W) Inform students that it's time to play a game.

10 min ● Pair students into groups of 3/4.
TTE: 95 min ● Inform students that they will be given a set of 9 letters. They have 60 seconds to write
as many words as they can with the letters on the board.
● Inform students that each word they write will earn them points (3 points for a 3 letter
word, 4 points for a 4 letter word and so on. Words with more than 6 letters will earn
double points). No points will be awarded for 1 and 2 letter words.
● Call the first group of students towards the whiteboard. Write one of the letter sets from
the Facilitator Resource Section.
● Start a counter, and ask students to begin.
● Ask the rest of the students to use a dictionary to confirm the validity of doubtful words
● Continue the game till the time allows.
17
● Keep track of the points earned by each pair. The one with the most points at the end of
the game wins.
Step 9 Wrap Up, allow students to leave the class.

5 min
TTE: 100 min
1. AEERBTDHP 2. BAAMLKHI 3. TOOLNJEA 4. SUIIAOPET

5. FJMMIAOT 6. NJTTPAEO 7. MFFTAUEL 8. KKLLPOSA
9. JACNIFEKK 10. BEEZZMERL
18
Module O: Day 5: Listen and Learn

51 min 39 min NA

34 min(100%)/ 27 min(80%) 17 min 5 min


Appellant
Hone
Jury
254
Articles)
● Tenses.
Material Required:
Video: M0:D5 Courtroom Listening
Video: M0:D5 Courtroom Scene_Closing Arguments
● Students will understand the importance of listening and different ways the
🎓 🎯🤝
● Students will understand that internal and external barriers to listening can
compromise comprehension.
🎓 🎯🤝
● Students will recognise the synergy between all language strands and how they
contribute to capital development.
🎓 🎯🤝

5 min
Step 1 (AS) Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives, ask
3 min them to pay close attention to the highlighted keywords and to consider the value of today's
TTE: 8 min lesson towards the achievement of their personal goals.
19
Step 2 (S-W) Pronunciation Drill: Ask students to refer to the wordlist in SAB Part C - MO:D1.
5 min
TTE: 13 min Practice: Say the word out loud and request students to repeat after you.
Once students have practiced, inform them that in the advanced level they will be given
many opportunities to practice sounds in the Pronunciation Drill format.
Step 3A Inform students that this lesson is about understanding the benefits of active listening. Ask
(AS/S-W/S) them which profession exemplifies the importance of having well developed listening skills.
22 min Take a few responses, use probing techniques to understand the student’s perspective (2 min).
TTE: 35 min
Lead the discussion to the legal profession where active listening is important to be
successful. If not already addressed in the previous discussion, ask them why this is the case.
Take a few responses. Ask students to watch the Video Courtroom Listening video from the
movie My Cousin Vinny. Inform students that this movie is engaging and really funny and
recommend that they watch it. Build excitement. The video can be assessed from Path:
Module 0>>Day 5>>'M0_D5: Courtroom Listening video'. (5 min)
Paired Activity
After students have watched the movie, form pairs (vocal student with introvert / weaker
student) and ask to (12 min):
● Identify the different roles played by the actors (including those seated in the foreground
and background). (Discussion [2 min]+Response [2 min] = 4 min)
Note for the facilitator: Students should identify the following role - Judge, witness,
prosecution lawyer, defense lawyer, accused, jury, etc. Fill in the gaps if students miss
some roles.
● Focussing on each role, what language strands do they have to employ to do their job
well? (5 min)
● Considering the whole scene collectively, what language strand seems to be the most
important and why? (3 min)
Note for the facilitator: Different students will have different perspectives. Encourage
them to debate with each other.
Debrief: While it is natural to think that speaking is the dominant stand here, listening is
probably the most important language strand. The dominant role of the judge and the jury is
to listen. The jury will make a decision on whether the accused is guilty based on what they
hear and the understanding of the arguments by the defense and the prosecution. The
witness has to hear and understand the question and respond appropriately (without
listening comprehension, good answers will not be possible). Lawyers have to listen to each
other's arguments and also the witness to build their case accordingly. (3 min)
Step 3B (S-W) Ask students, how many of them are good at active listening? Take a few responses, use
10 min probing techniques to understand the student’s perspective. Ask them to provide anecdotes
TTE: 45 min that will help the class understand the characteristics of good listeners. (3 min)
Inform students that listening is actually a very difficult skill to master and many of us are
very poor at it. Ask them to identify some reasons why listening is a difficult skill to learn.
Take a few responses, students may have different opinions, use this as an opportunity to
promote the concept of active listening. (5 min)
Debrief: Inform students that active listening is difficult because we think four times faster
than we can speak, which means we need only about 25% of our mental capacity to hear the
message. Our mind wanders as 75% of our brain power is idle. Becoming an effective listener
requires training the brain to slow down to coincide with the rate of speech of the speaker. (2
min)
20
Step 3C Inform the students that we will now transition from a courtroom drama movie to a real
(AS/S-W) courtroom setting. Let them know that they will watch the first 2 minutes of the closing
7 min arguments presented by Johnny Depp's lawyer, a renowned Hollywood actor. Ask the
TTE: 52 min students to pay attention to the language strands utilized by the lawyer to effectively carry
out her job. Additionally, inform the students that due to her effective communication skills,
she won the case, resulting in her client being awarded damages of Rs. 85 crore. The video can
be accessed from the following path: Module 0 >> Day 5 >> 'M0_D5: Courtroom Scene_Closing
Arguments' (3 min).
Once the students have viewed the video, encourage them to consider the language strands
that the lawyer may have employed throughout the trial. Pose probing questions to better
understand their opinions and reasoning (2 min).
Debrief: inform the students that Johnny Depp's lawyer had to utilize all four language
strands to secure the victory. As a lawyer, she had to argue the case (spoken strand),
attentively listen to witnesses and the prosecution lawyers (listening strand), take notes on
important points (she had a written document from which she was reading - reading and
writing strands). From this, we can conclude that developing proficiency in all four language
strands is crucial for success in various aspects of our lives (2 min).
Step 4 (AS) Inform students that they now understand that proficiency in all strands (speaking, writing,
8 min reading and listening) is required to be successful, ask students to think about what aspects
TTE: 60 min of their listening skills they would like to work on and how? After the students have
responded, ask them to read the benefits of improved listening skills from SRB Part B. (5 min)
Ask students to read SRB Part C to understand how the advanced program will help them
develop their listening skills. (3 min)
Step 5 (AS) Learning Reflection:

20 min
TTE: 80 min Ask students to reflect on the opportunities for capital development offered by the Advanced
Program in each of the strands. They can refer to relevant sections of the SRB (D2-D5) to
refresh their thoughts (3 min).
Next, instruct them to review the list of skill development opportunities presented in the
Learning Dashboard at the beginning of the SAB. Have the students complete SAB (Learning
Dashboard Module O | Part A) for each of the strands and rank (1 = most important; 5 least
significant) in the empty checkbox provided according to the actions they will take to
improve their skill. (3 min / strand = 12 min)
Then, select a few students to share aspects of their commitment plan. Pose probing questions
to understand their reasoning behind ranking an action in a particular manner and their
level of commitment to following through with the plan.
Note for the facilitator: While students are making their commitment plan, walk around the
class and provide assistance as required.
Your lesson would be successful if your students are able to complete their learning
commitment by identifying and ranking the actions that will contribute to their capital
development.
Step 6 (S-S) During the discussion in Step 5, you may have identified students who were unable to
5 min complete their commitment plan or provide reasonable rationale for their ranking in one or
TTE: 85 min more strands. On the other hand, you may have also identified students who performed well
in this activity and can offer assistance to their peers who are struggling. To support the
weaker students, employ pairing techniques that promote collaboration and peer learning.
Pair proficient students with those who need assistance, allowing them to work together and
share insights to enhance understanding and completion of the commitment plan.
21
Step 7 (S-W) Ask the students to share their experiences of playing the vocabulary building games from
10 min previous lessons. Inform them that today they will be engaging in another game aimed at
TTE: 95 min expanding their vocabulary. In order to emerge victorious, they will need to demonstrate
quick thinking and effective teamwork.
To initiate the game, follow these steps:
● Divide the class into two teams (if there is a large number of students, it may be more
feasible to divide them into three teams).
● Instruct the students to form a straight queue with their respective teams, facing the
whiteboard.
● Draw a line down the middle of the board and write the topic at the top.
● The students will then participate in a relay race-style activity, where they have two
minutes to write as many words as possible related to the given topic.
● At the end of the two minutes, each team earns one point for each correct word.
Unreadable or misspelled words are not counted.
● Play as many rounds as time permits.
Sample topics for the game:
▢ Adjectives ▢ Jobs (Professions) ▢ Names of book authors
▢ Sports ▢ Airport Names ▢ Things in the Kitchen

5 min
TTE: 100 min Speak with students who came late and need counseling. These 5 min can also be used to give
22
Module O: Day 6: Introduction to Advanced Level

70 min 20 min NA

45 min(100%) / 36 min(80%) 25 min 5 min

No requirement to use computers. Please discuss with your parallel facilitator and conduct your class in
the room that does not have computers.

Plagiarism
Strategy
● Common grammatical errors (Prepositions,
255
Adverb, Word order and Articles)
● Tenses.
Materials Required:
Video: Harry Potter Movie_Sorting Hat
Personality Quiz:
https://www.goodnet.org/articles/which-element-defines-you-earth-water-air-or-fire-quiz
● Students will understand that in addition to language and communication, there

are other skills that contribute toward success.
🎓 🎯🤝
● Students will be grouped into houses and get to know their house members. 🤝
● Students will understand the structure of the Elemental Contest.
● Students will get an appreciation of their behaviors, do’s and don’ts to win the
Elemental contest.
🎓 🎯🤝
● Students will plan a strategy to win the Elemental contest. 🎓 🎯🤝
Steps Facilitator’s action(s)

5 min
23
Step 1 (AS-W) Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives,
Step 2 (S-S) Ask the students whether language and communication skills are the sole requirements for
20 min success, or if other attributes also contribute to achieving success. (2 min).
TTE: 28 min
Form pairs and instruct each pair to review SAB Part A. Explain that the left side presents
the skills to be acquired in the advanced program, while the right side provides ways they
build capitals. Have students discuss and match skills to relevant behaviors(10 min)
After the activity, randomly call each pair and ask them to explain 1 skill and the capitals
they matched it to. (8 min)
Step 3 Inform students that the first 5 modules are part of the Elemental Cup. Ask them to review
(AS/S-W) SRB Part B to know the developmental focus of the Elemental Cup. (3 min)
7 min
TTE: 35 min Briefly discuss these points. Build excitement about the program. (4 min)
Step 4 Inform the students that each module will be organized as a contest between teams. They
(AS/S-W) will be assigned to different houses and compete against each other for supremacy. Ask the
10 min students if they have watched the movie 'Harry Potter and the Sorcerer's Stone.' Remind
TTE: 45 min them that in the movie, students were organized into houses in a unique way. Inquire about
how the teams were created and the criteria that was used. (2 min)
Debrief: Explain to the students that Professor McGonagall used a sorting hat to assign
students to houses. The sorting hat read the minds of the students and placed them in
houses based on their individual character traits. Ask the students to watch the sorting hat
clip from the Harry Potter movie, building excitement about working in houses. The video
can be accessed from Path: Module 0 >> Day 6 >> 'M0_D6: Harry Potter Movie_Sorting Hat.’
(5 min)
Inform the students that we have borrowed some ideas from the movie and will organize
ourselves into houses to benefit from collaboration and teamwork. The students of the
winning team will receive certificates of achievement. Ask the students to review SRB Part
C for a list of all the certificates that can be earned for each module. (3 min)
Step 5 (S-W) Inform students the house with the best performance across the 5 modules will win the
15 min Elemental Cup. Share the link to Goodnet website and ask students to click on “Let's start”
TTE: 60 min to identify the element that governs their personality. Once students have completed the
quiz and have been assigned their house, ask them to write their names in the assigned
column. (7 min)
1. While students are taking the quiz draw a chart on the board with the titles - Air,
Water, Fire and Earth.
2. The quiz should take approximately 90 seconds to complete. 6 min has been assigned to
accommodate extra time required for shared devices.
3. There is a high chance that teams will not be balanced (there may be more students in
one house / less in another, or a house may have more stronger / weaker students). Use
your knowledge of students strengths and weaknesses to balance the teams. Make as
few changes as possible, else the integrity of the exercise will be compromised.
Ask students to read the properties of the four elements from SRB Part D. Have an open
discussion on the strengths and values assigned to each house. Celebrate each house and
ask them to hold true to its value system (8 min).
Step 6 (S-W) After all students have been assigned a house, walk them through the Rules and Scoring
15 min System of Elemental Cup (SRB Part E) :
TTE: 75 min A. Elemental Cup (6 min)
B. Module Awards (3 min)
C. Sample Score Card (2 min)
D. Penalty Points (4 min)
24
Note for the facilitator: Ask clarification questions to check. Use probing techniques to
clarify their understanding.
Step 7 (AS-S) Learning Reflection: Ask the students to organize themselves into houses and develop
15 min strategies to win the Elemental Cup and individual awards such as the Teacher of the Day
TTE: 90 min Award, Class King/Queen Award, and Language Wizard. Inform the students that the
majority of points available come from daily tasks, and they should consider the desired
behaviors of their house members when formulating their strategies. Encourage them to
think about how other members can support a student who may need assistance. Instruct
the students to write their plans in SAB Part B. (10 min)
As a whole class, invite each team to share the key elements of their strategy and announce
their choice for the Teacher of the Day for tomorrow's lesson. (5 min)
Your lesson will be well received if students leave the classroom excited about the
upcoming contests and have a robust plan / strategy to compete with the other teams.
Note for the Facilitator: While students are discussing and preparing their strategy, visit
each house and monitor their discussions. Provide guidance as required.
Step 8 (S-S) Time to be used as per facilitator’s discretion:

5 min
TTE: 95 min The facilitator can utilize these 5 minutes to consolidate any aspect of Module O that they
believe would benefit the students and address any queries they may have.
This time can also be used to assist teams whose strategies may not be robust. Identify
students who may struggle with the daily tasks and provide guidance on desired
behaviors.
Alternatively, the houses can utilize this time to strengthen their strategies for winning the
Elocution Contest and the Elemental Cup.
Note for facilitators: Use peer learning strategies as required.
Step 9 Ask each house to identify their candidate for the Teacher of the Day (TOTD) for the next
5 min class (M1:D1). Encourage students who have more expertise in doing online MOOCs to
TTE: 100 min become the TOTD.
Note for the facilitator: For each module, keep a log of students who have already been
nominated for the TOTD role. In each module, all students should have a chance to be TOTD
equitably.
Ask the nominated TOTD to read the Teacher of the Day responsibility from SRB - MO:D3
(Part C).
25
Answer key to SAB Part A (TARGET SKILLS)
Skills Examples of Capitals
Soft Skills (Empathy, 🎓Academic Capital: Stay motivated during exams.

Resilience & 🎯Employment Capital: Work under pressure to achieve workplace success.
Self-management) 🤝Social Capital: Build better relations with your family and friends.
Digital 🎓Academic Capital: Access latest information from a variety of sources.
Literacy/technology 🎯Employment Capital: These skills are necessary for all white collar jobs.
skills 🤝Social Capital: Create global networks.
Establish a link between 🎓Academic Capital: Make academic choices to achieve ikegai.
Personal Interest and 🎯Employment Capital: Pursue professional goals based on passion.
Professional Goals 🤝Social Capital: Build strong relationships with like minded people.
Collaboration skills 🎓Academic Capital: Build skills through academic & extracurricular group
activities.
🎯Employment Capital: Work in teams to achieve success at work.
🤝Social Capital: Gain respect by contributing to organizational and social
goals.
Time Management 🎓Academic Capital: Achieve balance - academic, extracurricular and social
goals.
🎯Employment Capital: Increase efficiency and productivity at the workplace.
🤝Social Capital: Achieve work life balance.
Leadership and 🎓Academic Capital: Build life skills by organizing school events/clubs.
Management skills: 🎯Employment Capital: Motivate colleagues and help them achieve
organization goals.
🤝Social Capital: Build, maintain and guide social networks.
Problem Solving Skills: 🎓Academic Capital: Display critical thinking and creativity to become a top
student.
🎯Employment Capital: Find ways to lead people and achieve organizational
goals.
🤝Social Capital: Be recognised as a person with solutions.
Independent 🎓Academic Capital: Achieve academic goals without influence from family &
Mindedness: friends.
🎯Employment Capital: Accomplish organizational goals with little to no
supervision.
🤝Social Capital: Have the conviction to do what is right.
Build productive habits 🎓Academic Capital: Build good learning habits.
of the mind: 🎯Employment Capital: Continuously improve to remain relevant.
🤝Social Capital: Adapt to new social norms with ease.
26
Module 1: Day 1: Looking Ahead

34 min 51 min 15 min

29 min(100%)/ 24 min(80%) 5 min 10 min

This lesson requires computer resources for MOOC activities.
Vocabulary Builder Assessment of the Day: Speaking Lesson Number in the LMS
Rhetoric Focused Language Training:
Enhance
Articulate
● Prepositions 260
Materials Required:
Video: Why MOOC? (1 min) MOOC Video: Welcome! (1 min)
MOOC: Introduction to Public Speaking MOOC Video: Course and Assignment Overview (4 min)
Comic: The Adventures of Badu and Chotu MOOC Video: Week 1 Overview (1 min)
MOOC Video: What is Rhetoric? (1 min)
MOOC Video: Rhetorical Situations (5 min)
MOOC Video: Canons of Rhetoric (3 min)
Important Information: While students are speaking, identify commonly swapped sounds and have the
students practice both words (e.g. if a student mispronounces ‘Delhi’, add both sounds to the wordlist - ‘Delhi’
and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist (SAB Part A).
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record preposition errors (Eg:
in/on/at/to/from).
Whenever you get the opportunity, share feedback with students. Feedback can be provided individually or
in small groups (if students are making similar errors). You can also use post-it-notes to provide feedback if
you are confident that the student will be able to understand what needs to be done.
Vocabulary Builder: Strategies for encouraging and tracking students to use new vocabulary are given in
the ‘Building Student Vocabulary’ section at the front of the handbook. Use the tips provided while
conducting this (and subsequent) lessons.
Contest Points:
Daily Task Contest Points Bonus Points
Attendance 5 pts
MOOC 5 pts
Master Teacher - Module 1 5
Focused Language Training + Quiz 5 pts Elocution Speech 30 pts
pts
27
Language Goals (Speaking)
● Students will learn the art of Public Speaking to improve their spoken language skills
and communication.
🎓🎯🤝
● Students will understand the feedback - review - enhance - practice - present
loop/system to enhance their skill-set.
🎓🎯
● Students will understand that MOOCs are an excellent and informative resource to
continue their learning journey independently.
🎓🎯
Non-Cognitive Goals (Thinking Skills)
● Students will learn about a Thinking Routine that has the potential to improve
comprehension.
🎓🎯
● Students will understand that plans/goals need to be reviewed periodically to remain
relevant and productive.
🎓🎯
● Students will be provided support on the following topics so that they can
communicate effectively:
🎓🎯🤝
1. Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
2. Prepositions
● Students will understand that there are many resources to continue their journey
of learning, one of them being MOOCs by reputed course designers and universities.
🎓🎯🤝
● Students will understand the benefit of public speaking skills for their own growth
and employability.
🎓🎯🤝
● Students will be introduced to ‘Introduction to Public Speaking’ MOOC. 🎓🎯🤝
● Students will practice pronouncing eh/ae, oh/aw, ae/ai, ih/ee sounds and be able to
identify errors they make.
🎓🎯🤝
Steps Facilitator’s Action(s)

5 min
Step 1 (AS-W) Ask students to read the Modular Goals silently from SRB Part A. After having read the
8 min objectives, ask them to focus their attention on the highlighted keywords and consider the
TTE: 13 value of this module towards the achievement of their personal goals.
Ask students to read Lesson Objectives silently and make connections to their own interest
in becoming good public speakers.
Step 2 (S-W) Question of the Day: Ask students: How can good spoken communication be an advantage:
5 min
TTE: 18 ● At school?
● At work?
● With friends?
28
Note for the facilitator: Use probing techniques (refer to Follow-up Questioning Techniques
at the front of the handbook) to clarify students' thinking.
Debrief: This module will be completed in 8 days and will expose you to the science behind
being a good speaker, providing you with an opportunity to practice these skills in class.
The concepts learned can be applied in any public speaking setup. However, as with any
skill development exercise, you will have to decide what your focus areas will be and the
effort you need to invest. There will be no gain without pain.
Step 3 (S-W) Ask students: How can anyone who doesn’t have time or the option to do a full-time course,
5 min continue their learning journey? Let students share their ideas.
TTE: 23
Ask students to watch the ‘Why MOOC?’ video on their laptops from Path: Module 1 >> Day 1
>> 'M1_D1: Why MOOC?.
Debrief: Inform students that MOOCs (Massive Open Online Courses) are valuable and
life-changing resources for continuing their learning journey. Encourage them to approach
MOOCs with enthusiasm and take advantage of the learning opportunities they provide.
Step 4 Share that speaking well and confidently in front of an audience, whether formal or
(AS/S-W) informal, is an important skill that can impact their career prospects. Speaking in front of
20 min an audience, large or small, is called public speaking. In this module, they will engage with
TTE: 43 a MOOC on public speaking, which will help them become more confident and articulate
when speaking at school, work, or in social settings. (1 min)
Ask students to read the sections on ‘About this Course’ and ‘Skills you will gain’ from SRB
Part B. (5 min)
After students have finished reading, ask a few students to make connections between the
skills they will gain from the MOOC and their value in developing the 3 capitals. (3 min)
Next, ask students to read the MOOC Syllabus from SRB Part B. (6 min)
Debrief: Inform students: (5 min)
● The content of the MOOC has been distributed across 4 modules.
● Designated content has been embedded into each day. Advise students not to be absent
as it would create a gap in their learning and practice of this key skill.
● At the end of each module, there will be a reflection quiz to assess understanding of the
concepts.
● Module 5 is a student-led module based on the MOOC where they will be expected to
apply their learned concepts/skills to teach back to their fellow classmates.
Encourage students to complete the MOOC with enthusiasm, as past experience has shown
that winning the Elemental contest is correlated with how well students performed during
the teach-back sessions. Encourage students to approach the facilitator for problems faced
during the MOOC.
29
Step 5 (AS) Ask students to play the “Instructions to Enroll” video from Path: Module 1 >> Day 1 folder.
22 min After students have watched the video, ask them to enroll themselves in the course. Assign
TTE: 65 the responsibility to the Teachers of the Day to assist students who are struggling to enroll
in the course (3 min).
Note for the facilitator: While students are watching the video, write down the steps on the
whiteboard so that students may reference it while enrolling.
Ask students to get started with the activities of the day. Assign the following activities (19
min):
Topics Types Duration
Welcome video Video 1 min
Course and assignment overview Video 4 min
Week 1: Overview Video 1 min
What is Rhetoric? Video 1 min
Rhetorical Situations Video 5 min
The Canon of Rhetoric Video 3 min
Total Time 15 min
Note for the facilitator: While students are at their tasks, have discussion with those
students who are unwilling or unable to put in effort to complete the MOOC. In this
discussion, aim to understand their perspective and the reasons behind their belief that
they will not benefit from the MOOC or their other constraints that may hinder their ability
to complete it. Some concerns expressed by past students are provided in the facilitator
resource section, along with sample rebuttals to those responses. Feel free to add, remove,
or modify them as you see fit.
Step 6 (S-W/S) Pronunciation Drill: Request students to add new words to the word list in their SAB Part A
10 min (See important information above). Say all the words listed in SAB Part A aloud and have
TTE: 75 students repeat after you. Provide assistance to students who are mispronouncing the
words (5 min).
House Practice: Once students have practiced the Pronunciation Drill with you, ask them to
practice the words in the word list with their housemates and seek assistance from the
facilitator, if needed. Assign the responsibility to the Teachers of the Day for this activity
(10 min).
Step 7 (AS) Learning Reflection: Inform the students that now, since they have gained insight into how
15 min this module can enhance their spoken abilities, they should utilize the SAB (Learning
TTE: 90 Dashboard Module 1 | Speaking Strand Part A) to select a few skills to focus on. A sample
has been provided for guidance. Encourage them to choose an additional 2-3 skills to work
on for further improvement.
Your lesson would be successful if your students can pinpoint specific skills they aim to
improve in this module and demonstrate their progress through a practical application.
Encourage them to make a personal pledge on how they plan to consistently work on
enhancing those skills.

1. Discuss the example with the students (SAB Part B of the Learning Dashboard)
2. While students are writing, provide assistance as required. Identify students whose
responses seem well articulated and discuss once everyone has completed the exercise.
Note for the facilitator and trainer: Please refer to 'Creating SMART Goals for Success' at the
front of the handbook. Trainers should ensure that facilitators are proficient in creating
SMART goals and can assist students in tracking their progress through regular
monitoring.
30
Step 8 Facilitator Feedback:
5 min
TTE: 95 min Speak with students who came late or need counseling. These 5 min can also be used to
provide feedback to students on prepositions (FLT) and to encourage students who are
unwilling or unable to put in the effort of completing the MOOC.

5 min
TTE: 100 min Encourage students to become independent learners. Encourage them to practice the
Pronunciation Drill after class, before they go home. Remind them that there are 5 min still
remaining that they can utilize for this exercise.
Continue Feedback, 1 on 1 session with weaker students.
Extra Benefit Buckle up! Prepare today for a productive tomorrow

Ask students to read the comic ‘Adventures of Badu and Chotu (Amar Chitra Katha) for
tomorrow's lesson. Share the link to the comic on the WhatsApp Group.
Build your vocabulary - Enrich your conversations (2 minutes/word)

Encourage students to build their English spoken vocabulary, one word at a time, by
learning at least a word a day from the Vocabulary Builder. Inform students that
vocabulary building is a daily task for this module. Today’s “Vocabulary Builder” words are:
▢ Attribute ▢ Enthusiasm
▢ Plot ▢ Assimilate ▢ Inquisitive
Why students may think that

they will not benefit Responses
I find it very difficult to learn How do you propose to continue your lifelong journey? Will you always require a
from MOOCs/ I do not have a teacher or a trainer to keep you relevant?
discipline/ I get distracted/ My
family distracts me/ I do not There is so much information being created today, the concepts learnt by a
have good internet masters student from a good university gets outdated by the time he completes his
degree. People have no choice but to continue their learning journey all their life.
MOOCs provide us with this opportunity which is free or sometimes at a nominal
cost. I understand that you have problems at your end but to be successful you have
to find solutions to your problems. Remember the statement:
SUCCESS IS HARD.
POVERTY IS HARD.
CHOOSE YOUR HARD.
I am already very confident/ the Ask students if they are already good at something, is it possible for them to get
MOOC can not teach me better?
anything
Ask students to keep an open mind, perhaps there is something that MOOC can
teach them (facilitator should display and scroll Week 1 overview for students to
see what they will cover. The facilitator can identify key topics like canons of
rhetoric and prosody. If need be, display and scroll Week 2 and identify topics like
invention and arrangement. If after this, students believe that they know it all, tell
them that they can work with their classmates and help them while practicing the
principles by themselves.
The MOOC is very difficult Yes, the MOOC does have fancy terms like canons of rhetoric and prosody but these
terms are explained in the MOOC. Encourage students not to be afraid of terms that
are used as each of them has an easy explanation. They should write down these
terms on a piece of paper along with the meaning, review it regularly and
internalize them. Encourage students to reach out to you whenever they experience
something difficult.
31
Module 1: Day 2: Field a Question


48 min (100%) /38 min(80%) 17 min 5 min

Vocabulary Builder Assessment of the Day: Speaking Lesson number in the LMS
Attribute
Assimilate
261
Enthusiasm ih/ee)
Plot ● Prepositions
Inquisitive
Materials Required
Important Information:While students are speaking, identify commonly swapped sounds and have the
students practice both words (e.g. if a student mispronounces ‘Delhi’, add both sounds to the wordlist -
‘Delhi’ and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist of M1:D1 (SAB Part
A).
in/on/at/to/from).
Vocabulary Builder: Strategies for encouraging and tracking students to use new vocabulary are given in
the ‘Building Student Vocabulary’ section at the front of the handbook. Use the tips provided while
● Students will understand that asking questions will help them get a deeper
understanding of new concepts.
🎓🎯🤝
● Students will learn and practice how to ask questions before, during and after
reading.
🎓🎯
● Students will define their expectations from the MOOC through a reflective BDA
exercise.
🎓🎯🤝
32

5 min
Ask each house to identify their candidate for the Teacher of the Day. The candidate should
be one who has not undertaken the role of the Teacher of the Day in the current cycle.
Note for the facilitator: The facilitator should keep a log of students who have already been
nominated in the current cycle.
Step 2 (S-W) Question of the Day: Ask students why is it important to ask questions while
5 min communicating and how will developing this skill help them:
TTE: 13 min
● At school?
● At work?
● With friends?
Debrief: Lead the discussion towards how asking good questions helps clarify thinking and
improve responses. For example, when a teacher is explaining a concept, it is crucial for
students to fully comprehend it. If there are any doubts, students should ask questions to
clarify their understanding. This comprehension will enable them to answer exam
questions with confidence and clarity.
Step 3 Ask the students if they aspire to become good speakers and encourage them to respond by
(AS/S-W/S) raising their hands. Bring energy into the classroom by urging students who are
25 minutes particularly enthusiastic to raise their hands as high as possible or even raise both hands.
TTE: 38 min Then, instruct the students to organize themselves in a circle and brainstorm the key
attributes of a good speaker. (3 min)
Note for the facilitator: Assign TOTD’s the role of asking probing questions to understand
the perspectives of the speaker.
After the students have concluded their discussion, ask students to read the article on
‘Attributes of a good public speaker’ from SRB Part B (5 min)
Organize students into pairs, preferably as per their houses. Ask them to do a peer review
of each other's spoken skills using SAB Part A. Ask students to read the instructions to the
exercise and reiterate the value of an honest assessment. Ask students to begin rating their
peers (10 min).
After the peer assessment, have students discuss the assigned rating (7 min).
Note to the facilitator: Guide the students distinguish between Low Moderate (4-5) VS High
Moderate (6-7): Explain that moderate rating is the mid rating and unless someone is
extremely weak or extremely strong in a given parameter, the assigned rating would be
Moderate.
Step 4 (S-S) House Activity:

10 min
TTE: 48 min Organize the students into their respective houses and instruct them to discuss the plot,
characters, and setting of the comic that was assigned as homework reading in yesterday's
lesson. (5 min)
33
Note for the facilitator: Write the keywords for the discussion, such as "characters,"
"setting," and "plot," on the whiteboard. Students who have read the comic will be able to
contribute to the discussion, while others may remain quiet or provide irrelevant or
fictional details. Visit each group and identify students who do not appear to have read the
comic. Also, take note of those who seem confident while speaking.
Once the discussion is over, ask the students to identify the students who were the most
confident, engaged, and passionate during the discussion, as well as those who were the
least. Encourage the students to brainstorm reasons why some students were confident
and engaged while others were not.
Debrief: Guide the discussion towards the importance of information and knowledge as key
drivers of being a good speaker. Students who have read the assigned material are likely to
have better information, which can make them more confident and engaged. Conclude by
emphasizing that having good reading and listening skills is essential for becoming a good
speaker.
Step 5 (S-W) Drive home the point that information is an essential element in the decision-making
15 min process. We demonstrate the importance of information even in small, non consequential
TTE: 63 min day to day decisions. Illustrate this point by asking students which movie they watched
recently. (1 min)
Ask students (3 min X 3 = 9 min):
● what make them go to see the movie (Before Considerations)

● while watching the movie, what thoughts/questions came to their minds (During
Considerations)
(Eg. Did you make any prediction about the next scene or how a character would react)
● thoughts/questions/conclusions about the movie/characters/plot/settings they had
after the movie got over (After Considerations)
Conclude the discussion by suggesting that watching the movie allowed them to get first
hand information about the movie. Ask if being knowledgeable enriched their
conversations about the movie with their friends, thus building social capital.. (2 min)
Debrief: It is important to seek information at every stage - before, during and after. Many
of these information gathering processes happen subconsciously (for eg. ‘Who is the actor
in the movie?’) this is because our mind is tuned to these processes for certain types of
behaviors (for eg. trying to decide which movie to watch). However, building similar habits
of the mind is important for other activities as well (for eg. ‘What is this book about?’ Can be
a question that can be asked while selecting a book to read). (3 min)
Step 6 (AS) Inform the students that being inquisitive is vital for enriching the learning experience.
10 min Inquisitiveness is a fundamental aspect of human character, as it motivates us to seek out
TTE: 73 min new information and knowledge. Illustrate this point by providing an example of the
Introduction to Public Speaking MOOC.
Next, ask the students if they have any learning expectations or questions about public
speaking that they would like the MOOC to address. Instruct them to write down these
questions in Appendix 3. (Introduction to Public Speaking Box)
Step 7 Ask students to reread the following sections from the SRB (7 min):
(AS/S-W) ● About this Course (Day 1, Part B)
15 min ● Skills that they will gain (Day 1, Part B)
TTE: 88 min ● Syllabus - what they will learn from this course (only Week - 1) (Day 1, Part B)
● Learning Objectives - Week -1’ (Day 2, Part C)
34
Based on their reading, ask students to compile a fresh list of questions in Appendix 3 (Week
1 - MOOC Notes - Part A) (5 min)
After students have filled Part A, ask them if their questions have changed and how the
new information has influenced the questions they now have. (3 min)
Encourage students to regularly update their MOOC Journal to monitor the evolution of
their questions and reflect on their learning progress throughout the MOOC:
● record answers to their questions (Part B)
● record their feelings when they get the answers (Part C).
● how these questions help them understand the MOOC (Part D).
Step 8 (S-W) Learning Reflection: Ask some students to share direct linkages between the concepts they
7 min learnt today and the wish list they created yesterday (Learning Dashboard: SAB Part A).
TTE: 95 Select students who are more likely to be able to make good connections. Use probing
techniques to clarify thinking to guide the thinking of struggling students.
Your lesson will be well received if your students are able to establish a link between
inquisitiveness (asking questions) and knowledge acquisition (gaining information).
These linkages can take the form of direct connections between the concepts covered in
the MOOC and the chosen action areas, or they can be extensions where students make
indirect linkages based on their own understanding.

5 min
Take a moment to speak with students who arrived late and may require counseling. Utilize
TTE: 100 min
these 5 minutes to provide additional support to weaker students if needed.
Request students to add new words to the word list in their SAB Part A Day 1 (See
important information above). Encourage the students to become independent learners and
suggest that they practice the Pronunciation Drill after class, before going home. Remind
them that there are 5 min still remaining that they can utilize for this exercise.
Extra Benefit Build your vocabulary - Enrich your conversations (2 minutes/word)
vocabulary building is a daily task for this module. Today’s “Vocabulary Builder” words
are:
▢ Interpretation ▢ Norms ▢ Concept

▢ Wonder ▢ Extreme
35
Module 1: Day 3: The Third Eye


31 min(100%)/ 25 min(80%) 16 min 5 min

Vocabulary Builder Assessment of the Day: Speaking Lesson number in the LMS
Concept
Extreme
Interpretation
● Prepositions
262
Norms
Wonder
Materials Required:
Video: The Explanation Game. (See Think Wonder)
Watch the ‘The explanation game’ video. In this video, the teacher demonstrates the use of probing
questions to help students clarify/extend their thinking. This is a good tutorial to help you work on your
own probing techniques.
and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist of M1:D1 (SAB Part A).
in/on/at/to/from).
Vocabulary Builder: The strategies for encouraging and tracking students' use of new vocabulary are
outlined in the 'Building Student Vocabulary' section located at the front of the handbook. Please utilize the
strategies provided while conducting this lesson and subsequent lessons.
● Students will be introduced to and understand the concept of Thinking Routine and
its impact on their ability to get better answers.
🎓🎯🤝
● Students will be introduced to and practice See, Think, Wonder - Thinking Routine
which allows them to use questioning skills to enhance their comprehension.
🎓🎯🤝
● Students will understand that the art of speaking is different from the art of
writing and how the speaker's style and delivery can impact the quality of the
🎓🎯🤝
speech.
● Students will strengthen their language and communicate effectively by practicing

‘Prepositions’
🎓🎯🤝
36

5 min
not have undertaken the role of the Teacher of the Day in the current cycle.
Step 2 (S-W) Question of the Day: If the fairy godmother offered to greatly enhance your thinking
7 min abilities, would you take it? Justify your answer w.r.t. benefits (5 min).
TTE: 15 min
● At School
● At Work
● With friends
Debrief: Thinking is like speaking. While everyone can do it, some do it better than others.
Most people employ thinking as a solution to extreme events, while others consider it a
matter of habit even in ordinary circumstances. Like speaking, thinking comprises various
elements: observing, making connections, being inquisitive, and challenging norms.
In this lesson, we will learn and practice a thinking routine called 'See, Think, Wonder' (2
min).
● 'See' represents the power of observation.

● 'Think' involves the ability to make real-life connections and arrive at possible answers.
● 'Wonder' encourages being inquisitive and seeking more information.
Step 3 (AS) Congratulate students who earned points for adding new words to their vocabulary
20 min yesterday and motivate the class to do the same today. Assign them the following videos
TTE: 35 min and ask students to continue working on their MOOC.
Topics Types Time
Speech is a natural medium sound Video 6 min

Don’t treat speaking as writing Video 4 min
How do we talk? Video 3 min
Good delivery is easy to understand Video 3 min
Total 16 min
37
Step 4 (S-W) Once students have completed the MOOC for the day, let them know that they will now
9 min sharpen their English grammar.
TTE : 44 min
Ask students to look at the images in SRB Part C and describe them using prepositions. (E.g.
for image 1: The boy is looking at the book, The boy is sitting on a chair, the book is on the
students lap, the book is in the students hand etc). (2 min per image)
Debrief: Inform students that having mastery over grammar will help them communicate
better. This mastery encompasses both spoken and written strands. Correct usage of
grammar will assist them in expressing their ideas and thoughts more effectively. A solid
understanding of grammar rules will aid them in writing effectively and avoiding mistakes
that can undermine their writing. To help them improve their grammar, we have included a
grammar quiz in their SAB to practice various grammar concepts. These quizzes are
provided as extra benefits, meaning that they will not be covered in class, and we expect
them to learn and practice them in their own time. (1 min)
Inform students that the expected time to complete the quiz is 5 minutes and they can come
early or stay back after the class to complete it.
Step 5A (AS) Let students know that they will be watching a video on ‘See, Think, Wonder’ routine to help
20 min develop thinking skills in young students. The video “The Explanation Game” can be
TTE: 64 min accessed from Path: Module 1 >> Day 3 >> 'M1_D3: The Explanation Game. (7 min)
Encourage students to follow the teacher's cues and write in SAB Part A what they see in
the painting. When the teacher asks follow-up questions, they should write their own
responses to those questions.
After the video, reiterate that the video did not demonstrate the wonder component of the
‘See Thinking, Wonder’ routine.
Ask students to carefully review the picture in SRB Part B and make an effort to notice as
many details as possible. Instruct them to utilize SAB Part B to document their
observations, thoughts, and questions in the form of a 'See, Think, Wonder' summary.
Inform them that this is an individual task, and they will have the opportunity to engage in
group discussions with their houses later.
See: Allow sufficient silent time for close observation. Ask students to look at the colors,
textures, all corners, and identify what may be in the photograph. (4 min)
Note for the facilitator: Seeing requires looking closely, discerning detail, and suspending
the constant tendency to interpret and evaluate. Encourage students to seek out details and
ambiguities, and feel empowered to add their own contributions as fellow learners.
Think: Ask students to use the Think template in SAB Part B to document their Think
responses to the routine. Advise students that the given questions are sample think
questions, and they can add their own. Let them know that they do not need to answer all of
them, but they can focus their attention on those that appeal to them the most. (4 min)
Note for the facilitator: Thinking involves interpretation of observed details by making
links to real life connections.
Wonder: Ask students to use the Wonder template in SAB Part B to document their Wonder
responses to the routine. Advise students that the given questions are sample Wonder
questions, and they can add their own. Let them know that they do not need to engage with
all the questions but can focus their attention on those that appeal to them the most. (5 min)
Note for the facilitator: This is a new activity for students, and some may struggle. Walk
around the room and observe students as they work through the activity. Offer help to
those who need it. Every student should have something to contribute in each aspect of the
routine for their house discussions in the next step.
Step 5B (S-S) House Activity:

16 min
TTE: 80 min Ask students to organize themselves into houses and discuss the responses they recorded in
SAB Part B. Students should compare and contrast their responses to gain a deeper
38
understanding of the world around them through this Thinking Routine. Allow the Teacher
of the Day to chair this discussion and guide the Thinking Routine of their team. (12 min)
Note for the facilitator: Observe the quality of the discussion and provide assistance to
struggling houses. Observe students' pronunciation and application of prepositions, and
take note of errors for feedback.
Debrief: Advise students that the 'See, Think, Wonder' thinking routine is a highly adaptable
tool that can be modified in various forms, including 'Read, Think, Wonder' (applied to
written text) and 'Feel, Think, Wonder' (applied to tactile objects). Encourage students to
regularly practice this routine in their own time to develop their thinking skills. (3 min)
Step 6 (S-W) Learning Reflection: Ask TOTD of each house to summarize one video from the MOOC in
10 min applying the ‘Hear, Think, Wonder’ routine:
TTE: 87 min
● What was the main message (Hear)
● What were some thoughts they had while watching the video (Think)
● How can the learnings be applied to the wishlist they created on Day 1 (Wonder)
Use followup questions to clarify students’ thinking.
Your lesson will be well received by your students if they can direct their thinking to
engage their curiosity and develop solutions for their specific issues. They should also be
able to use the thinking routine to strengthen their understanding of the MOOC concepts.
Step 7 (S-W) Pronunciation Drill: Request students to add new words to the word list in their SAB Part A
5 min from Day 1 (see important information above).
TTE: 95 min
Allow one of the TOTD’s, with superior pronunciation skills, to lead today's Pronunciation
Drill. The TOTD can say all the words listed in SAB Part A (Day 1) aloud and have students
repeat after them. The facilitator should observe the drill and provide assistance to
students who mispronounce words. (5 min)

5 min
TTE: 100 min Speak with students who came late or need counseling. These 5 min can also be used to give

Request students to research Elocution before tomorrow's class.

▢ Redundant ▢ Scripts ▢ Devastated ▢ Withstand
Grammar Practice Quiz: Prepositions

● Quiz Prepositions : SAB Part C.
39
Module 1: Day 4: Envisioning the Future


54 min(100%)/43 min(80%) NA 5 min

Vocabulary Builder Assessment of the day: Speaking Lesson number in the LMS
Redundant Focused Language Training:
Scripts
Devastated
Withstand
ih/ee)
● Prepositions
263
Materials required:
‘Delhi’ and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist.
in/on/at/to/from).
Vocabulary Builder: Strategies for encouraging and tracking students' use of new vocabulary are given in
the ‘Building Student Vocabulary’ section at the front of the handbook. Use the strategies provided while
● Students will discuss and explore Elocution.

🎓🎯
● Students will get an opportunity to think and present their views using an
appropriate rate of speech and correct sentence structure.
🎓🎯🤝
● Students will practice asking questions before, during and after reading. 🎓🎯
● Students will relate their learning from Week -1 of the MOOC with the expectations
they had defined on M1:D2.
🎓🎯🤝

5 min
40
Ask each house to nominate their candidate for the Teacher of the Day. The candidate
should be one who has not undertaken the role of the Teacher of the Day in the current
cycle.
Note for the facilitator: The facilitator should keep a log of who have already been
Remind students that the Best TOTD will be awarded the Master Teacher - Module 1.
Step 2 (S-W) Congratulate students who earned points for adding new words to their vocabulary
5 min yesterday and motivate the class to do the same today.
TTE: 15 min
Question of the Day: Elocution is the art of public speaking in which gesture, vocal
production and delivery are emphasized. How can mastering the art of Elocution help you:
● In school?
● At work?
● With friends?
Debrief: To become an exceptional speaker, it is crucial to pay attention to various elements

such as your rate of speech, pronunciation, enunciation, and sentence structure. Mastering
the art of speaking is a challenging endeavor that requires dedicated effort. Those who
have achieved success in this area have invested countless hours in practice and have
seized every opportunity to refine their skills. If your goal is to excel in English
communication, it is advisable to consider joining an English-speaking community and
actively participating in English-focused activities within your school, workplace, and
community.
Step 3 (AS) Instruct the students to watch the video from the MOOC and pay close attention to the
5 min speaker's use of articulation, accent and emphasis, voice, and gestures. This video serves
TTE: 20 min as an excellent demonstration of how to incorporate these elements effectively into speech.
Topic Type Time
Introductory speech sample Video 3 min
Step 4 Ask the students to share their research on 'Elocution' and the books or websites they used
(AS/S-W) for their research. Instruct them to listen attentively to their peers' responses to validate
23 min the accuracy of the information presented. Use verbal nods to indicate your agreement or
TTE: 43 min disagreement with their findings. (3 min)
Note for the facilitator: Find out how many students were unable to conduct the research
and ask them to share their reasons. If any students mention not having access to the
internet, phone, or dictionary, inform them that asking questions is also a form of
research. Encourage them to participate by asking questions and seeking information
from their peers or the teacher.
Next, ask students to read the importance and benefits of Elocution from SRB Part B. (6
min)
After the reading, ask a few students to share their understanding of the text. (3 min)
Inform students that the culminating contest for this module is the Elocution Contest.
Share the rules of the contest from SRB Part C. (3 min)
41
Lastly, discuss the Elocution Rubric with students from SRB Part D. (8 min)
Step 5 (S-W) Ask the students to read an article on the Choluteca Bridge from SRB Part E. Inform them
15 min that this article will provide them with perspective on the bridge and may help answer
TTE: 58 min some of the questions they had during the 'See, Think, Wonder' routine they engaged in
yesterday. (6 min)
After students have read the article, ask them (7 min):
● Why did the architects not anticipate future consequences while constructing the
bridge?
● Are they aware of any structures similar to the Choluteca Bridge, such as public
properties or customs, that are not being used as originally planned? Ask the students
to elaborate on the original use case and why they became redundant.
Debrief: Explain to the students that time and circumstances have contributed to many
structures becoming irrelevant, resulting in their abandonment or a change in their use
case. Provide examples such as Film City in Mumbai, which was once a hub of Bollywood
activity but is now considered outdated due to the shift towards digital technologies, or the
Howrah Bridge in Kolkata, which was once a bustling transportation hub but now
primarily serves pedestrian traffic and acts as a tourist attraction. Inform the students
that in the next lesson, you will discuss how this applies to our lives as well. (2 min)
Step 6 (S-W) Ask the students if they took the prepositions quiz in SAB Part C, which was provided in the
7 min extra benefits section of yesterday's lesson. Initiate a student-led discussion to address any
TTE: 65 min concepts that require clarification.
Encourage students who did not take the quiz to practice grammatical concepts as it helps
establish a standard set of rules for constructing sentences and expressing ideas,
ultimately ensuring clear and effective communication.
Challenge students to take an additional quiz on the same topic, which is given in the extra
benefits section of today's lesson, in order to further enhance their spoken English
competency. Remind them that practicing as much as possible will greatly improve their
writing and speaking skills.
Step 7 (AS) Ask students to refocus their attention on the exercise conducted on day 2, where they
20 min identified their expectations from the MOOC. Remind them that this exercise is part of an
TTE: 85 min ongoing Before, During, and after exercise and today, their task is to update Appendix 3
(Week 1). Ask students to reflect on Part A (Questions that I have about the MOOC) and
identify the questions that have already been answered. (3 min)
For the questions that have been answered, they should complete Part B (The answers are).
(5 min)
Ask students to fill Part C (How did your questions help you interpret the MOOC / impact
your learning experience?) (2 min)
Request students to discuss the questions that have been answered. Inquire whether the
exercise of asking questions helped them organize their thoughts and focus on important
concepts. Encourage students to develop a habit of identifying relevant questions before
embarking on any learning journey. (5 min)
After the discussion, give students time to transfer pending questions to Week 2 MOOC
Notes. Alternatively, if their learning priorities have changed, they can create new
questions. (5 min)
Note for the facilitator: You might encounter the following categories of questions:
42
1. Answers available in the MOOC: These types of questions can be answered by the
students themselves. If students are unable to identify the answers, encourage peer
learning.
2. Answers will be revealed in future lessons of the MOOC: Inform students that the
answers to these questions will be provided in future lessons.
3. Questions not directly relevant to the topic: Ask students to reflect on these questions
and determine their importance in the context of building spoken skills. If a student
believes it is integral, encourage them to conduct web research and share their
findings with the class.
4. Relevant questions not addressed by the MOOC: As the facilitator, you should assist
students in answering these questions.
Step 8 (S-W) Pronunciation Drill: Ask students to see SAB Part A for the prescribed word list for the day.
5 minutes
Practice: Say the word out loud and request students to repeat after you (5 min).
TTE: 90
Note for the facilitator: If you have identified any mispronounced words in today's class,
add them to the wordlist. You may also use some words from the previous list if they
continue to be mispronounced.
Step 9 (S-W) Learning Reflection: Ask students how they can utilize the principles of Elocution to assist
5 min in developing the skills on their wishlist (SAB Part B, M1:D1). Employ probing techniques to
TTE: 95 min clarify the students' thought processes.
Your lesson will be well-received by your students if they can establish a connection
between the skills on their wishlist and the parameters of the elocution rubric.
Additionally, they should be able to recognize today's MOOC video as an example of a
good speaker's utilization of articulation, accent and emphasis, voice, and gestures to
achieve maximum impact.

5 min
Speak with students who came late or need counseling. These 5 min can also be used to give
TTE: 100 min

are:
▢ Anecdotal ▢ Modulation ▢ Circumstance

▢ Establish ▢ Relevant

● Quiz Prepositions : SAB Part B.
43
Module 1: Day 5: Personal Bridges


33min(100%)/26 min(80%) 32 min 5 min

Anecdotal
Modulation
Circumstance
● Prepositions
264
Establish
Relevant
Materials required:
Ensure that you have classroom facilities (chairs, functional laptops, etc.) available to offer students who
wish to stay-back for ReadTheory.
‘Delhi’ and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist of M1:D4.
in/on/at/to/from).
strategies provided while conducting this and subsequent lessons.
● Students will be introduced to the Content parameter of the Elocution rubric
● Students will understand that plans/goals need to be reviewed periodically as

they could become irrelevant due to changing circumstances.
🎓🎯
● Students will make real life connections to dynamic circumstances and its impact
on their lives and their families lives.
🎓🎯🤝
● Students will review the MOOC learning outcomes from Week - 2 and define their
own learning expectations.
🎓🎯🤝
● Students will learn about key points speech overview. 🎓🎯🤝
44

5 min
be one who has not undertaken the role of the Teacher of the Day in the current cycle.
TTE: 18 min
Question of the Day:
Planning is the act or process of making or carrying out plans. It involves establishing
goals, policies, and procedures for social and economic units. How will planning help you
accomplish your goals: (5 min)
● At school?
● At work?
● With friends?
Debrief: When embarking on a long journey, we rely on a map to guide us towards our
destination in a timely manner. We consider the distance we need to cover and estimate our
driving speed to determine the duration of the journey. Based on this information, we
calculate our departure time, potential rest stops, and expected arrival time. If our
estimates are inaccurate, we may not reach our destination as planned. We might also
encounter traffic that slows us down. When we notice these deviations, we need to make
conscious decisions.
● Should we speed up?

● Should we forego our breaks?
● Is it okay for us to reach later than planned?
All of these actions are part of the planning process. When making life decisions, we follow
a similar process with comparable attributes. It's crucial to periodically review all plans.
● Some plans are similar to the Choluteca bridge; they lose their relevance and need to be
abandoned.
● In other cases, we may veer off track and need to consciously decide whether to
accelerate, skip breaks, or extend timelines.
Ultimately, our actions are dictated by the importance we assign to these goals.
Step 3 (AS/S - House Activity

S)
Inform students that they will commence Week 2 of the MOOC today. Briefly explain that
20 min
the focus of today's MOOC videos is on 'key point speech,' which involves delivering a
TTE: 38 min
limited number of key messages or points to an audience. The objective of a key point
speech is to present information in a concise, clear, and memorable manner, enabling the
audience to easily comprehend and retain the information. (1 min)
45
Assign the MOOC videos for the day. Inform students that they will utilize the concepts
discussed in today's videos to prepare their contest speeches. Advise them that they can use
SAB Part B to jot down notes they believe would be helpful.
Topic Type Time
Week 2 overview Video 1 min

Key point speech overview Video 3 min
Key point speech rubric Video 4 min
Total 8 min
After the students have watched the video ask them to organize themselves in their houses
to discuss the following questions (4 min):
● What advice does the author provide for utilizing key points to practice rhetorical
canons?
● What is the significance of a speech rubric? Can you provide an overview of the 'Key
Points Speech Rubric' and explain how it can be utilized to enhance one's elocution
skills?
Inform the students that SRB Part B can serve as a valuable resource to aid them in their
preparation for their Elocution Speech. (5 min)

25 min Request students to sit with their housemates and read the article in SRB Part C. Ask a few
TTE: 63 min students (maximum one from each house) to share the main message with the class. (10
min)
Debrief: The article serves as a commentary on the significance of adaptability. It draws a

comparison between different industries and the story of the Choluteca Bridge in
Honduras, which was constructed to withstand storms and hurricanes but became
obsolete when the river it spanned changed its course. Likewise, various aspects of society,
such as the workplace, healthcare, and education, are undergoing changes. Instead of
attempting to revert these changes to their original state, it is preferable to accept and
adapt by developing new solutions that align with our needs. (3 min)
Important: Instruct students to pay particular attention to the highlighted portion of SRB
Part D, which provides information on the topic for the module's contest. Inform students
that their contest entries (elocution speeches) should not exceed 2 minutes in length.
Ask students to read the article in SRB Part D, which expands upon the concept of personal
adaptability. Then, prompt them to discuss the three 'Think' questions provided after the
article and utilize them as a guide to construct the Key Points for their elocution speech in
SAB Part C. (12 min)
Note for the facilitator: Dedicate time to each house and observe their discussions. Your
role in this exercise is to encourage students to reflect on the choices they have made or are
making and evaluate whether they align with their goals (e.g., a student aspiring to become
an engineer but having selected the wrong subjects, a student wishing to pursue higher
education but facing constraints due to early marriage). When interacting with a house,
inquire about their perspective on their own "Choluteca Bridge" and how they have dealt
with it.
46
Step 5 (S-S) House Activity: Ask students to read the rubric for the Elocution Contest SRB Part E and
7 min discuss the Content Parameter. Ask the teacher of the day to run the discussion and ensure
TTE: 70 min that all students have an equitable opportunity to participate.
Announce that the house winning the Elocution Contest will be awarded a digital
certificate.
Step 6 (S-W) Reinforce to students the importance of cultivating a reading habit, as it can greatly
10 min enhance their chances of succeeding in an Elocution contest. Explain that reading
TTE: 80 min nourishes the mind, igniting fresh ideas and making individuals more interesting.
Emphasize that it also enhances spoken English by expanding vocabulary and solidifying
language structure and grammar rules, ultimately enhancing their capacity to express
thoughts and ideas clearly when speaking.
Ask students to share their understanding of the following quote::
‘Reading is essential for those who seek to rise above the ordinary’ - Jim Ron
Then, inquire about their reading habits on ReadTheory:
● How frequently do you read passages on ReadTheory? Request a few students to share
their experiences and any challenges they have encountered while reading the
passages.
Identify students who have not been engaging in regular reading and inquire about the
challenges they have encountered. Encourage these students to prioritize reading and
emphasize the numerous benefits it offers for their overall development. Offer them the
opportunity to utilize classroom facilities for ReadTheory by staying back on any day
between M1:D5 and M1:D8. Before students leave the class, ensure that those who have not
been reading have identified a convenient day for them to stay back to read on ReadTheory.
Make a note of their commitment in your diary to serve as a reminder on the designated
day. Arrange for sufficient chairs to accommodate additional participants.
Furthermore, motivate all students to continue reading according to their individual plans.
5 min Write down the additional recorded errors on the whiteboard and request students to add
TTE: 85 min it to their word list in their SAB.
Step 8 (S-W) Learning Reflection:

10 min Inform students that one of the main objectives of their joining FEA is to develop strong
TTE: 95 min communication skills. Remind them about the wishlist of skills and attributes they created
at the beginning of this module, as recorded in the Learning Dashboard | SRB Part B: M1:D1.
Ask them:
● If they would like to make any changes to their wishlist. Inquire if there are any skills
or attributes they would like to add or remove from their list.
● Encourage students to reflect on whether they are making sufficient investments to
achieve their goals.
● Prompt them to consider if their timelines for accomplishing these goals are realistic
based on the level of effort they are putting in. Ask if they feel the need to adjust their
investments or timelines.
Encourage students to modify/update their wishlist in SRB Part B: Day 1 as they see fit.
47
Note for the facilitator: While students are reviewing and updating their wishlist, circulate
among them to understand the changes they are making and their reasons for doing so.
Your lesson will be well received by your students if they understand the importance of
reading and are making efforts to read on ReadTheory. They should also be able to find
opportunities to refine/improve their wishlist in SRB Part B: Day 1.

5 min
Note for the facilitator:During this 5-minute period, engage in conversations with students
TTE: 100 min
who arrived late or require counseling. This time can also be utilized to offer feedback to
students who need assistance in identifying areas for improvement in the information they
recorded in SRB Part B: M1:D1.
are:
▢ Estimate ▢ Optimize
Build a Reading Habit - Unlock priceless information. Stay Ahead.
Encourage students to read a Read Theory passage after the class.

● Quiz Prepositions : SAB Part D.
48
Module 1: Day 6: Practice Time


16 min(100%)/13 min(80%) 20 min 5 min

Estimate
Optimize
● Prepositions
265
Materials Required:
Video: Good Presentation VS Bad Presentation
1. Ensure that you have classroom facilities (chairs, functional laptops, etc.) available for students who
2. Facilitators should familiarize themselves with the MOOC video on Outlining and Flow (7 min) to have
contextual information to help guide students create an outline for their Elocution Speech.
‘Delhi’ and ‘Dally’). At the end of the class, ask students to add 2-3 words to the next day’s wordlist.
in/on/at/to/from).
● Students will understand the importance of feedback and preparation.

🎓🎯🤝
● Students will understand the importance of Delivery when communicating orally 🎓🎯🤝
● Students will know how to use Evidences to support their arguments in a discussion
/ speech
🎓🎯🤝
● Students will learn about memorable points and how to craft them into their
speech.
🎓🎯🤝
● Students will understand the value of writing an outline and making drafts. 🎓🎯
49

5 min
Request each house to select a nominee for TOTD, ensuring that the chosen candidate has
not previously served in this role during the current cycle. Ask the nominee to briefly
summarize the responsibilities of the TOTD.
TTE: 16 min
Question of the Day: Good plans need to be periodically reviewed and updated based on
changing circumstances and feedback. How will reviewing your goals, actions and
investments help you achieve better outcomes:
● In school?
● At work?
● With friends?
Debrief: How often have you been told “think before you act”? Why should you not act first
and think later? Thinking before acting allows you to refine your actions and optimize the
outcomes. The more robust your thinking process, the better the results are likely to be.
Consider your initial thoughts as the ‘first draft’ of your action. Additional reflection adds
structure and details, akin to ‘subsequent drafts’. You should keep modifying the draft till
you arrive at the final draft and you are certain that you will accomplish the desired
outcome.
Step 3 (AS) Inform students that today's MOOC lessons will explain how to build engaging key points
25 min and the importance of supporting them with evidence. In the second video, they will be
TTE: 41 min presented with examples of both good and bad claims backed by supporting evidence. The
third video will emphasize the significance of outlining a speech. Also, pay close attention
to the concept of flowing as it is a way for you to help your teammates write and deliver
better speeches. Remember, delivering a strong speech on the day of the contest increases
the chances of winning.
Topic Type Time
The components of a memorable point Video 5 min

Can you hear these components? Video 2 min
Outlining and flowing Video 7 min
Inventing key points Video 5 min
Total 19 min
Note for the facilitator: While students are engaged in completing the MOOC, take the
opportunity to review SAB Part C (M1:D5) of those students whom you believe may require
assistance. Additionally, pay attention to their usage of prepositions in their written text.
50
Provide feedback directly on their SAB and ask them to meet with you after the session
concludes.
Step 4 (S-W) Write the topic for the Elocution Speech on the whiteboard.
11 min
Ask students to evaluate their key points from SAB Part C, M1:D5 and consider any changes
TTE: 52 min
they would like to make based on today's MOOC. Facilitate a class discussion to understand
the desired changes. (3 min).
Guide the discussion towards the creation of a speech outline, emphasizing that a written
outline serves as a roadmap for a well-structured speech. Instruct the students to use SAB
Part A to develop an outline for their speech, including key points, claims, and supporting
evidence for their contest speech. (8 min)
Step 5 House Activity:

(AS/S-S)
Ask the students to access the video titled "M1_D6: Good Presentations vs Bad
17 min
Presentations" from the folder "Module 1 >> Day 6." Encourage them to watch the video,
TTE: 69 min
which showcases Rajesh giving two presentations - one weak and one strong - to learn
about the dos and don'ts of effective presentations. (5 min)
After watching the video, ask the TOTD to facilitate a discussion within their house on the
key takeaways from the video. The TOTD should help house members identify actionable
items to consider when preparing and delivering their speeches for the Elocution Contest.
(5 min)
Prompt the students to discuss the real-life example used by Rajesh in his second
presentation. Ask them to determine which parameter of the Elocution Rubric the example
relates to. Instruct the students to read and analyze the Supporting Evidence parameter of
the Rubric from SRB Part E (M1:D5). Then, have them assess Rajesh's performance for this
parameter using the Rubric. Use follow-up questions to gain an understanding of the
reasoning behind their scores. (4 min)
Advise the students to review the supporting evidence they identified in SAB Part A and
make improvements if necessary to enhance it. (3 min)
Step 6 (AS) Ask the students to draft their speeches using the information they have recorded in SAB
18 min Part A. Remind them to adhere to the time limit of 2 minutes, which translates to
TTE: 87 min approximately 250 words. Emphasize the significance of maintaining a clear and
organized thought structure as they write their speeches, ensuring they have a clear main
message supported by relevant evidence.
Step 7 (S-S) Student Reflection: Ask students to form pairs and engage in practicing their speeches
8 min together. When one student delivers their speech, their partner should utilize SAB Part C to
TTE: 95 min evaluate the speech's overall structure and the presence of supporting evidence, using the
flow technique. This will provide valuable feedback to help improve the speeches before
presenting to a larger audience. Practicing in pairs offers students the opportunity to gain
experience presenting in a supportive and low-pressure environment.
Note for the facilitator: Please circulate among all the groups and actively listen to the
students as they practice their speeches. Observe the students' progress and assess the
quality of their speeches. Your lesson has been well received if the speeches seem to be
well structured and their arguments are supported by strong evidence.
51
5 min
Note for the facilitator: During this 5-minute period, kindly engage with any students who
TTE: 100 min
arrived late or may require counseling. Offer support and address any concerns they may
have. Additionally, use this time to provide feedback to students who may require
additional assistance in crafting their key points, claims, and effectively linking them to
supporting evidence.
Advice for students: Encourage students to read SRB Part B to enhance their understanding
of the relationship between key points, claims, and evidence. By deepening their
comprehension of these concepts, students will be better prepared to engage in persuasive
discussions and improve their performance in the Elocution Contest.
are:
▢ Reflection ▢ Grooming ▢ Simulate ▢ Compel

52
Module 1: Day 7: Final Practice


25 min(100%)/20 min(80%) 47 min 5 min
REQUIREMENT FOR COMPUTER RESOURCES:

No physical transition is required. Please discuss with your parallel facilitator and conduct your class in
Reflect
Grooming
Simulate
● Prepositions
266
Compel
Materials required:
Video: Speaking Tips
● Ensure that you have classroom facilities (chairs, functional laptops, etc.) available to offer students
who wish to stay-back for ReadTheory.
● Read and understand the answers cues of the MOOC Reflection quiz and be ready to clarify students'
queries.
and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist.
in/on/at/to/from).
● Students will apply their learnings from the MOOC to enrich their presentations.
🎓🎯🤝
● Students will understand the importance of application through practice and
repetition.
🎓🎯

5 min
53
Request each house to select a nominee for TOTD, ensuring that the chosen candidate has
not previously served in this role during the current cycle.
TTE: 13 min
Question of the Day: Practice can be repetitive and tiresome, but it’s the best shortcut to
success. How will daily practice help you (2 min):
● In school?
● At work?
● With friends?
Debrief: Cristiano Ronaldo, Sania Nehwal, and Virat Kohli - Do you consider them the very
best in their respective fields? Ask students (2 min):
● despite being the best, do they have the need to practice daily/regularly?
● is it adequate for Virat Kohli to just practice with his wife?
(Ask probing questions to understand students’ perspective. Use the PPPB questioning
technique).
Just as it is important for people who are the best of the best to practice their field in
conditions that simulate real life environments, it is also important for each one of us to
practice thoroughly to achieve the best outcomes. Let’s use today’s class to practice well for
this module’s contest.
Step 3 (AS) Inform students that now is the time to reflect on the learnings from the Public Speaking
10 min MOOC by taking Reflection Quiz-1. Ask students to access the quiz 'Public Speaking:
TTE: 23 min Reflection-1' in SAB Part B.
Note for the facilitator: Review students' responses to the MOOC reflection quiz to identify
any students who are struggling to do/understand the MOOC. Have a conversation with
these students and help them overcome their difficulties. If necessary, provide them with
extra time after class to complete the MOOC.
Step 4 Inform students that they have one day left to design and deliver their speeches. Today's
(AS/S-W) session will focus on practicing and refining their speeches. Remind them that the winning
12 min house will receive a digital Certificate of Accomplishment to showcase to their family and
TTE: 35 min friends. Wish all students the best of luck for their presentations! (1 min)
Next, inquire if students have read the assigned reading on Extra Benefits, SRB Part B (Key
Points, Claims, and Evidence), and invite a few to share their understanding. (2 min)
Note for the facilitator: If no one has read it, briefly summarize the key points of the article
for the students.
Then, ask students to reflect on the key takeaways from the MOOC, focusing on aspects that
can help them write and deliver an impactful speech. (3 min)
Finally, ask students to watch a video on speaking tips that can help them overcome nerves
and speak confidently in front of an audience. The video can be found at Path: Module 1 >>
54
Day 7 >> 'M1_D7: Speaking Tips'. Encourage nervous or shy students to focus on delivering
their speeches and not worry about others' opinions. (5 min)
Remind all students that practice is crucial for overcoming nerves, learning quickly, and
excelling. Encourage them to make the most of their practice time. (1 min)
Step 5 (A) (S-S) House Activity:

12 min
Draw students' attention to the Elocution Rubric, which is a valuable tool that can assist
TTE: 47 min
them during their practice time. Remind them that the rubric outlines the criteria on which
they will be evaluated during the contest and can help them identify areas that they need to
work on.
Ask students to review the entire rubric from SRB Part E - M1:D5. Once they have reviewed
the rubric, they should share specific ideas on how they plan to utilize their understanding
of the criteria to improve their speeches. Assign the responsibility of moderating the
discussion to the TOTD.
Step 5 (B) (S-S) Inform the TOTDs that they are now responsible for their house's preparation and practice.
35 min Instruct them to ensure that the assigned tasks are completed efficiently and without
TTE: 82 min confusion. Let the students know that the facilitator's primary role is to identify and assist
those who need help. (1 min)
Next, ask the students to practice their speeches according to the following guidelines:
Activity Time
Pair/group
2 min
formation (Two / Three students)
Practice before partner

- Partner 1 delivers speech, Partner 2 uses flow to assess the
6 min
speech (SAB Part C)
- Roles reversal
Feedback (2 min / partner) 4 min
Script Revision
12 min
- Content and delivery changes based on feedback
Final practice before partner

- Partner 1 delivers speech, Partner 2 uses flow to assess the
6 min
speech
- Roles reversal
Buffer Time 4 min
Total Time 34 min
Note for the facilitator: As the facilitator, please guide the students to share feedback on
each other's speeches based on the following parameters:
● Duration: Is the speech too long or too short? Is it within the time limit specified for the
competition?
● Flow: Does the speech have a clear and logical flow of ideas? Are the transitions
between different parts of the speech smooth and natural?
55
● Content and engagement factor: Is the content of the speech relevant and interesting?
Does it engage the audience and hold their attention throughout?
● Prosody: How is the speaker's tone, pace, and emphasis on certain words or phrases? Is
it appropriate for the content and message of the speech?
Encourage the students to provide constructive feedback and suggest areas for
improvement. Remind them to be respectful and encouraging in their feedback, and to
focus on helping each other improve their speeches. This feedback will be valuable for their
final practice sessions and will ultimately help them deliver more impactful and effective
speeches during the contest.
Step 6 (S-W) Pronunciation Drill: Ask students to see SAB A for the prescribed word list for the day. Write
5 min down the additional recorded errors on the whiteboard and request students to add it to
TTE: 88 min their word list in their SAB.
Step 7 (S-W) Learning Reflection: Ask students if they are prepared and feel confident about their
5 min performance in tomorrow's contest. Follow through by asking to students to briefly share:
TTE: 92 min
1. What areas do you think you need to practice more before you feel completely
satisfied? Is it the content, delivery, or any specific aspect of your speech?
2. How can you find additional time to practice before tomorrow's class? Do you have a
specific schedule or strategy that you can use for last-minute practice?
Encourage students to take a few minutes to reflect on these questions and share their
thoughts with the class. Remind them that practicing is crucial to improving their speech
and overcoming any nerves or challenges. Also, they mustn't hesitate to ask for help or
guidance from their fellow students or the facilitator, if needed.
Your lesson will be successful if students are able to identify specific areas of content /
delivery that they would like to work on and have a broad plan on when/where and with
whom they will practice their speeches.
Write the following quote on the whiteboard for students to reflect on:
“Do it again. Play it again. Sing it again. Read it again. Write it again. Sketch it again.
Rehearse it again. Run it again. Try it again. Because again is practice, and practice is
improvement, and improvement only leads to perfection.” - Richelle E. Goodrich.
Close this step by wishing students good luck with their final preparations.
Step 8 (S-W) Inform students that in the next class, the Master Teacher - Module 1 will be announced
2 min based on the nomination from each house. Each house should decide on their nominee
TTE: 94 min based on the individual performance of each member. The facilitator will then select the
most competent student for the award.
Students should note that the winning student will be awarded 5 bonus points that will
count towards house points. Winning the Master Teacher award will also increase the
winner's chances of being awarded the Mr. King/Ms. Queen award, as well as the teams
chances winning the Elocution and Elemental awards.
Encourage each house to carefully consider each member's performance and nominate the
most deserving student. Wish Good luck to all the houses!
Step 9 Share the expectations for the contest day with students:
6 min
TTE: 100 min ● Come well-prepared and groomed to feel confident and comfortable during the contest.
56
● Appreciate and support your peers, as everyone has worked hard to prepare for this
day.
● Create excitement and participate enthusiastically in the contest.
Remind students that the contest is a chance for them to showcase their hard work and
talent and to learn from their peers' presentations as well. Encourage them to enjoy the
experience and be proud of themselves for taking on the challenge.
Take a moment to speak with students who came late or need counseling. These five minutes
can also be used to give additional time to weaker students.
Extra Benefits Build your vocabulary - Enrich your conversations (2 minutes/wordnstion)
▢ Pause ▢ Ability

57
Module 1: Day 8: The Elocution Contest

Contest Time Feedback Time

45 min 15 min

Pauses Focused Language Training -
Ability
ih/ee)
267
● Prepositions
Materials required:
Comic: Tintin in Tibet
Certificate: M1. Speaking Contest Certificate.pptx
Certificate: Master Teacher Award -Module 1 - Certificate.pptx
Important Note: Time is limited for this lesson, so it's important to use your time wisely and stay on track.
Ensure that you have classroom facilities (chairs, functional laptops, etc.) available to offer students who
in/on/at/to/from).
● Students will participate in the Elocution contest to the best of their abilities.
🎓🎯🤝
● The facilitator will grade and announce the winning team of the Elocution contest
and celebrate the winners.
🤝

5 min
58
Request that each house selects a nominee for TOTD, ensuring that the chosen candidate
has not already served in this role during the current cycle.
Step 2 (S-W) Ask TOTD to share their house's nomination for the Master Teacher - Module 1 certificate.
1 min Inform students that you will announce the name of the Master Teacher - Module 1 before
TTE: 8 min the end of this class.
Note for the facilitator: During this lesson, decide on the most suitable candidate for the
Master Teacher - Module 1 award and provide a rationale for your choice. Once you have
decided, update the contest spreadsheet by awarding 5 bonus points to the winner.
Step 3 (A) Start the contest by motivating students to be enthusiastic and energetic in the
(S-W) presentations (1 min):
45 min
TTE: 53 min Sample Text:
Ladies and gentlemen, the moment we have eagerly awaited has finally arrived. It's time
for the Elocution Contest to commence! I can sense the palpable excitement in the air, and I
know that each and every one of you has prepared diligently to showcase your skills and
hard work. Remember, the winning house will be awarded a digital certificate, so bring
your A-game and let's create a competition to be remembered!
Inform students that the speeches will be peer reviewed by peers from a different house
using the Elocution Rubric. Encourage everyone to use a positive tone while giving
feedback, ensuring that recipients feel energized about their performances. When offering
suggestions for improvement, please do so in a constructive and supportive manner.
Emphasize the importance of being fair and objective in their evaluations. Remind students
that providing non-objective feedback to give an advantage to their own house is
unsportsmanlike and may result in penalty points.
Peer feedback Matrix:
Presenters Peer Feedback
Air Earth
Water Fire
Fire Water
Earth Air
Start the contest by asking students to come up to the front one by one and begin their
speech. Remind them that they have two minutes to deliver their speech. (2 min/student =
40 min)
Step 3 (B) Once all students have delivered their speeches, ask each group to provide feedback for
(S-W) each presenter based on the matrix outlined in Step 3. Encourage them to be specific in
15 min their feedback, highlighting the areas where the presenter did well and where they could
TTE: 68 min improve. They should also provide feedback on pronunciation and grammar. Students from
other groups are also welcome to share their own observations not already covered. This
should be a student-led discussion, moderated by the TOTD of the house giving feedback.
1. During student discussions, use the Elocution rubric to assign scores & update the Excel
spreadsheet to determine which house has won the contest. If extra time is needed, you
will have an additional 10 minutes during Step 5 when the students are reading.
2. Close each feedback with your own observations and score.
59
Step 4 Inform students that one of the best ways to improve their awareness and knowledge is by
(AS/S-W) cultivating the habit of reading. When people read, they can learn about a wide range of
10 min subjects, including history, science, art, and literature. Reading can also help develop
TTE: 78 min critical thinking skills and improve one's ability to analyze and understand complex ideas.
Let students know that reading is an excellent way to keep their brains active and healthy.
Research has shown that reading can improve brain function and reduce stress. It can also
improve focus, concentration, and overall cognitive function.
For those who find traditional novels or non-fiction texts intimidating, comics can be a
great entry point into reading. Comics use a combination of images and text to tell a story,
making complex or abstract concepts more accessible and easier to understand.
Next, ask students to take a look at the image in SRB Part B and see if they know who this
character is. Take a few responses.
Debrief: Explain that Tintin is a reporter and adventurer who travels around the world
with his dog, Snowy. He has sharp intellect, can defend himself, and is honest, decent,
compassionate & kind. Through his investigative reporting, quick-thinking, and all-around
good nature, Tintin is always able to solve the mystery and complete the adventure.
Ask students to explore Tintin's world by reading one of his comics (Path: Module 1 >> Day 7
>> 'M1_D8: 20 Tintin in Tibet'). (5 min)
Ask them to stop reading and have them share their experiences (whether they found it
engaging to read, if the illustrations helped them understand the story better, etc). (3 min)
Debrief: Inform students that you have a collection of comics, books, magazines, and
audiobooks for them to enjoy. These wonderful resources have been added to help them
enhance their reading and listening ability. Let them know that you will send these
resources (comics/books/magazines/audiobooks) to them on WhatsApp. If any student
does not have WhatsApp, they can come to FEA in their own time to engage with these
resources.
Step 5 Learning Reflection: Ask students to reflect on their learnings from this module and
(AS/S-W) progress they have made on the wishlist they created on Day 1 in the Learning Dashboard.
15 min During the reflection, students should use the SAB (Learning Dashboard Module 1 |
TTE: 93 min Speaking Strand Part B) and discuss what actions they took to achieve the goals on their
wish list (5 min).
Note for the facilitator and trainer: During the reflection activity on investment and the
progress made, instruct the students to answer the questions in absolute terms. This means
they should not consider any constraints or limitations such as "I couldn't work because I
had a family member's wedding" or "I had an exam." Encourage the students to concentrate
on what they have achieved and what they can do in the future to maintain their progress.
After the students have finished, please ask a few of the TOTD’s to share their achievements
and the areas where they think they could have done better with a bit more investment (2
min).
Debrief: Please inform the students that continuous learning and personal development is a
planned process. In Module 1, they looked at planning from a short-term perspective of
eight days. They will now revisit spoken communication skills in Module 6. During the
interim period, they will have ample opportunities to continue work on their spoken
communication skills (2 min).
Ask the students use the SAB (Learning Dashboard Module 1 | Speaking Strand Part C) to
prepare a language development plan [with a maximum of two areas of opportunity that
they believe will progress their spoken skills the most] to progress towards their spoken
language goals prepared on M1:D1 and to benefit from the booster dose FEA has planned
for them in the coming modules. Please ask them to read the cues given in the M1 plan to
improve communication before making their language development plan (5 min).
Note for the facilitator: If students are unable to finish the plan during class, please
encourage them to complete it after class.
60
Step 6 (S-W) Announce the name of:
3 min
TTE: 96 min ● The Master Teacher - Module 1. Congratulate them by highlighting the specific
qualities that helped them win this award in a closely competitive field.
● The winning house of the Elocution contest. Congratulate them on their exceptional
performance. Praise their hard work and commitment towards improving their spoken
language skills.
Motivate the other students by acknowledging their efforts and participation in the
contest. Make them feel good about the work they put in by acknowledging that their
dedication to improving their public speaking skills was evident in their performance.
Congratulate everyone who participated and express hope that this experience has helped
them grow and improve as speakers.

4 min
TTE: 100 min
Extra Benefits Build your vocabulary - Enrich your conversations (2 minutes/word)

are:
▢ Framework ▢ Ideation ▢ Consider ▢ Collective

Share the link to the comic on WhatsApp.

● Quiz Prepositions : SAB Part A.
61
Module 2: Day 1: Thinking Hats


22 min (100%)/ 18 min (80%) 10 min 5 min

Vocabulary Builder Assessment of the day: Writing Lesson number in the LMS
Framework
Ideation
Focused Language Training -
270
Consider ih/ee)
Collective ● Adverb
Material Required:
Video: Turn a Good Idea Into a Great One With the 'Six Thinking Hats
The facilitator should be familiar with the contents of the MOOC video ‘Don't treat speaking as writing’ so
that they may perform an effective debrief in step 2.
and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist of M2:D2.
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record adverb errors (Eg:
quickly, early, suddenly, terribly).
Role of Facilitator in Step 4: The facilitator plays a crucial role to ensure that students understand what they
need to do. The facilitator should provide clear instructions and explanations of the task at hand and
answer any questions that the students may have.
After providing the necessary guidance, the facilitator should step back and allow the students to work
independently and take ownership of their learning. As the students work, the facilitator should walk
around and observe their progress. This will help you identify any challenges that the students may be
facing and provide appropriate guidance and assistance.
62
Contest Points (Also Reproduced in SRB [M2:D1]:
Attendance 5 pts
MOOC 5 pts
Master Teacher - Module 2 5 pts
Enthusiastic participation in FLT 5 pts Writing Contest 18 pts
Questioning Skills (Step 3: D1) 1 pt
Language Goals (Writing):
● Students will improve their writing ability by engaging in the process of writing. 🎓 🎯
● Students will understand that proofreading, editing and rewriting are essential to
error-free writing.
🎓 🎯
● Students will know that a visual representation of ideas can assist in the writing
process.
🎓 🎯
Non-cognitive Goals (Building Perspective):
● Students will understand that people’s thoughts and actions are influenced by their
perspective on a particular topic.
🎯🤝
● Students will understand that true collaboration and problem-solving require
empathy and the ability to comprehend diverse perspectives.
🎯🤝
🎓 🎯🤝
1. Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee).
2. Adverbs
● Students will review their progress on their language (Pronunciation (eh/ae,

oh/aw, ae/ai, ih/ee) & common grammatical errors) focus area.
🎓 🎯🤝
● Students will understand that problem solving requires that the problem and the
solution be looked at from various perspectives.
🎓🎯🤝
● Students will be introduced to the ‘Six Thinking Hats’ framework of
ideation/problem solving.
🎓🎯🤝
● Students will make their plan for improving their writing skills using the ‘Six
Thinking Hats’ framework.
🎓🎯

5 min
Step 1 (AS) Question of the Day: How can good written communication skills be an advantage:
4 min ● At school?
TTE: 9 min ● At work?
63
● With friends?
Debrief:
● As a student, possessing good writing skills will enable you to articulate your ideas
coherently in school assignments or exams, leading to better grades.
● At work, good writing skills will help you establish yourself in white collar high paying
jobs where writing is an important skill.
● In a social environment, your ability to communicate through emails, prose and other
writing methods will establish deeper friendship and a wider network.
Inform students this module will be completed in 8 days.
Step 2 (S-W) Ask students to read the Modular Goals silently from SRB Part A. After having read the
TTE: 16 min value of this module towards the achievement of their personal goals.
Next, ask students to read Lesson Objectives silently and make connections to their own
interest in becoming good public speakers.
Debrief: Ask students to recall the MOOC video from M1:D3 (Don't treat speaking as writing)
that specifically mentions that the art of writing is different from the art of speaking. Ask
some students to share what they recollect.
Note for the facilitator: Fill in the gaps where needed. Close this step by informing students
that this module will offer students a chance to apply the concepts they have already
learned and introduce new elements that will guide them towards becoming proficient
authors or at the very least improve their writing skills.
Step 3 Inform students that in today's class they will focus on developing critical thinking and
(AS/S-W) problem-solving skills using Edward Debono’s ‘6 Thinking Hats’. Through the use of the
20 min thinking hats they will learn to evaluate problems from different perspectives allowing
TTE: 36 min them to think creatively and systematically about how to approach a challenge. (2 min)
Note for the facilitator: Use probing techniques to understand the depth of students'
understanding. If the class is unfamiliar with the '6 Thinking Hats' concept, ask them to
connect with the phrase and make inferences.
Ask them to recall and use the BDA format (for evaluating a story or script), with the
‘Before’ section being used to write down initial questions that come to mind about the ‘6
Thinking Hats’ framework. Ask each student to write down at least 2 questions in the
‘Before’ section of SAB Part A on using the framework to improve their written
communication skills. (5 min).
Inform students that they will watch a video on the '6 Thinking Hats'. As they watch the
video, they should note down any questions that come to mind in the ‘During’ section of SAB
Part A. Direct the students to link their questions or curiosity towards how they can utilize
the framework to improve their writing abilities. Emphasize the significance of
formulating well-thought-out questions to guide their efforts. Ask students to watch the
video from <<Path: Module 2>> Day 1 >> 'M2:D1: Turn a Good Idea Into a Great One With the
'Six Thinking Hats>> (5 min [video] + 3 min).
Next, ask the students to share any remaining questions they have about the '6 Thinking
Hats' technique that have not yet been answered and that they would like to have more
information about by the end of this lesson/module.(5 min)
Note for the facilitator: The facilitator should review SAB Part A and select three students
with the best questions (well-articulated or insightful). Award one bonus point to each of
these students. Inform the class of your selections and reasons for choosing these
questions.
64
Step 4 (A) (AS) Inform students that in this step, they will use the ‘6 Thinking Hats’ framework to make a
6 min SMART plan to improve their written communication skills. Ask students to use SAB
TTE: 42 min (Learning Dashboard Module 2 | Writing Strand Part A1-A6) for this exercise.
Ask students to consider the Yellow Hat and answer the question ‘How will you benefit from
good writing skills?’ in Part A1.
Note for the facilitator: Explain to the students that by applying the Yellow Hat thinking
framework to the benefits of good writing skills, they can cultivate a positive and optimistic
mindset regarding how this skill can positively impact their lives.
Step 4 (B) (AS) Ask students to consider the Red Hat and answer the question ‘ How do you feel about your
6 min current writing abilities?’ in Part A2.
TTE: 48 min
Note for the facilitator: Explain to students that applying the Red Hat framework will help
them ascertain how they feel about their current writing abilities. It will help them explore
and express their emotional reactions towards their current writing skills without the need
for logical reasoning.
Step 4 (C)(AS) Ask students to consider the White Hat and answer the question ‘What aspects of your
6 min writing need improvement?’ in Part A3.
TTE: 54 min
Note for the facilitator: Explain to students that applying the White Hat framework
encourages objective and factual thinking, which can be useful in identifying areas of
weakness in your writing.
Step 4 (D) (AS) Ask students to consider the Blue Hat and create a SMART Plan to improve their writing
10 min skills in Part A4.
TTE: 64 min
Note for the facilitator: Assist students in creating their plans by providing guidance on the
correct responses for each blank. You can also share example responses to help them
understand the exercise better.
Step 4 (E) (AS) Ask students to consider the Black Hat and answer the question ‘What obstacle do you
6 min foresee that will prevent you from achieving your plan?’ in Part A5.
TTE: 70 min
Note for the facilitator: Explain to students that it's important to consider potential
obstacles and challenges that may arise when trying to improve your writing skills.
Step 4 (F) (AS) Ask students to consider the Green Hat and answer the question ‘How can you overcome
6 min obstacles and challenges that you identified using the Black Hat?’ in Part A6.
TTE: 76 min
Note for the facilitator: Explain to students that Green Hat thinking is all about generating
creative and innovative solutions to problems
Step 5 (AS) Ask students to revisit SAB Part A (Lesson: Module 2: Day 1 - Six Thinking Hats) and identify
9 min questions from the ‘Before’ and ‘During’ sections that were answered by the above exercise.
TTE: 85 min Ask them to respond to the cues given in the ‘After’ section of SAB Part A.
Note for the facilitator: The "After" section of the Before, During and After (BDA) activity is
meant to reflect on what was learned or accomplished during the activity. Assist them in
filling out the "After" section, by reflecting on questions such as:
● What did they learn from this activity?
● What surprised them during the activity?
● How can they apply what they learned to other situations or tasks?
Step 6 (S-S) Learning Reflection:
10 min
TTE: 95 min House Activity: Ask students to sit with their houses and discuss their plan for improving
their written communication skills (Blue Hat). Instruct them to identify common areas of
improvement that they can collectively address as a team or in pairs. Encourage them to
explore ways in which one member can support and guide another, acting as a mentor, to
ensure that everyone progresses, stays motivated, and remains focused on their tasks.
Assign the responsibility of managing this activity to the TOTD.
Note for the facilitator: Circulate among the groups and observe the quality of their
65
discussions. Provide assistance to any groups that may be struggling or veering off track.
Your lesson will be well received if students can use the '6 Thinking Hats' framework to
create a strong plan to improve their written communication using the SMART
framework. They should also be excited about motivating and collaborating with their
house members to improve each other's writing skills.

5 min
TTE: 100 min Note for the facilitator: During this 5-minute period, speak with students who arrived late
or need counseling. This time can also be used to provide feedback to students who need
additional help understanding ‘6 Thinking Hats’ or with making their plan.

Ask students to research online tools that can help them improve their written english and
identify some they would like to use (after their research they should select useful tools by
checking the relevant boxes)
▢ Grammarly ▢ ProWritingAid ▢ Hemingway Editor
▢ Language Tool ▢ Grammarcheck.net ▢ Others ________

▢ Rigid ▢ Parapet ▢ Armored car ▢ Tremendous

● Quiz Prepositions : SAB Part B.
66
Module 2: Day 2: Story Elements


32 min(100%)/25 min(80%) NA 15 min

Wordsmith
Parapet
Focused Language Training
● Pronunciation (eh/ae, oh/aw, ae/ai, 271
Armored car ih/ee)
Tremendous ● Adverb
Material Required:
● Students will learn and practice the SWBST framework for summarizing and
identifying the key story elements.
🎓🎯
● Students will be introduced to the writing checklist for the contest. 🎓🎯
● Students will learn how to write and arrange key points in their speech. 🎓🎯🤝
‘Adverbs’.
🎓🎯🤝

5 min
67
TTE: 15 min
Question of the Day: Inform students that a checklist is a tool that helps improve a person's
ability to complete a task by reducing reliance on memory. A 'to-do' list is a basic example of
a checklist.
Ask students ‘How can you use a checklist to improve your written communication skills?’
● In school?
● At work?
Debrief: It is important for writers to ensure that their paragraphs and sentences are
well-structured, clear, and adhere to correct grammatical rules and punctuation
guidelines. Sentences, as well as nouns, should begin with capital letters and end with
appropriate punctuation marks such as full stops and question marks. Additionally, other
symbols like commas, colons, and semicolons may be used to enhance clarity and
organization.
When presenting your thoughts, it is crucial to organize them in a logical sequence,
ensuring a clear beginning, middle, and end. At times, you may also need to provide
justifications and support for your claims. These aspects can be overwhelming for novice
writers. However, utilizing a checklist can assist you in focusing on framing your
communication effectively, while technical details can be addressed later with the
checklist's guidance.
Step 3 Ask the students if they have utilized any reading strategies while reading books or comics
(AS/S-W) to enhance their understanding of the plot. Take a few responses, particularly from
20 min students who are readers. (3 min)
TTE: 35 min
Next, introduce the SWBST framework (Somebody, Wanted, But, So, Then), which is a
commonly used reading comprehension strategy in schools. This framework assists
students in comprehending and summarizing the plot or main events in a story or text. The
SWBST strategy is typically used during or after reading a narrative text (such as a story,
novel, or biography) to help students identify and summarize the key elements of the plot.
(2 min)
Ask the students to refer to SRB Part B, which explains the various components of this
framework. While they are reviewing the graphic, explain to them that this framework
involves identifying (4 min):
● the protagonist (Somebody)
● their goal (Wanted)
● the conflict or challenge they face (But)
● the action they take (So)
● the outcome or resolution (Then)
Instruct the students to read SRB Part C and apply the SWBST strategy to the given text.
Encourage them to reflect on whether this strategy helped them comprehend the text more
effectively. (8 min [reading] + 3 min [discussion] = 11 min)
Step 4 Ask students to summarize the sniper story in 50 words in SAB Part B, using only the cues
(AS/S-W) from the SWBST framework and their knowledge of the story (they do not need to reread it).
10 min Ask them to use the checklist in SAB Part C to evaluate their writing for basic writing
TTE: 45 min hygiene. (5 min)
68
Once the students have completed the task, inform them that the checklist they have just
utilized is the Wordsmith Checklist, which will be employed to evaluate their entries into the
Wordsmith Writing Contest at the conclusion of this module. Emphasize that the team that
can generate error-free written pieces, organized with a clear and logical structure that is
easy to follow and understand, will have a greater chance of winning the contest. (2 min)
Cold call students to check the depth of understanding of the checklist and how it will be
marked. (3 min)
Step 5 Inform the students that it is now time to resume their work on the MOOC to further their
(AS/S-W) understanding of how to subordinate and coordinate key points in a speech. Assign MOOC
18 min activities for the day:
TTE: 63 min
Topics Types Time
Arranging key points: Subordination Video 2 min

Arranging key points: Coordination and
discreteness Video 4 min
Stylizing key points: phrasing Video 4 min
Total 10 min
After the students have completed the MOOC video, select three TOTDs to summarize the
key points from each video. Each TOTD will be responsible for summarizing one video.
Encourage the class to contribute additional points and context, if necessary, to enrich the
discussion.
Note for the facilitator: While students are completing MOOC, the facilitator should review
sniper story summary of some students and provide feedback. The goal is to cover five
students, with a target of two minutes per student. (Estimated time for reading a 50-word
essay = 1 min. Feedback time = 1 min).
Step 6 (S-W) Inform the students about the importance of adverbs in their writing. Explain that adverbs
12 min serve the purpose of modifying and providing additional information about verbs,
TTE: 75 min adjectives, or other adverbs. By incorporating adverbs, they can enhance the precision and
clarity of their writing, making it more interesting and engaging for their readers. Adverbs
assist in effectively conveying ideas by offering specific details about how actions occur or
how things are perceived. Ask students to illustrate adverbs through an example. Take a
few responses. (5 min)
Inform students that in this module they will learn and practice adverbs through a variety
of quizzes in the Extra Benefits section.
Ask students to open SAB Part E and attempt the Q1 in the classroom. Discuss possible
answers, encourage students to provide reasons for their selections. Debrief by informing
students that there is no word like ‘fastly’, a common error made by many novice learners.
(5 min)
Inform students that the expected time to complete the quiz is 5 minutes and they can
complete it after the class.

15 min
TTE: 90 min House Activity: Ask students to review SAB Part B (summary of Sniper story) of one of their
housemates and use the Wordsmith Checklist to determine if it has been applied accurately.
Also ask students to identify opportunities to use prepositions and adverbs to make the text
more interesting and precise for the reader. Circulate amongst the houses to assess the
quality of their work. (10 min)
Thereafter, ask the students to review the plan they created in yesterday's class and
establish direct connections between the concepts they learned today and how these can be
applied to enhance their written communication. Also, ask students to identify
opportunities to use the checklist, SWBST framework and knowledge of adverbs to improve
their written communication at school (homework, tests, etc.) and at work (emails, letters,
69
reports, etc).
Your lesson will be well received if your students can make significant contributions to
the summary by identifying opportunities to make it error-free (utilizing the wordsmith
checklist) and more engaging (using prepositions and adverbs).
Step 8 (S-W) Pronunciation Drill: Request students to add new words to the word list in their SAB Part A
5 min (See important information above).
TTE: 95 min
Allow one of the TOTD, with superior pronunciation, to lead today's Pronunciation Drill. The
chosen TOTD can verbally articulate all the words listed in SAB Part A, while the other
students repeat after them. The facilitator should observe the drill and offer assistance to
students who mispronounce any of the words. (5 min)

5 min
TTE: 100 min Note for the facilitator: During this 5-minute period, speak with students who arrived late
or need counseling. This time can also be used to provide feedback to students who need
additional help understanding SWBST, adverbs and the checklist.

Encourage students to read the complete Sniper’s story after the class and identify adverbs
and prepositions. The story appears in SAB Part D.

▢ Bartending ▢ Monk ▢ Compensation ▢ Alter ego
Grammar Practice Quiz: Adverbs

● Quiz - Adverbs of Frequency : SAB Part E.
70
Module 2: Day 3: Step Into Someone else’s Shoes


42 min(100%)/34 min(80%) 35 min 5 min
REQUIREMENT FOR COMPUTER RESOURCES:

Bartending
Compensation
Alter ego
ih/ee)
272
● Adverb
Materials required:
The facilitator will provide FLT feedback on days 4 - 7 of this module (refer Prologue to Focussed Language
Training at the front of this FRB) using the Performance Review Format on SAB page 1. Prepare a
performance review schedule for the week such that you cover 25% of your class on each of the 4 days.
Provide more time to the struggling students by scheduling them on days 6 and 7 (so that they may benefit
from discussions with their peers).
and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist of M2-D5.
● Students will practice perspective building using different roles.

🎓 🎯🤝
● Students will be able to identify the connections between different perspectives and
empathy.
🎓 🎯🤝
● Students will know their current writing prowess and give/receive feedback. 🎓 🎯🤝
● Students will review a sample speech and will gain perspective from an expert
providing feedback.
🎓 🎯🤝

5 min
71
Step 1 Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives,
Ask each house to identify their candidate for Teacher of the Day. The candidate should not
have undertaken the role of the Teacher of the Day in the current cycle.
Note for the facilitator: The facilitator should keep a log of who has already been
Step 2 Congratulate students who earned points for adding new words to their vocabulary
TTE: 13 min
Question of the Day: Perspective is a way of looking at or thinking about something. It is not
only about what you look at but also where you look from. How does this statement hold
true:
● In school?
● At work?
● With friends?
Debrief: A good team is one that can approach a problem from multiple perspectives.
Consider a cricket team with 11 Sachin Tendulkars - would this team win any matches?
Similarly, in an effective team, individuals bring their unique strengths and expertise,
contributing to the team's success. The Six Thinking Hats tool is a valuable tool for
examining a problem from different angles. The Red Hat represents the team's feelings
about the solution or product, while the Black Hat helps identify potential problems.
Encourage students to think about the perspectives brought by the Green Hat and White
Hat. By utilizing these different viewpoints, a team can make well-informed decisions and
achieve their goals.
Step 3A In 2 min, recap 'The Sniper' story with the help of students. Ask a few students to recall
15 min what SWBST stands for and when it can be used. Inform students that they will now
TTE: 28 min evaluate the sniper story using different perspectives. Randomly assign students the role of
the protagonist (see SAB Part A) ensuring an even distribution of characters. (5 min)
Once the characters have been assigned, instruct the students to complete SAB Part A,
which will help them identify key points for their story. Inform students that they will later
write their own version of the Sniper Story using these key points. (10 min).
Step 3B After the students have identified their key points, instruct them to use SAB Part B to
10 min organize their key points effectively. Emphasize the significance of readability and
TTE: 38 min engagement in crafting a high-quality story. Encourage students to approach the plot from
the reader's perspective and consider ways to make it interesting. (10 min)
Note for the facilitator: Observe students on task and help them as required.
Step 3C After students have completed the task, ask them to use SAB Part C to write their story in
15 min 125-150 words. Instruct them to keep the Wordsmith Checklist at hand to ensure that their
TTE: 53 story is well written and error free. (10 min)
Have them use the checklist to review their work. (5 min)
Step 3D House Activity: Have students recap the Wordsmith Checklist from SRB - M2:D2 Part C. (5
20 min min)
TTE: 73
Ask them to read and review the work of a housemate using the Wordsmith Checklist and
SAB Part C and provide feedback in SAB Part D. ([Review 5 min] + [Feedback 5 min] = 10 min)
Ask 2 students who have scored highly to share their story with the full class including the
process they followed to ensure that their story is engaging and error free. (5 min)
Note for the facilitator: Please ensure that the stories being shared are the best in the class.
It is important that these students share the process they used in creating their stories so
that others benefit from their unique perspective.
72
Step 4 (A) Learning Reflection:
15 min
TTE: 88 min Inform students that in keeping with our attempt to understand perspectives, let's look at
another example to consolidate our learning. Ask the class if they are familiar with the
Jessica Lal murder case. Share the snippet from the story:
‘Jessica had been bartending on April 29, 1999, at a Delhi restaurant for a private party
hosted by its owner, designer Bina Ramani. Siddharth Vashishtha was held guilty of
shooting her when she refused him a drink. He was sent to jail’ (3 min)
Ask students to imagine they are Jessica’s siblings and they receive a letter from the
welfare officer of Tihar Jail asking if you would agree to the release of Siddharth Vashistha
in return for financial compensation. How would you respond? Discuss (5 min).
After a few responses, share the letter from Jessica's sister from SRB Part A. After everyone
reads the letter, ask students if they had considered this perspective. What qualities does
Jessica’s sister demonstrate through this letter (7 min)?
Your lesson will be well received if students demonstrate an understanding that each one
of us is unique and shaped by our backgrounds and experiences. It is natural that people
will have different perspectives, which means that they will not see the world in the
same way as them. It is these differences that enrich the world and should not be seen as
threats.
Step 4 (B) Draw a T-chart on the whiteboard with the title "Adverb ending with -ly" on the left column
7 min and "Other adverbs" on the right column. Invite one of the TOTDs to come to the whiteboard
TTE: 95 min and write down the adverbs provided by the students based on the appropriate column
they belong to.
Ask students to share some of the adverbs they used while writing their story in SAB Part C.
Your lesson will be well received if students recognise that adverbs come in different
forms and not all end in ‘ly’.
Step 5 Pronunciation Drill: Encourage students to become independent learners. Encourage them
5 min to practice the Pronunciation Drill after class, before they go home. Remind them that there
TTE: 100 min are 5 min still remaining that can be utilized for this exercise.
Speak with students who came late or need counseling. These 5 min can also be used to help
students who are rigid in their views and non accepting of others perspectives or need help
understanding adverbs.
Extra Benefits Say it Right - Structure your thoughts before speaking (5 minutes/day)
Ask students to complete the quiz on Adverbs. This quiz appears in SAB Part E.

▢ Stakeholders ▢ Statistical ▢ Acquaintances

● Quiz - Adverbs of Time : SAB Part E.
73
Module 2: Day 4: Perspective Building


27 min(100%)/22 min(80%) 5 min 20+15+5= 40 min

Stakeholders
Acquaintances
● Adverbs
273
Materials required:
Comics: Tintin
Chart paper: Draw and paste a T chart besides the whiteboard with a list of the different adverb types
(manner, frequency, time, place, degree, certainty of action or state, etc.). A sample of this T Chart can be
found in SAB Part F.
● Students will practice strengthening their perspective building skills.

🎓🎯🤝
● Students will practice writing using the Wordsmith writing checklist and
give/receive feedback.
🎓🎯🤝
● Students will learn to use adverbs to improve their written communication. 🎓🎯🤝

5 min
74
Step 2 (S-W) Question of the Day: Feedback is the breakfast of champions. Ask students: how can timely
5 min feedback and its effective application impact you:
TTE: 14 min
● In school?
● At work?
● With friends?
Debrief: The Indian’s men cricket team is coached by __________ (use the name of the
current coach). The team also has a batting coach, a bowling coach and a fielding coach.
What is the role of the coach for these high performance athletes? Take a few answers.
The role of a coach, teacher, mentor or any other well wisher is to provide feedback that will
help us perform better. Teachers, facilitators and tutors provide feedback so that we may
perform better academically. A boss, HR and peers provide feedback so that we may
perform better at work. Our friends, relatives and acquaintances provide us feedback to
become better human beings. Respect the feedback that you receive and the people who give
them.
Step 3 Inform students that a person's perspective on an issue is highly correlated to their
(AS/S-S) individual circumstances. To illustrate this point, ask two TOTD’s (preferably one male and
25 min one female) to debate the following scenario (5 min):
TTE: 39 min
Topic: Early marriage rates remain high in India, putting girls at risk of limited career
prospects.
Roles
● Conservative and socially conscious village parent whose daughter is in late teens
● Daughter who wants to work
Debrief: The roleplay illustrates that different people have different perspectives because of
personal experiences, cultural and societal values, education and even group identity.
While you may not agree with the perspective of the other person, it is important to
acknowledge that they exist and that they offer an alternative viewpoint. Understanding
the basis of the other person's perspective is the first step towards a respectful dialogue and
finding common ground / solutions. (2 min)
House Activity:
Ask students to practice understanding different perspectives using role plays. Inform
students that each housemate will write a 100-125 word response to the topic assigned to
the house and perspective assigned to each member. For instance: If House Fire gets issue 1;
member 1 writes as a student, member 2 writes as parents of a primary school child, and so
on.
Assign the topics to each house from SAB Part A. Once the topics have been assigned, have
the TOTD assign a different role to each member of the house.
Ask students to complete SAB Part B - D as follows:
● Identify key points in SAB Part B (5 min)
● Arrange key points SAB Part C (5 min)
● Write their essay in SAB Part D (8 min). Encourage students to evaluate their writing
using the Wordsmith Checklist.
Note for the facilitator: While the students are writing, the facilitator should review 7
drafts of the ‘My Story’ (M2: D3) using the Wordsmith Checklist (3 min / student). The
facilitator should ask one student at a time to disengage from writing and spend 3 minutes
with them.
75
Step 4 House Activity: Once everyone has written their essay, ask students to hand it over to their
(AS/S-S/W) housemates for review and feedback based on the Wordsmith Checklist.
17 min
TTE: 56 min The student providing the feedback should annotate the essay to suggest corrections based
on the checklist. After completing the review, the students must use SAB Part E to provide
their feedback on the areas of opportunity that the writer should focus on. Encourage
students to provide no more than 2 areas to work on. They should also provide their score
based on the checklist parameters. (2 min [Instruction] + 8 min [reading + annotate] + 4 min
[peer feedback] = 14 min)
Note for the facilitator: While the students are writing, the facilitator should review 4
drafts of the ‘My Story’ (M2: D3) using the Wordsmith Checklist (3 min / student). The
facilitator should ask one student at a time to disengage from writing and spend 3 minutes
with them.
Whole class Activity: Ask about ¼ of the class to read aloud the feedback they have received.
Students should focus on suggestions that they believe will help them the most. This
exercise will allow the class to collectively identify the areas they need to focus on and
enable them to find potential study buddies or peers who share common interests. (30 sec /
students x 5-6 students = 3 min)
Step 5 Inform the students that in this module, they will learn to use adverbs to add clarity to their
(AS/S-W) writing and speaking. Explain that adverbs are a part of speech that modify or describe
19 min verbs, adjectives, and other adverbs. They provide information about time, place, manner,
TTE: 75 min degree, frequency, or certainty of an action or state. Recap that while adverbs often end in
"-ly," some, such as "fast" or "never," do not. (2 min)
Ask students to review SAB Part C (M2:D3 - My Story) for adverbs they used and categorize
them by type in SAB Part F. Remind students that they have learned about adverbs of
frequency and adverbs of time in Day 2 and 3 of this Module's Extra Benefits Section. Once
they have completed the activity, ask them to share a few of their responses and write them
on the T-Chart. This will help reinforce their understanding of adverbs and provide
opportunities for peer learning. (10 min)
Next, ask them to complete the Adverbs quiz on ‘manner’ in SAB Part G (7 min).
Finally, inform the students that tomorrow's adverbs quiz will focus on degree.
Step 6 (S-W) Learning Reflection: Request students to reflect on how they can incorporate the concepts
5 min they learned today into the action plan they prepared on M2:D1 to enhance their written
TTE: 80 min communication skills. Then, ask a few students to share their thoughts.
Your lesson will be well received by your students if they can demonstrate an
understanding on:
● of the importance of seeking and giving accurate feedback
● the benefits of using adverbs to improve clarity of communication
● different people are entitled to different perspectives and it is important to
understand these different perspectives for improved communication/collaboration
● the importance of finding and organizing key points before starting any writing
exercise
Step 7 (F) FLT Performance Review (¼ class)

15 min
TTE: 95 min Conduct a performance review with ¼ of the class. Utilize your observations from Modules
1 and 2 to review the 'Areas of Opportunity' section in the 'SAB - Performance Review'
document. Complete the sections for Review 1, identifying one area of opportunity in the
pronunciation column & another in the grammar column for each student to concentrate
on.
Note for the facilitator: If a student demonstrates proficiency in both of the identified
sound/pronunciation and grammar concepts (prepositions and adverbs), encourage them
to take on the role of a mentor and assist other students who require assistance. As a
76
mentor, their responsibilities will include leading word drills that focus on specific sounds
and reviewing the grammar quizzes of the students they have been assigned to mentor.
After identifying areas of opportunity with your students, facilitate a discussion on the
'Investments' section of the Performance Review table. Prior to the meeting, ensure that
students have completed the first two columns for quizzes and MOOC. During the
discussion, assign scores for Class Participation, Response to Feedback, and Vocabulary
Acquisition. Help your students understand the rationale for your scores. (Refer rubrics in
‘Prologue to Focussed Language Training’ Section at the front of this FRB).
Extra Benefit (¾ class)
Students whose Performance Review is not scheduled today will commence Extra Benefit
exercises.

5 min
TTE: 100 min Note for the facilitator: During this 5-minute period, please take the opportunity to speak
with any students who arrived late or who require counseling. Additionally, utilize this time
to provide feedback to students who need assistance with their writing skills, based on your
evaluation of their 'Essay' submissions. Feel free to implement peer learning strategies as
required.
Extra Benefits Build your vocabulary - Enrich your conversations (2 minutes/Word)

▢ Strive ▢ Blue-pencil
Build a Reading Habit- Unlock priceless information. Stay Ahead.

Encourage students to develop a reading habit by informing them that it unleashes the
power of knowledge and imagination that propels personal growth. Through regular
reading, one gains insights, enhances critical thinking skills, and finds relaxation in a
world of captivating stories. Share the link to the Tintin comic folder on the WhatApp group.

● Quiz - Adverbs of Manner: SAB Part G.
77
Module 2: Day 5: Use a Blue-pencil


22 min(100%)/19 min(80%) NA 15+5 min

Strive
Blue-pencil
ih/ee)
274
● Adverbs
Materials required:
Comics: Tintin
● Students will understand that a written piece can be improved through editing and
rewriting.
🎓🎯🤝
● Students will work on their reading comprehension and improve their grade
level/lexile level by reading a passage on ReadTheory.
🎓🎯🤝
● Students will correlate their learning from Week - 2 of the MOOC with the
expectations they had defined on M1:D5.
🎓🎯🤝

5 min
78
Step 2 (S-W) Question of the Day: Have you ever heard an inspiring speech or read a fascinating book?
5 min Do you think these were the result of the speaker or author's initial thoughts, or were they
TTE: 14 min refined through a series of edits and rewrites? Take a few answers.
Ask students how can understanding the principles of editing and improving your own
work help you:
● In school?
● At Work?
● With friends?
Debrief: What should come in the blank space: Many writers fail to capitalize on their talent
because they are afraid of the hard work required to achieve excellence. Writers who are
unwilling to invest time in identifying areas for improvement, through reading, editing,
and making iterative changes, always write below their full potential. Writers who strive
to do their best improve their skills over time and produce better literary works more
efficiently. Did you know that J.K. Rowling took six years to write her first book, which had
only 223 pages? Her seventh book took less time and had three times as many pages.
Step 3 (AS) Convey to the students the significant impact that regular reading can have on their
20 min thinking, clarity, and sophistication. Emphasize that reading not only enhances their
TTE: 34 min spoken and written communication but also helps develop more refined and sophisticated
ideas. Inquire if they have been actively working to improve their reading proficiency
through passages on ReadTheory and the comics provided in the Extra Benefits Section.
Take a few responses and make note of the names of the readers in your classroom.
Inform the students that the last time they practiced reading through ReadTheory in class
was during Module O: Day 4, and now it's time to revisit this learning tool. Ask the students
to log in to their ReadTheory accounts and engage in a passage practice session.
Note for the facilitator: While students are reading, the facilitator should review the
'Essays' (M2:D4) of six students whose written work was not checked in M2:D3. Allocate
approximately 3 minutes per student and utilize the Wordsmith Checklist as a guide for
providing feedback.
Step 4 (S-W) Ask students the difference between proofreading and editing. Take a few responses (2
11 min min). Make a T Chart on the whiteboard and write down their responses.
TTE: 45 min
Ask students to read SRB Part B as follows (4 min):
● 2 houses: Editing (Left Column)
● 2 houses: Proofreading (Right Column)
After the houses have finished reading, ask the TOTD’s to share their understanding. Use
the T Chart on the whiteboard and write down students' responses. At the end, write down
any points they may have missed from SRB Part B. (4 min)
Debrief: Editing is a process that entails revising the content, organization, and
presentation of your written piece. Its purpose is to ensure that your ideas are conveyed as
clearly as possible. On the other hand, proofreading focuses on eliminating errors in
grammar and punctuation to make the written piece error-free. It is a crucial part of the
overall editing process and is ideally performed during the final stage of editing. (1 min)
Step 5 (AS) Inform students that editing is a big task, and newspapers and magazines employ
10 min experienced individuals to edit stories, ensuring they are factual, engaging, and error-free.
TTE: 55 min These editors are senior professionals with substantial writing experience. Encourage
students to evaluate their 'My Story' from SAB Part C M2:D3, to make it more engaging by
improving content, structure, organization, and grammar. Encourage students to use the
feedback received from their peers and the facilitator as the starting point of the process.
Ask students to rewrite and improve their ‘My Story’ in SAB Part B, and then edit it to
ensure that their ideas are presented clearly. Advise them to finish by proofreading it to
ensure that it is error free.
79
Note for the facilitator: Students who are unable to finish their write-up should be allowed
to stay back after the class to complete their story.
Step 6 (AS) Ask students to revisit the open questions in the MOOC Journal in Week 1 and Week 2
15 min (Appendix 3). Ask them if progressing through week 2 videos allowed them to answer any
TTE: 70 min of their open questions. Request students to share some questions and answers that were
answered through the week 2 MOOC videos (5 min).
After the discussion, inquire whether the students have been employing the BDA
framework while completing the MOOC exercises. Determine if the BDA framework aided
them in directing their attention towards the crucial elements of the lecture. Pose probing
questions to facilitate deeper reflection. (2 min)
Request students to review the Week 2 lesson MOOC Summary in SRB Part C to refresh their
memory on the key concepts they learned during that week. Explain to students that the
Week 2 MOOC videos would have also prompted additional questions about public speaking,
which you intend to address in the upcoming weeks. (e.g., "How can I present the support to
my claim in a manner that is easy to understand?"). Ask them to write down their
questions/expectations from Week 3 of the MOOC in the MOOC Journal (Week 3 - MOOC
Notes). (8 min)
Note for the facilitator: While students are reading, the facilitator should check the ‘Essays’
(M2:D4) of the remaining students whose written work has not been checked. Use the
Wordsmith Checklist as a guide for your feedback.
Step 7 (S-W) Learning Reflection: Recap that when communicating in written form, it is crucial to
5 min ensure clarity, completeness, and effectiveness. A common practice to enhance written
TTE: 75 min communication is to draft, revise, and proofread before finalization.
Inquire with students about the modifications they made to their initial draft of the 'My
Story' and how these changes improved their written piece. Encourage them to share
specific details of the revisions they implemented.
Your lesson will be well received by your students if they have directed their efforts
towards making structural changes to their documents rather than focusing solely on
cosmetic alterations. Structural changes include:
● Enhancing the relevance of the argument and improving the flow, resulting in a
revised draft with a clear beginning, middle, and end.
● Paraphrasing content to enhance readability while preserving the original thought.
● Incorporating examples and evidence to illustrate the argument effectively.
Step 8 (S-W) Pronunciation Drill: Ask students to include new words in the word list provided in their
5 min SAB Part A (refer to the important information above).
TTE: 80 min
Designate one of the Teachers of the Day (TOTD), known for their excellent pronunciation,
to lead today's Pronunciation Drill. The TOTD should orally pronounce all the words listed
in SAB Part A, and the students should repeat after them. The facilitator should observe the
drill and provide assistance to students who mispronounce any words. (5 min)

15 min
on.
80
Students whose Performance Review is not scheduled today will commence Extra Benefit
exercises.

5 min
TTE: 100 min Note for the facilitator: During this 5-minute period, please take the opportunity to speak
with any students who arrived late or who require counseling. Additionally, utilize this
time to provide feedback to students who need assistance with their writing skills, based on
your evaluation of their 'Essay' submissions. Feel free to implement peer learning
strategies as required.

are:
▢ Cohesion ▢ Brainstorm ▢ Intend

Challenge students to read another Tintin comic from the link you sent them on WhatsApp
yesterday. Encourage students who do not use WhatsApp to remain after class and read a
comic.

● Quiz - Adverbs of Degree: SAB Part C.
81
Module 2: Day 6: Proofreading


36 min(100%)/17 min(80%) NA 15 + 5 = min

Brainstorm
Intended
● Adverb
275
Materials required:
Comics: Calvin & Hobbes
queries.
● Students will understand that proofreading is an essential part of error-free

writing.
🎓🎯
● Students will learn proofreading strategies through discovery using a checklist. 🎓🎯
● Students will expand their perspective from Week - 2 of the MOOC. 🎓🎯🤝

5 min
82
Step 2 (S-W) Question of the Day: Proofreading is like checking your reflection in a mirror before going
5 min out in public. Just as you wouldn't want to leave the house with food stuck in your teeth or
TTE: 14 min your hair in disarray, you don't want to submit a piece of writing with errors or
inconsistencies.
How can proofreading your written communication allow you to perform better:
● In school?
● At work?
● With friends?
Debrief: Just as a mirror allows you to see yourself as others will see you, proofreading
allows you to see your writing as your readers will see it. If you are writing an essay or
report for school, errors in grammar or spelling can cause your work to be marked down,
even if the content is strong. Similarly, if you are writing a job application or resume, errors
can give the impression that you are careless or lack attention to detail, which can harm
your chances of getting hired. These principles also apply to social written communication.
Step 3 (S-W) Ask students to go back to the question bank (Appendix 3: MOOC Notes) they created the
10 min previous day. Have a few students read aloud their outstanding week 1 and week 2
TTE: 24 min questions. Ask the class to consider these questions and discuss possible answers, based on
their understanding of the MOOC. (5 min)
Ask students to share their Week 3 MOOC Notes and their expectations from Week 3 of the
MOOC. Probe to find out what makes them believe that answering these questions will
benefit them (5 min).
Step 4 (AS) Inform students that it's time to reflect on their understanding of Week 2 of the MOOC.
20 min Ask students to complete the quiz ‘Public Speaking: Reflection-2’ in SAB Part B. (16 min)
TTE: 44 min
After students have completed the quiz, ask them to review the answer key in Appendix 1 of
SRB and assess their own scores using the marking scheme provided below the quiz. (4 min)
Note for the facilitator: Identify the students who scored poorly on the quiz and ascertain if
they are encountering difficulties in understanding the content. Engage in a conversation
with these students to address their challenges and provide assistance to help them
overcome their difficulties. If necessary, offer them additional time to complete the MOOC.
Step 5 Inform students that proofreading is a valuable skill that involves carefully reviewing
(AS/S-W) written content to identify and correct errors in spelling, grammar, punctuation, syntax,
16 min and formatting. It requires attention to detail, a strong command of language, and the
TTE: 60 min ability to accurately and efficiently identify and correct mistakes.
Inform students that they will now test their proofreading abilities. Instruct them to read
SAB Part C and identify as many errors as they can. (5 min)
After the students have completed the exercise, read the list of errors below and ask them to
give themselves 1 mark for each error they found. They should subtract 0.25 for any correct
language they identified as an error (10 min):
1. "to" should be "of" in the phrase "a new age to communication has began." (Preposition
error)
83
2. "comunication" should be spelled "communication" (spelling error)
3. "fastly" should be "fast" (adverb error)
4. "more easy" should be "more easily" (adverb error)
5. “,” after before should be “.” (punctuation error)
6. "had become" should be "has become" (tense error)
7. "using to a" should be "using a" in the sentence (preposition error)
8. "Messageses" should be "Messages" (spelling error)
9. "at no time" should be "in no time." (preposition error)
10. "envlopes" should be "envelopes" (spelling error)
11. "licing" should be "licking" (spelling error)
Debrief: Proofreading is the final stage of the editing process, focusing on surface errors
such as misspellings, grammar, capitalisation and punctuation mistakes. It plays a crucial
role in ensuring that your writing is free from errors.
Step 6 Learning Reflection: On the board, write down common errors that you observed while
(AS/S-W) reviewing 'My Story,' ensuring that you do not disclose the names of the students who made
15 min those errors. Subsequently, engage in a class-wide discussion about these errors and their
TTE: 75 min correct forms. (5 min)
Ask students to practice proofreading by reading and correcting the errors in SAB Part D
(Essay) M2:D4. (10 min)
Your lesson has been well received by your students if your students are able to use the
Wordsmith Checklist and demonstrate the importance of proofreading by diligently
reviewing their Day 4 essays. Students who don't seem to be interested in the exercise
should be asked to stay back after the class for counseling.

15 min
Conduct a performance review with ¼ of the class. Utilize your observations from Modules
TTE: 90 min
on.
Ask students whose Performance Review is not scheduled today to commence Extra Benefit
exercises.
84
Step 8 (S-W) Pronunciation Drill: Ask students to see SAB A for the prescribed word list for the day. Write
5 min down the additional recorded errors on the whiteboard and request students to add it to
Step 9 Encourage students to become independent learners. Encourage them to continue

5 min practicing the Pronunciation Drill after class, before they go home. Remind them that there
TTE: 100 min are 5 min still remaining that they can utilize for this exercise.
Note for the facilitator: During this 5-minute period, please take the opportunity to speak
with any students who arrived late or who require counseling. Additionally, utilize this
time to provide feedback to students who need assistance with their writing skills, based on
your evaluation of their 'Essay' submissions. Feel free to implement peer learning strategies
as required.
▢ Jot ▢ Precise ▢ Comprehensible
Build a Reading Habit- Unlock priceless information. Stay Ahead.
Encourage students to continue reading and let them know that you are sharing a link to
another comic series - Calvin and Hobbes. Share the link to the comic in the WhatsApp
group.

● Quiz - Adverbs of Place: SAB Part D.
85
Module 2: Day 7: Getting Ready for the Contest


10 min(100%)/8 min (80%) 46 min 15+5 = 20 min

Flowchart
Comprehensive
276
● Adverb
Materials required:
MOOC Video: Week 3 Overview (1 min)
MOOC Video: Finding the right support (4 min)
MOOC Video: Discussing your example concisely (3 min)
MOOC Video: Performing your key points (3 min)
Extra Benefit MOOC Video: Sample Performance of a Key point (4 min)
‘Delhi’ and ‘Dally’). At the end of the class, ask students to add 2-3 words to the wordlist in M3:D1.
● Students will be able to structure flow, key points and supporting evidence of their
writing/speaking plan by creating a diagrammatic representation.
🎓🎯🤝
● Students will be able to make a presentation using a diagrammatic representation
they created.
🎓🎯🤝
● Students will identify areas of opportunity and investments they need to make
(FLT) to improve their communication skills, through a progress review.
🎓🎯🤝

5 min
86
Step 2 (S-W) Question of the Day: A flowchart is a visual representation of a process or system. It uses
5 min shapes, arrows, and symbols to show the flow of steps or activities involved. It's a graphical
TTE: 15 min tool that presents decisions, actions, and outcomes in a logical and sequential manner.
How can your ability to create a visually attractive and informative flowchart help you:
● In school?
● At work?
● With friends?
Debrief: Flowcharts are useful for students to organize and synthesize information
effectively. They are particularly beneficial when studying for exams or trying to organize
their thoughts because they provide a visual representation of how different information
pieces connect. In the workplace, flowcharts aid decision-making, problem-solving, and
enhance communication, leading to increased efficiency.
Step 3 (S-S) Ask students to see an example of a flowchart in SRB Part B. Inform students that it is just
30 min one representation of a flowchart. Discuss the components of the flowchart with the
TTE: 45 min students (symbols and images used to enhance visual appeal, sequencing of tasks, etc). (2
min)
House Activity:
Allow students to organize themselves into their respective houses. Inform them that the
writing process has 5 stages. Ask students to brainstorm what those 5 stages could be. Take
a few responses. (5 min)
Debrief: Inform students that the writing process typically consists of the following 5 main
stages. (5 min) (Refer to the infographic in the Facilitator Resource Section):
- Prewriting: Organizing ideas, creating outlines, and structuring the content.
- Drafting: Writing a rough draft, focusing on expressing ideas without worrying about
grammar, punctuation, or other details.
- Revising: Reviewing and improving the organization, clarity, and overall quality of
the writing. This may involve rearranging paragraphs, clarifying ideas, or adding or
deleting content.
- Editing: Correcting grammar, punctuation, spelling, and other errors in the writing.
- Finalizing and publishing: Completing the final version of the written piece and
preparing it for sharing or publication.
Request each group to create a visually appealing flowchart depicting the complete writing
process. Ensure that the flowchart includes all the necessary steps. (10 min)
Ask the TOTD to present their house's flowchart to the rest of the class. Encourage the class
to provide feedback on the flowcharts, highlighting both the positive aspects and areas for
improvement. (2 min x 4 = 8 min)
Step 4 Request students to get started with the MOOC activities of the day as follows (the link to
(AS/S-S) the MOOC videos are in the M2:D7 folder:
20 min
TTE: 65 min Topics Type Time

Finding the right support Video 4 min
Discussing your example
concisely Video 3 min
Performing your key points Video 3 min
Total Time 11 min
House Activity:
87
After students have watched the videos, ask students to discuss the key points made by the
author in each of the videos, starting with the video on ‘Finding the right support’. (2 min /
video = 6 min)
Encourage students to watch the video titled 'Sample Performance of a Key Point' as an
extra benefit exercise. In this video the author demonstrates how to deliver key points
effectively.
Step 5 (S-W/S) Learning Reflection

15 min
TTE: 80 min House Activity:
Instruct the students to select one image from SRB Part C. Their task is to create a flow
diagram outlining the key elements of an engaging story in SAB Part B, using the chosen
image as inspiration. Emphasize that they should focus on writing the main elements of a
captivating story, rather than describing the image itself. (5 min)
Encourage them to use their learnings from the MOOC - Inventing Key Points, Arranging
Key Points, ‘Finding the right support’ and ‘discussing your example concisely’ - to help
them structure their thoughts. Suggest that they consider using adverbs to enrich their
story.
Next, ask students to present their flow diagram to the class. Advise students to use their
learnings from ’performing your keypoints video’ to make it engaging for the class.
([Practice] 4 min + [Presentation] 1 min x 4 + [Buffer] 2 min = 10 min)
Your lesson would be well received if the students are able to synthesize the key
takeaways of today's lesson in their flow diagrams and presentation.
Step 6 FLT Performance Review (¼ class)

15 min
on.
Peer Learning (¾ class)
Identify the students whose performance review is not scheduled for today. Among them,
identify those who are struggling to comprehend the writing process or need to enhance
the quality of their written output. Create peer learning communities by pairing these
students with classmates who have demonstrated a superior understanding of the writing
process. Ask the proficient students to provide additional assistance to those who require
help in improving their writing skills.
Give the responsibilities to Teachers of the Day to ensure that all students are engaged in
their assigned task.
88
Step 7 Remind students that the Master Teacher - Module 2 will be announced in the next class.
5 min The facilitator will select the most competent nominee for the award from the nominations
TTE: 100 min received from each house. Advise each house to nominate the most competent person
within their house, as the winning student will be awarded 5 bonus points. These bonus
points will contribute to their house points, enhancing their chances of winning the
Wordsmith Writing contest and the Elemental Cup.
Extra Benefits Buckle up! Prepare today for a productive tomorrow

Ask students to watch the MOOC video on ‘Sample Performance of a Key point’.

are:
▢ Refine ▢ Completion

● Quiz - Adverbs of Time: SAB Part C.
Facilitator Resource Section:
89
Module 2: Day 8: The Wordsmith Writing Contest

Contest Time Feedback Time

48 min 15

ih/ee)
277
● Adverb
Material Required:
Certificate: M2. Writing-Contest Certificate.pptx
Certificate: Master Teacher Award -Module 2- Certificate.pptx
● Students will demonstrate their understanding of the writing process by

composing a story.
🎓🎯🤝
● Students will identify areas of opportunity and investments they need to make
(FLT) to improve their communication skills, through a progress review.
🎓🎯🤝
● Students will evaluate the extent to which they achieved their learning goals in
Module 2 and identify their speaking and writing learning goals for the next few
🎓🎯🤝
weeks.

5 min
Note for the facilitator: The facilitator should keep a log of who have already been
Ask TOTD’s to share their houses nomination for the Master Teacher - Module 2 certificate.
Inform students that you will announce the name of the Master Teacher - Module 2 before
the end of this class.
90
Master Teacher - Module 2 award. Once you have made your decision, award 5 points to the
winner and update the contest spreadsheet accordingly.
Step 2 (AS) Ask if everyone is excited about the Wordsmith Writing Contest.
48 min
(TTE: 58 min) Instruct students to refer to SRB Part B and choose a picture on which they will write an
engaging story of 150-200 words. Emphasize that their submission must be an original and
captivating story. Describing the picture directly will result in disqualification. Encourage
students to utilize all available tools, such as flow charts, identifying and organizing key
points, preparing drafts, and using checklists to enhance their submission.
Recommend that students use the following structure:
Activity Suggested duration

(checkpoint)
Select image (SRB Part B) 2 min

Write key points (SAB Part A) 5 min
Prepare flow chart (SAB Part B) 6 min
Draft Writing (125-150 words) (SAB Part C) 15 min
Check your work (Wordsmith Checklist) 5 min
Final writeup (150-200 words) (SAB Part D) 15 min
Total 48 min
Step 3A (AS) Learning Reflection: Ask students to review SAB (Learning Dashboard Module 2 | Writing
12 min Strand Parts A1-A6) to recap their expectations from this module. (5 min)
(TTE: 70 min)
Ask students to evaluate their efforts and the progress made towards becoming better
writers during the course of this module. Have them fill SAB (Learning Dashboard Module 2
| Writing Strand Part B1) earnestly based on the commitments they made to themselves in
M2:D1.Once students have completed the evaluation, ask a few students to share their
achievements and areas where they could have done better. (5 min)
Debrief: Help students understand that "Knowledge has no value unless it is put into
practice." In this module, they have been introduced to various tools that can enrich their
written communication. If they wish to strengthen their writing, they should make a
conscious effort to practice these tools at every opportunity. The focus on written
communication will be revisited in Module 7, where additional information will be provided
on effective and creative writing techniques. Until then, students have ample time to
practice and perfect the skills they have learned in Module 2. (2 min)
Note for the facilitator and trainer: Students should answer the questions on investment
and progress in absolute terms which means that they should not factor in constraints like
“My internet was not working or I had to go to the village”.
Step 3B (AS) Ask students to review the progress they have made on their Language Development Plan
10 min from M1:D8. Ask them to complete the Self-Reflection in SAB (Learning Dashboard Module 2
TTE: 80 min | Writing Strand Part B2). (5 min)
If they have progressed as per or beyond expectations, encourage them to celebrate their
accomplishment. However, if they did not work according to their plan, ask them to review
their plan and commit to improved outcomes for the remainder of their learning journey
with FEA. Ask them to keep in mind that this review is for their benefit, as it provides an
opportunity to evaluate how they have allocated their time and redirect any unproductive
time towards skill development.
Ask students to prepare a revised language development plan in SAB (Learning Dashboard
Module 2 | Writing Strand Part C) with the aim of improving their writing skills. Instruct
them to focus on a maximum of two areas of opportunity that they believe will contribute
91
the most to their progress in writing and benefit from the booster dose we have planned for
them in Module 7. Encourage students to align their plans with the learning goals of the
SMART plan they created on day 1 of this module. (5 min)
Step 4 (S/AS) FLT Performance Review

15 min
(TTE: 95 min) Conduct a performance review with the remaining students/ whose performance review is
not done properly/ absentees. Utilize your observations from Modules 1 and 2 to review the
'Areas of Opportunity' section in the 'SAB - Performance Review' document. Complete the
sections for Review 1, identifying one area of opportunity in the pronunciation column &
another in the grammar column for each student to concentrate on.
Note for the facilitator:If a student demonstrates proficiency in both of the identified
Extra Benefit
Ask students whose Performance Review is not scheduled today to commence Extra Benefit
exercises.

5 min
(TTE: 100 min)

▢ Utterances ▢ Stoneface ▢ Foremost

Encourage students to read another comic of Calvin & Hobbes. The PDFs of comics are
available in the google drive shared on M2:D4.

● Quiz - Adverbs: SAB Part E.
92
Module 3: Day 1: Active Listening


52 min(100%)/42 min(80%) NA 5 min

Vocabulary Builder Assessment of the day: Listening Lesson number in the LMS
Utterances
Stoneface
Foremost
ih/ee)
280
Resist ● Word Order and Question Formation
Materials required:
Video: Active Listening Skills (play till 5:45)
MOOC Video: Highlighting speech structure (3 min)
MOOC Video: Introductions (4 min)
MOOC Video: Transition (3 min)
MOOC Video: Conclusion (3 min)
Extra Benefit MOOC Video: Key points speech with structure identified (7 min)
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record word order and
question formation errors.
Checking of Student Submissions: Wordsmith Contest (SAB Part B M2:D8)
Step # of Students When
3B 2 While students are watching the video on active listening skills

4 6 When students are doing MOOC
6 3 During student led pronunciation drill
7 2 When students are filling SAB Part B (Learning Reflection)
Total 13
Note for the facilitator: While students are busy with the above activities, the facilitator should check
students’ writing submissions (Part B: Final Submission) based on the Wordsmith writing checklist and
update the marks on excel. Note: Estimated time for reading a 150 - 200 word essay = 2.5 min.
93
Contest Points (Also Reproduced in SRB [M2:D1]:
Attendance 5 pts Position Points Master Teacher - Module 3 5

MOOC 5 pts 1 25 pts
2 18
3 15
4 12
5 10
6 8
7 6
8 4
9 2
10 1
11 - 20 0
Language Goals (Listening):
● Students will understand that listening is an acquired skill and relevant to any
occupation they may seek.
🎓🎯🤝
● Students will understand that active listening and improved comprehension are
prerequisites for a constructive discussion/dialogue.
🎓🎯🤝
● Students will build their capacity to perform assigned tasks efficiently by
practicing active listening.
🎓🎯🤝
Non-cognitive Goals:
● Students will understand that listening to different perspectives is an important

prerequisite for discussion/dialogue and problem solving.
🎓🎯🤝
🎓🎯🤝
Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
Word Order (Statements & Questions Formation)
AC EC SC
● Students will understand that listening is an acquired skill and extremely

relevant in day to day activity.
🎓🎯🤝
● Students will understand the importance of preparing to listen. 🎓🎯🤝
● Students will learn to structure their speech clearly and effectively. 🎓🎯🤝
● Students will be introduced to this module’s contest - ‘All Ears’.

5 min
94
Step 1 (AS) Ask students to read the Modular Goals silently from SRB Part A. After having read the
7 min goals, ask them to focus their attention on the highlighted keywords and consider the value
TTE: 12 min of this module towards the achievement of their personal goals.
Next, ask them to read the Lesson Objectives silently and make connections to their own
interest in becoming good listeners.
Ask each house to identify their candidate for the TOTD. The candidate should not have
undertaken the role of the TOTD in the current cycle.
Step 2 (S-W) Question of the Day: Ask students how can improving their listening comprehension help
5 min them:
TTE: 17 min
● At school?
● At work?
● With friends?
Debrief: Improved listening comprehension can have a significant positive impact on a
person's academic, work, and social life, as well as their overall well-being. It facilitates
better understanding of instructions and enhances retention of information. Additionally,
it significantly improves communication skills and increases self-esteem. Good listening
comprehension leads to increased academic and work achievement as it contributes to a
better understanding of complex concepts. Inform students that this module will be
completed in 6 days.
Step 3 (A) Role Play and Discussion:

(S-W)
9 min Ask the TOTD’s to have a discussion as follows (3 min):
TTE: 26 min TOTD 1: Speaker, speaking about the most recent movie he saw or book he read
TOTD 2: Active listener and keen participant to the discussion
TOTD 3: Distracted, having a separate conversation with his friends
TOTD 4: Distracted, playing with his phone
Full Class Discussion:
After the discussion, ask students:
● Have you been in a discussion where some people are distracted? How does it feel when
you are speaking with someone and they are distracted? (3 min)
● What would be the implications if TOTD 3 and TOTD 4 were in a classroom or in an office
meeting? (2 min)
Debrief: In a classroom or work setting, TOTD 2 would enjoy many benefits over TOTD 3 and
TOTD 4. TOTD 2 would benefit from not only the exchange of views with the speaker but also
from developing a better relationship with them. This will benefit them in the long run.
Active listening means paying attention to both verbal and non-verbal cues. Your ability to
listen effectively depends on the degree to which you perceive and understand these
messages. (1 min)
Step 3 (B) Ask students to watch a video on active listening strategies that reinforces some of the
AS/S-W) points mentioned in the debrief. The video can be found from Path: Module 3>>Day
14 min 1>>'M3_D1: Active Listening Skills' (6 min).
TTE: 30 min
Once everyone has watched the video, cold call one person from each house to recap one
point each of the four suggestions the speaker made for active listening. (3 min)
After the recap, ask students to reflect on the speakers closing question (4 min):
● "Which one of these four points do you need to work on?" Ask students to provide
reasons for their selection.
95
Step 4 Remind students that in M2:D7, they learned about performing key points. As part of the
(AS/S-W) Extra Benefits, they saw a sample performance of key points by the author. Inform them
25 min that in the current lesson, they will focus on highlighting speech structure, including
TTE: 65 min introductions, transitions, and conclusions. (1 min)
Ask the TOTDs to assign a video to each member for summarization at the end of the class.
TOTDs should take on a summarizing role only if their house has fewer than 5 members
present. (2 min)
Topics Type Time
Highlighting speech structure Video 3 min

Introductions Video 4 min
Transition Video 3 min
Conclusion Video 3 min
Time 13 min
After the students have completed the exercise, ask all students who were assigned the
video on highlighting speech structure to come to the front of the class and share one point
each until they have shared all the key takeaways from the video. Continue this process
until all the videos have been debriefed. (2 min / video = 8 min)
Conclude this step by informing the students that they should watch the MOOC video titled
"Key points speech with structure identified" as an Extra Benefit. This video ties together
and demonstrates all the concepts they have learned about preparing a speech. The video
highlights the speech structure as it is being delivered by the speaker, making it easier to
follow. (1 min)
Step 5 Introduction to Word Order and Question Formation

(S-W) Inform students that in the previous modules they practiced adverbs and prepositions. Let
15 min them know that they will practice Word Order and Question Formation in this module.
TTE: 80 min
Note for the facilitator: For each of the grammar concept questions below, ask students to
poll on which of the options are grammatically correct. After the poll, students should
discuss which sentence form above is correct and why?
Write down the following sentences on the board (2 min):
● Dinesh rode his bike carefully.
● Dinesh rode carefully his bike.
Debrief: ‘Dinesh rode his bike carefully’ is correct. In English, adverbs of manner (like
"carefully") usually appear towards the end of the sentence. There are some exceptions. The
more you use the language the more you will understand the word order
Write down the next sentences on the board and discuss (2 min).
● He is always late.
● He always is late.
● Always he is late.
Debrief: ‘He is always late’ is correct’ In English, adverbs of frequency (like "always")
usually appear after the main verb (like "is"). There are some exceptions.
Write down the next sentences on the board and discuss the correct question form (2 min)
● Where you have been?
● Where have you been?
Debrief: The correct sentence is: "Where have you been?" The reason this sentence is correct
is because in questions like these the subject (you) appears after the helping verb (‘have’).
Write down the next sentences on the board and discuss (2 min)
● He working today?
● Is he working today?
96
Debrief: The sentence "Is he working today?" is correct. Non native speakers sometimes
don't start their questions with a questioning word.
Inform students that additional practice quizzes on word order and question formation
have been made available in the Extra Benefits section. Encourage students to dedicate a
few minutes each day to practicing these quizzes, as it will positively impact their spoken
and written communication skills. Encourage students who have trouble understanding
these concepts to seek clarification.
Have students attempt the first question from SAB Part B in the classroom. Discuss possible
answers and encourage students to provide reasons for their selections. (2 min)
Step 6 Pronunciation Drill: Ask students to see SAB Part A for the prescribed word list for the day.
(S-W) Write down the additional recorded errors on the whiteboard and request students to add it
5 min to their word list in their SAB.
TTE: 85 min
Practice: Have a student with good pronunciation skills and an understanding of the
pronunciation drill lead the pronunciation drill. (7 min)
Step 7 Learning Reflection: Ask students to review SAB (Learning Dashboard Module 2 | Listening
10 min Strand | Part A) and identify how they would like to benefit from this module and improve
(AS) their listening skills. Discuss each question with them (3 min) and have them complete the
TTE: 95 min wishlist. (7 min)
Inform students that in this module, they will improve their listening skills by learning and
applying listening strategies in class. Additionally, let them know that at the end of the
module, they will have the opportunity to participate in the All Ears listening contest
through an online game. Build excitement by informing them that the contest has been
designed for everyone to have fun.
Your lesson will be well-received if students are able to apply the principles of creating
SMART goals towards their wishlist from this module.
Note for the facilitator: Before, between and after evaluating student submissions, walk
around to check how well students are progressing and identify students who need
assistance in making their wishlist SMART .

5 min Ask students who need help writing SMART goals in the Learning Dashboard to stay back.
TTE: 100 You may wish to help these students yourself or assign a peer to assist.

▢ Negotiate ▢ Persuade ▢ Insight
Listening Comprehension - Listen intently, understand accurately and respond appropriately

Encourage students to see the MOOC video titled ‘Key points speech with structure
identified’.
Grammar Practice Quiz: Word Order and Question Formation

● Quiz on word order : SAB Part B.
● Quiz on question formation : SAB Part C.
97
Module 3: Day 2: Listen to Learn


40 min(100%)/29 min(80%) 15 min 5 min

Pursue Focused Language Training:
Persuade ● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
● Word Order and Question Formation 281
Materials required:
Audio Book: Managing your Goals: Part 1 (Alec MacKenzie) (30 min)
MOOC Video: Revising your Speech (5 min)
MOOC Video: Practicing and remembering your speech (5 min)
MOOC Video: Week 3 Review (1 min)
3 4 When students are doing MOOC
5 Balance When students are preparing for their role plays
AC EC SC
● Students will understand the relevance of listening skill in any occupation they
choose to pursue.
🎓 🎯🤝
● Students will practice basic listening skills to better comprehend a dialogue. 🎓 🎯🤝
● Students will demonstrate learned concepts from the MOOC through role plays. 🎓 🎯
98

5 min
Step 1 (AS) Ask students to read the Lesson Objectives silently from SRB Part A. After having read the
Step 2 (S-W) Question of the Day: A dialogue is a conversation between two or more people. It involves a
5 min mutual exchange of ideas, opinions, and perspectives, with each participant taking turns to
TTE: 14 min listen and respond to each other. How can listening intently help you ask better questions
and in turn have a better dialogue:
● In school?
● At work?
● With friends?
Debrief: In a dialogue each participant tries to understand the other person's perspective
through asking questions, sharing information, expressing feelings, and exploring
different points of view. The goal of a dialogue is often to reach a better understanding of a
topic or to find a common ground between different perspectives. Dialogues can occur in
various settings, such as a classroom, workplace and social gathering.
Step 3 Ask students to continue doing the MOOC and watch the videos on ‘Revising your speech’
(S/AS-W) which focuses on reviewing and rewriting speeches and ‘Practicing and remembering your
20 min speech’. The links to the videos can be found in the M3:D2 folder.
TTE: 34 min
Topics Type Time
Revising your speech Video 5 min

Practicing and remembering your speech Video 4 min
Week 3 review Video 1 min
Time (13 min allocated) 10 min
Once the students have completed the exercise, request the TOTDs to come to the front of the
class and summarize the key takeaways from the videos. Repeat this process until all
videos have been debriefed. (4 min)
Also, inquire if any student watched the MOOC-assigned extra benefit video on 'Key Points
Speech with Structure Identified.' Ask that student to share his/her key takeaways from the
video with the class. (3 min)
Step 4 (AS) Ask students to read the Week 3 lesson MOOC Summary in SRB Part B to jog their memory
15 min on key concepts they learned in Week 3 of the MOOC. (7 min)
TTE: 49 min
Ask students to revisit the open questions in the MOOC Journal in Week 1 - Week 3
(Appendix 3). Ask them if progressing through week 3 videos allowed them to answer any
of their open questions. Request students to share some questions and answers that were
answered through week 3 MOOC videos (4 min).
99
Inform students that the MOOC 3 videos would have also contributed to further questions
on public speaking that they want answers to in the following weeks (e.g., "I am not
confident speaking in front of others - how can I overcome my fear of public speaking?").
Ask them to write down their questions/expectations from Week 4 of the MOOC in the
MOOC Journal (Week 4 - MOOC Notes) (4 min).
Step 5 Learning Reflection: Ask students to recall the discussion from QOD and identify the key
(AS/S-W/S) elements of a dialogue. Take a few responses. (3 min)
41 min
Ask students to read SRB Part C: Dialogue - Thinking Together (3 min).
TTE 90 min
Inform students that they will now practice the art of conversation by engaging in a role
play dialogue. In this activity, they will need to exercise active listening to understand the
perspective of others without judgment before responding. Remind them that in a dialogue,
each participant strives to comprehend the other person's perspective by asking questions,
sharing information, expressing feelings, and exploring different points of view. The goal of
a dialogue is often to achieve a better understanding of a topic and to find common ground
among different perspectives. (3 min)
House Activity
Step 1: Assign one scenario from SRB Part D to each house and ask them to 6 min
prepare a 2 min, 2 character roleplay. Advise students to use their learnings
from the MOOC - Identifying and arranging key points, finding support,
introductions and conclusions, etc.
Step 2: Each house should identify 2 members to perform the role play. 6 min
Allocate 6 min for rehearsal. The rest of the house members should help the
performers with practicing their lines, delivery and impact. Ask students to
review SAB Part B for feedback parameters.
Step 3: Each house will perform their role plays and will receive feedback from 20
their peers. Each member of the house will be allowed to identify 1 aspect they min
liked and make 1 suggestion for improvement ([Role Play: 2 min] [Feedback: 2
min] / house). Feedback will be provided as per the table below.
Presenting House Feedback by
Fire Water
Earth Wind
Water Earth
Wind Fire
Your lesson will be well received if the students are able to demonstrate an
understanding of the MOOC concepts and the attitude and skills required for engaging
in a dialogue through their role plays (preparation, performance, and feedback).
Step 6 (S-W) Pronunciation Drill: Ask students to see Part A of SAB for the prescribed word list for the
5 min day. Write down the additional recorded errors on the whiteboard and request students to
TTE: 95 min add it to their word list in their SAB.
Practice: Say the word out loud and request students to repeat after you. (5 min)
100
Step 7 (S-W) Wrap Up, allow students to leave the class.
5 min
Ask students who were unable to demonstrate an understanding of the MOOC and/or the
TTE: 100
concept of dialogue to stay back. You may choose to provide assistance to these students
yourself or assign a peer to help them.
▢ Apprehension‌ ▢ Inconsistent‌
Encourage students to listen to audiobooks. Share the link of the book ‘Managing Your
Goals’ by Alec MacKenzie on WhatsApp. You may wish to include the following text with
your whatsapp broadcast message:
"Managing Your Goals" by Alec MacKenzie is a self-help book that aims to help individuals
achieve their goals through effective planning, organization and time management. It is a
useful resource for anyone who wants to take control of their life and achieve their goals,
whether they are personal or professional.

● Quiz on word order : SAB Part C.
● Quiz on question formation : SAB Part D.
101
Module 3: Day 3: Listening Matters!


27 min(100%)/22 min(80%) 33 min 5 min

Apprehension Focused Language Training:
Impede ● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
● Word Order and Question Formation 282
Materials required:
Audio: Describing People.mp3
Audio Book: Managing your Goals: Part 2 (Alec MacKenzie) (30 min)
MOOC Video: Week 4 Overview (1 min)
MOOC Video: What is public speaking apprehension? (6 min)
MOOC Video: The cause of public speaking apprehension (6 min)

3 Balance When students are doing MOOC
Lesson Objectives AC EC SC
● Students will understand the importance of listening to instructions.

🎓🎯🤝
● Students will understand and apply the AFFORD model to listen fully in a group
discussion.
🎓🎯🤝
102
● Students will understand the major causes of public speaking apprehension and
their appropriate treatments.
🎓🎯🤝

5 min
Step 2 (S-W) Question of the Day: Ask students to reflect on their experiences and identify specific
5 min instances in which their inability to comprehend instructions precisely proved to be a
TTE: 14 min disadvantage to them. What were the consequences or negative outcomes that resulted
from not understanding instructions accurately?
● In school
● At work
● With friends
Debrief: The ability to follow instruction is an important aspect of everyday life. Depending
on the setting and context, following instructions results in outcomes that can have various
degrees of impact. For instance: In the hospital, following instructions may affect life or
death. In an academic setting, the ability to follow instructions or the failure to do so can
hinder learning, impede growth, and affect the development of desired skills proficiency. In
social settings, misinterpreting or not understanding instructions can lead to
misunderstandings, conflicts, and strained relationships.
Step 3 Inquire if any students have delivered a speech, performed a song, or participated in a play
(S/AS-W) in front of an audience. Once you have identified a few candidates, inquire about their
25 min feelings before, during, and after the performance. Lead the discussion towards topics such
TTE: 39 min as nervousness, fear of performing in front of others & how they managed to overcome
their nerves. (3 min)
Identify students known to be shy when performing in front of others, and inquire about
their feelings when asked to perform. After the discussion, inform the class that today's
MOOC activities will revolve around identifying the causes of apprehension and learning
strategies to cope with nerves. (2 min)
Request students to watch the assigned videos. The links to the videos can be found in the
M3:D3 folder. (15 min):
Topics Type Time

What is public speaking apprehension? Video 6 min
The cause of public speaking apprehension Video 6 min
After the students have watched the videos ask 2 TOTD’s to summarize the video on “What is
public speaking apprehension?” as a pair and highlight their key takeaways. Thereafter,
Ask the remaining 2 TOTD’s to do the same for the video on “The cause of public speaking
apprehension?”. (5 min)
Note for the facilitator: While the TOTD’s are speaking ask probing questions to check for
understanding (do not get technical). Fill in the gaps where required.
103
Step 4 Inform the students that listening skills can be enhanced through practice. Explain that by
(S/AS-W) actively practicing listening, they can improve their listening comprehension by
15 min sharpening their focus and honing their ability to identify key details. Active listening also
TTE: 54 min aids in better retention, enabling them to develop a stronger memory for auditory
information. Additionally, practicing active listening helps in developing context clues that
aid in understanding the overall message. (2 min)
Inform students that they will practice active listening by listening to an audio of two
college students talking about the teachers. Their task is to match the teacher’s names to
the photos given in SAB Part A by picking up on auditory cues. Instruct the students to
commence the task. (3 min X 2 times = 6 min)
Once students have completed the listening activity, ask them to Refer to SRB Part B for the
answer key. (2 min)
Ask the students to share their experiences regarding the challenges they encountered
while identifying the correct answers and discuss the listening strategies they employed to
match the images with the names. Pose probing questions to explore which strategies
proved effective for them and which ones didn't work for them. (5 min)
Step 5 (S-S) House Activity

14 min
TTE: 68 min Ask students to look at the diagram in SRB Part C which offers a 6 step guide to enhanced
listening comprehension. (3 min)
Instruct the students to arrange themselves within their respective houses and engage in a
discussion regarding the elements of the model. Encourage them to practice the model
while conducting their discussion. Once they have grasped the fundamental aspects of the
model, prompt them to discuss the following topics within their groups. (5 min)
● How does each element contribute value to a listener?
● Evaluate your own listening abilities and identify which elements you need to work
on.
Have a full class discussion on the key takeaways of the discussions of each house. (6 min)
Note for the facilitator: Walk around the room, observe and acknowledge the discussions.

22 min
TTE: 90 min Learning Reflection: Explain the AFFORD Rubric in SRB Part D to students. Ensure they
understand how to mark the rubric and the scoring pattern. (10 min)
Once the students have understood the marking process, inform them that each house will
receive a discussion topic, and every member should actively practice listening using the
parameters outlined in the AFFORD Rubric. After assigning the discussion topic to each
house, instruct them to begin the activity. (6 min)
Discussion Topics:
House 1 How can we as citizens contribute towards reducing air pollution in our cities,
and what steps can we take to raise awareness about this issue among?
House 2 What can we as students do to promote greater awareness of women's safety

and gender inequality in our schools and communities, and what steps can
we take to create a safer and more equal society for all?
House 3 How can we as young people of India take responsibility for promoting
environmental conservation and sustainable development in our local
communities, and what actions can we take to promote greater awareness of
these issues?
House 4 How does India's exam system impact the mental health of students, and
what changes could be made to create a more supportive and holistic
approach to education?
104
Feedback will be provided post discussion as follows: (6 min)
● Before the discussion, each house member will be assigned a peer to evaluate using the
rubric parameters. This ensures that the evaluating student focuses on their assigned
peer's performance. They will exchange SABs for this purpose.
● After the discussion, peer evaluation will occur in SAB Part C. Each student will assess
their assigned peer based on the rubric parameters, followed by a verbal discussion on
the main areas of opportunity.
● To save time, write the process for feedback on the whiteboard at the start of this step.
Due to time constraints, it may not be possible for every student to receive feedback,
which is acceptable since the main objective of this exercise is to identify behaviors
that enhance listening skills. Encourage students to continue their discussions outside
of class.
● During the discussions, closely observe the interactions of the houses and identify
students who may require additional support or guidance to improve their listening
skills. These students may benefit from additional scaffolding to enhance their
listening abilities.
Your lesson will be well received if your students are able to demonstrate an
understanding of the ‘AFFORD model to listen fully’ during their discussions and offer
meaningful suggestions to assist one another in becoming better listeners.
Step 7 Announce the name of:

(S-W) ● the Master Teacher - Module 2. Focus your discussion on the qualities the winner
5 min demonstrated to win the award. Reiterate behaviors and actions of a good TOTD.
TTE: 95 min ● the winning house of the Wordsmith writing contest.
Congratulate the winners on their exceptional performance and on earning the digital
certificate. Celebrate the victory of the winners and the efforts of those who have shown
significant improvement (not everybody can win). It is important to encourage the entire
class to renew their efforts and strive for victory in the upcoming All Ears contest.

5 min
TTE: 100 Ask students who need assistance with understanding the AFFORD model or with their
listening skills to stay back. You may wish to help these students yourself or assign a peer to
assist.

▢ Illustration ▢ Predominant ▢ Encounter

Encourage students to listen to audiobooks. For the benefit of students who have completed
Part 1 of the book “Managing Your Goals” by Alec MacKenzie, share the link to Part 2.

105
Module 3: Day 4: Key of Communication


37 min(100%)/30 min(80%) 27 min 5 min

Illustration
Predominant
Encounter
ih/ee)
283
● Word Order and Question Formation
Materials required:
Video: Dr. H Sudarshan Ballal | Panel Discussion with NDTV 24x7 on COVID19 | Manipal Hospitals India
MOOC Video: Reducing your public speaking apprehension
MOOC Video: Example of public speaking apprehension
Extra Benefit MOOC Video: Analyzing the example
Inform your parallel facilitator that you are conducting M3:D4 and in two days you will reach the
culmination lesson of this module. M3:D6 (Culmination lesson) has a Nearpod activity that lasts 60 minutes
and requires computer resources. On this day, you will start your class that has computers.
*Important* There is a small possibility that both you and your parallel facilitator are scheduled to do
M3:D6 on the same day. In this eventuality, one of you will need to jump to M4:D1 before returning to M3:D6.
Please refer to advice/directions provided by the trainer during the training.
● Students will explore the relevance of listening in discussions.

🎓🎯🤝
● Students will be able to evaluate their listening skills, including barriers, using the
‘6 Thinking Hats’ framework and AFFORD model
🎓🎯🤝
● Students will learn techniques to overcome public speaking apprehensions. 🎓🎯🤝
106

5 min
Step 2 (S-W) Question of the day: A discussion is a conversation involving the exchange of ideas,
5 min opinions, and information among two or more individuals or groups. The objective of a
TTE: 14 min discussion is to share perspectives, foster mutual understanding, and reach a decision or
conclusion on a specific topic. What are some avenues for discussions, and what challenges
can participants face:
● In school?
● At work?
● With friends?
Debrief: A productive discussion typically involves active listening, respectful
communication, and a willingness to consider different points of view. Examples include:
School conversations: Sharing information with peers and teachers, collaborating on
group projects and assignments. Work conversations: Sharing ideas and feedback with
colleagues, communicating with customers, building social connections.Conversations
with friends: Sharing experiences and stories with one another, engaging in recreational
activities together.
Step 3 Inform students that today's MOOC will focus on science based ways to reduce speaking
(S/AS-W) apprehension. These techniques will assist them in overcoming their fears and becoming
20 min more proficient speakers. Notify the TOTDs that their role is to summarize these techniques
TTE: 34 min for the rest of the class. The next video provides an example of an extremely nervous
speaker, which will prompt an interesting classroom discussion on what the speaker could
have done to make the speech more effective. Assign the following MOOC videos (accessible
from folder M3:D4) for students to watch:
Topics Type Time
Reducing your public speaking

apprehension Video 5 min
Example of public speaking apprehension Video 5 min
Total Time (allocated time 12 min) 10 min
After the students have watched the videos, assign one technique to each TOTD to
summarize. (4 min)
Next, ask the students to discuss the second video and suggest techniques that the speaker
should have used to enhance the effectiveness of their speech. Encourage students to draw
upon their learnings from the first video (4 min)
Note for the facilitator: While the students are watching the MOOC videos, review their
workbooks to identify those who are not completing the grammar quizzes. Ask these
students to stay after class to discuss their challenges. Additionally, review the quizzes of
students who are struggling with grammatical concepts such as prepositions, adverbs,
word order, and question formation, and ask them to stay after class as well.
107
Step 4 (AS/S-S) House Activity
31 min
TTE 65 min Inform students that they will hold a discussion on the following topic using the ‘Six
Thinking Hats’ framework. Encourage students to use the AFFORD model to listen fully.
Topic: How can you improve your listening skills (12 min)?
● The TOTD wears the blue hat and opens the discussion. Control the discussion (2
min/hat).
● The discussion should be based on the ‘Six Thinking Hats’ framework. See SRB Part B
for guiding questions.
● The discussion should start with the white hat with each student contributing to the
guiding question and then move to the next perspective.
After the discussion, ask students to provide peer feedback to 1 student using the AFFORD
Rubric as follows in SAB Part B.
Time
Peer feedback 5 min

Review of feedback 2 min
Group discussion on feedback* 7 min
Total time 14 min
* Each student's feedback will be discussed by the house. As time is limited (1 min per
student), each student should focus on discussing the feedback elements that are most
interesting to them. Further discussions may be concluded by the group members after
class.
End this step by asking students to watch an NDTV Panel Discussion on COVID from Path:
Module 3>>Day 4>>'M3_D4: Speaking Tips' and note the application of AFFORD. Ask
students to note that the panelists carry the discussion forward and in one case
acknowledge the point made by another panelist (4 min).
Step 5 Learning Reflection:

(AS/S-W)
15 min See and Think: Ask students to look at the images in SAB Part C. Based on the images you
TTE: 80 min see, which image do you think can be matched with the words Attention, Focus, Feelings,
Observe, Rephrase & Restate and Determine. Ask students to write it in the space provided
below the image. (6 min)
After the students have completed SAB Part C, ask them to discuss what cues in the image
allowed them to decipher its meaning (4 min).
Wonder: Discuss ”I wonder how we can apply each of these steps in our daily life to become
better listeners. Apply the AFFORD model to conduct the discussion (5 min)
Step 6 (S-W) Pronunciation Drill (Student Led): Request students to add new words to the word list in
5 min their SAB Part A (See important information above). Encourage students to become
TTE: 85 min independent learners. Assign the responsibility of leading the pronunciation drill to one of
the students who is proficient with sounds.
108
Step 7 (S-W) Inform students it is undeniable that listening is an essential input strand that enhances
10 min the quality of our conversations. However, it's equally important not to overlook the
TTE: 95 min significant contribution of reading to our communication skills. By incorporating both
listening and reading, we can maximize our ability to understand and convey messages
effectively.
Write the following quote on the board and ask students to share their understanding:
‘The man who does not read good books is no better than those who can’t ‘. - Mark Twain
Ask students -
● If you have been reading the Read Theory passages and comics?
● Which comic did you find interesting and why?
● To those who are reading regularly, ask them if they are any closer to their reading
goal. Ask them to share their progress.
To those who are not reading, ask them to value the sacrifices that their parents have been
making by sending them to school.
Note to the facilitator: Students who show complete disinterest in reading may be
counseled after class.

5 min
Ask students who are struggling with their grammar quizzes and those who are
TTE: 100
unenthusiastic about reading to stay back for counseling. Provide them with assistance.
▢ Rapport ▢ Indecisive
Encourage students to see the MOOC video titled ‘Analyzing the example’. This video
provides an interesting critique on ‘Example of public speaking apprehension’ and will be
helpful in making you better speakers.

● Quiz on word order : SAB Part D.
● Quiz on question formation : SAB Part E.
109
Module 3: Day 5: Listening Relay


55 min(100%)/44 min(80%) NA NA min

This lesson requires computer resources for MOOC activities and for Nearpod demo.
284
Rapport
Indecisive ● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
Materials required:
MOOC Video: Breadth Control (6 min)
MOOC Video: Projection (5 min)
Video: Sophie Takes The Communication Challenge | LifeSkills (2:51 min)
Video: Video: How to Play the Contest in Nearpod
Game: Nearpod Practice Game
Audio Book: Managing your Goals by Alex MacKinsey (Part 3)
● Watch the instructional video to set up the listening activity on Nearpod. (Path: Module 3>>Day
5>>'M3_D5: How to play the contest in NearPod'.
● In the PLC, please remind your parallel facilitator about yesterday’s discussion on contest day
arrangements.
queries.
● Students will understand that listening to different people/situations requires

flexibility and adaptability.
🎓🎯🤝
● Students will practice listening to instructions. 🎓🎯🤝
110

5 min
Step 2 (S-W) Question of the Day: Inform students that the way we listen can vary depending on the
5 min situation. Ask students to consider how listening is different in the following scenarios:
TTE: 13 min
● in school: Comparing listening in a grade lecture at school to listening in an FEA
classroom.
● at work: Contrasting listening in a planning meeting with listening in a working lunch.
● with friends: Differentiating listening at the cricket field from listening at the school
assembly.
Note for the facilitator: To save time, write the situations on the whiteboard.
Debrief: Explain that listening is an activity that involves receiving and understanding
information. We respond to the information we receive by speaking or writing and adapt
our communication to suit the needs of the receiver. To further explore this concept, inform
students they will see a video of Sophie interacting with her customers later in this lesson.
Step 3 Inform students that today's MOOC will center on breath control and voice projection.
(S/AS-W) Breath control involves regulating and managing airflow while speaking. It helps maintain
19 Min a steady volume, eliminates pauses, and facilitates effective voice projection. Voice
TTE: 32 min projection, on the other hand, entails speaking loudly and clearly to ensure audience
comprehension. (1 min)
Assign the following MOOC videos (folder M3:D5) to students to watch:
Topics Type Time
Breath Control Video 6 min

Projection Video 5 min
Total (Time allocated 13 min) 11 min
After the students have watched the video, ask 2 TOTD’s to summarize the video while
demonstrating good breath control and voice projection. (5 min)

(S/AS-W)
15 min Inform students that one of the key reasons for learning English is to enhance their career
TTE: 47 min prospects and facilitate effective communication with others. To effectively utilize
language, they must learn to adapt their communication style to suit the individual they
are interacting with, considering factors such as their background, role and preferences.
(1 min)
Ask students to watch the video. The video can be found from Path: Module 3>>Day
5>>'M3_D5: Sophie Takes the Communication Challenge'. (4 min)
While watching the video, direct students' attention to Sophie, a salesperson, as she
interacts with four different individuals. Ask them to observe and analyze the various
skills Sophie demonstrates in her interactions with each customer.
111
After watching the video, assign each house the task of providing a brief summary to the
class, highlighting the key skills displayed by Sophie in her interactions with the different
customers as per the table below:
House Customer Activity Time
Air The Expert Describe her communication style with the 2 min
customer
Water The Tourist Describe her communication style with the 2 min
customer
Earth The Indecisive Describe her communication style with the 2 min
customer
Fire* All customers Was her communication style the same / different 4 min
for each customer? If different, how was it
different?
Total Time 10 min
*Note for the facilitator: After fire has responded, invite other houses to share their views.
Debrief: Emphasize that Sophie's success as a salesperson stems from her exceptional
listening skills, which enables her to adapt and respond effectively to her clients' needs.
Step 5 (S-W) Listening to instructions

18 min
TTE: 65 min Inform students that they will participate in the All Ears listening contest in the next class.
Read aloud the following instructions, and request students to listen carefully (5 min):
1. The game will be played on the Nearpod website.
2. First, on the internet browser type Nearpod.com in the address bar.
3. Next, join the game using the code (write your class code on the board)
4. Then, type your full name and team name and click on Join
5. After that, listen to the audio
6. Finally, select a character for yourself and click on ‘Start’
Note for the facilitator: The objective of this step is for the students to practice listening to
instructions and to find their own way of remembering. Do not write the instructions on
the whiteboard. If students wish to take notes, allow them to do so.
Ask students to repeat the instructions to make sure that they have understood.
When you are sure that the students understand the instructions, play a demo game (8
min).
Announce that you are going to share the rules of the listening contest. Get everyone's
attention before you read the rules.
LISTENING CONTEST RULES (4 min)

1. The contest will be played in teams.
2. Please wear headphones to avoid disturbing others.
3. The contest will consist of 6 audios, each followed by 4 questions.
4. It is important to remain attentive throughout the game. Once the facilitator starts
the game, the audio will begin playing, followed by the questions. The audio cannot
be replayed.
5. You will have 15 seconds to answer each question, after which the question will
disappear.
6. Answers cannot be modified. There will be no negative marking.
112
Step 6 (AS) Inform students that they should take a MOOC Reflection Quiz given in SAB Part B. The
15 min reflection will assess their learning from the MOOC. After students have completed the
TTE: 80 min reflection, ask them to refer to the answer key in SRB Appendix A.
TTE: 85 min it to their word list in their SAB.
Step 8 Learning Reflection: Prompt students to recall how Sophie adeptly interacted with her
(S/AS-W) various customers. Ask them to (10 min):
10 min
TTE: 95 min ● share their thoughts on how they would have responded if they were in Sophie's
position.
● identify the communication skills/attributes they need to develop to be as effective as
Sophie.
Your lesson will be well received by your students if they are able to speak about
empathy, listening and understanding, building rapport, staying calm and picking on
non verbal cues as important elements of listening. They should also be able to link these
elements to the AFFORD Model to Listen Fully.

5 min
TTE: 100 min Remind students that the Master Teacher - Module 3 will be announced in the next class.
The facilitator will select the most competent nominee for the award from the nominations
received from each house. Advise each house to nominate the most competent person
points will contribute to their house points, enhancing their chances of winning the All Ears
Listening contest and the Elemental Cup.
Extra Benefit Listening Comprehension - Listen intently, understand accurately and respond appropriately
Encourage students to continue listening to audiobooks. For the benefit of students who
have completed Part 2 of the book “Managing Your Goals” by Alec MacKenzie, share the link
to Part 3.

▢ Perceive ▢ Succinct ▢ Vague

113
Module 3: Day 6: All Ears Listening Contest

Contest Time Facilitator Feedback

40 min NA

This lesson requires computer resources for the Nearpod game.
Perceive Focused Language Training:
Succinct
Vague
ih/ee)
285
Materials required:
Game: Nearpod Contest
Audio Book: Managing your Goals by Alex MacKinsey (Part 4)
Excel: V3_Module 3_All Ears.xlsx
Certificate: M3. Listening-Contest Certificate.pptx
Note for the trainer: The duration of the NearPod listening contest which requires students accessing the
NearPod website is 35 min. For this reason, the contest needs to be held in the first half of the session (before
the transition). This lesson, therefore, brings in a unique challenge if both classrooms are doing the same
lesson on the same day. In this unlikely event, one of the classrooms should conduct M4:D1 before returning
to this lesson. Please prepare facilitators for this eventuality.
● Students will demonstrate listening skills through participation in the contest.

🎓🎯🤝

5 min
114
8 min day. Write down any additional errors on the whiteboard and request students to add it to
House Practice: Ask them to practice the words in the word list with their housemates and
seek assistance from the facilitator. Give responsibility to the Teachers of the Day to
oversee this activity (10 min).
Note for the facilitator and trainer: Please ensure that you are well versed with the
pronunciation of all words in the prescribed word list so that you can assist the students.
Step 3 (S-W) Inform students that in today's lesson, they will have the opportunity to showcase their
45 min listening skills in the All Ears Listening Contest. The contest will take place on the Nearpod
TTE: 60 min website, and it is important for them to maintain focus throughout the contest. There will
be a total of five rounds, each consisting of an audio recording followed by four sets of
questions. Students will have 15 seconds to answer each question. (2 min)
Ask students to recap the rules of the contest. Provide students with the classcode and ask
students to join the game. Instruct them to follow the same steps as used in the previous
class. (3 min)
NearPod Contest (40 min):
Create excitement among the students. Begin the contest and instruct students to listen to
the audio on their devices. After students have heard the audio, ask students to answer the
questions that follow.
Celebrate students' progress after each round. Motivate students as required.
Step 4 (AS) Learning Reflection: Inform students they will have ample opportunities to practice and
30 min perfect their listening skills till they reach our next listening module (module 8).
TTE: 90 min Encourage them to make the most of these opportunities and strive for continuous
improvement. As part of their learning journey, ask students to complete the Wishlist
Reflection in SAB (Learning Dashboard Module 3 | Listening Strand | Part B). (7 min)
After students have completed the task, ask them to prepare a plan [with a maximum of 2
actionable items] to progress towards their listening goals prepared on M3:D1 so that they
are better prepared for Module 8. Students should write their plans ini SAB (Learning
Dashboard Module 3 | Listening Strand | Part C). (8 min).
Peer Review (Speaking Skills) (15 min):

Inform students about the importance of peer feedback in the learning process as it helps
individuals identify areas for growth and gain diverse perspectives. Emphasize that peer
feedback is particularly valuable because it comes from peers who have similar
experiences or expertise.
Remind students of the peer review they received for their spoken language skills in SAB
M1:D2 Part A and explain that it is now time for another peer review to evaluate their
progress since Module 1. Instruct students to pass their SAB to a different peer for review,
ensuring that they receive feedback from multiple perspectives.
Note for the facilitator: Encourage students to have a robust discussion of the scores received / given
after the class. While discussing feedback, students should talk about the progress as a
comparison between 2 time periods.
Step 5 (S-W) Student counseling and Feedback:

5 min
115
95 min Use this time to provide feedback, support weaker students, and offer counseling to those
who need to improve their performance. Allocate your attention and resources
strategically to address individual needs and help students make progress in their
learning journey.
Step 5 Announce the name of the winner of the Master Teacher - Module 3 award. (Don’t forget to
5 min provide the reasons for your selection to lay the groundwork for future desirable
100 min behaviors). Inform students that the winner of the Ell Ears Contest will be announced on
M4:D2.
Celebrate the winners' accomplishments.
Extra Benefits Buckle up! Prepare today for a productive tomorrow.
Ask students to attempt creating an account on Efset (URL: https://www.efset.org/) by

clicking on the login tab at the top right corner of the webpage and using their FEA gmail
account. Ask students who have difficulties to come in a few min early for guidance.

▢ Ascertain ▢ Relay
Encourage students to continue listening to audiobooks. For the benefit of students who
have completed Part 3 of the book “Managing Your Goals” by Alec MacKenzie, share the link
to Part 4.

● Quiz on word order : SAB Part B.
● Quiz on question formation : SAB Part C.
116
Module 4: Day 1: Mini-Goals


43 min(100%)/35 min(80%) NA 5 min

This lesson requires computer resources to create efset account and take the baseline quiz.
Vocabulary Builder Assessment of the day: Reading Lesson number in the LMS
Ascertain
Relay
● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee) 290
● Articles & SVA
Materials required
Video: M4_D1: BJ Fogg's Ted Talk on Tiny Habits
The facilitator will provide FLT feedback on days 3 - 6 of this module (refer Prologue to Focussed Language
Training at the front of this FRB) using the Performance Review Format on SAB page 1. Prepare a
Provide more time to the struggling students by scheduling them on days 5 and 6 (so that they may benefit
from discussions with their peers).
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record Articles and SVA errors.
Updating student’s All Ears Contest Scores: You will announce the winners of the All Ears Contest in M4:D2.
Use all available opportunities to calculate and update the excel scoring sheet, including while students are
giving their EFSet test and listening to BJ Fogg's video.
Contest Points:
Attendance 5 pts Test score / 4 Master Teacher - Module 4 5 pts

MOOC 5 pts
117
Language Goals (Reading):
● Students will understand that reading skills are essential for acquiring
knowledge and form the foundational prerequisite for developing other skills.
🎓🎯🤝
● Students will ascertain a starting point in their learning journey to develop their
reading and listening skills.
🎓🎯🤝
● Students will understand that Read Theory is a good resource for practicing and
developing their reading comprehension.
● Students will understand the benefits of creating good habits by applying the
concept of "tiny habits" to make small but meaningful changes in their reading
🎓🎯🤝
routines.
● Students will learn to develop habits by starting small, persevering and

reinforcing daily.
🎓🎯🤝
🎓🎯🤝
1. Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee).
2. Articles & SVA
● Students will ascertain a starting point in their learning journey to develop their
reading and listening skills.
🎓🎯🤝
● Students will be introduced to the concept of tiny habits to develop a long-lasting
productive routine.
🎓🎯🤝
● Students will strengthen their language and communicate effectively by
practicing articles and SVA.
🎓🎯🤝

5 min
interest in becoming good communicators.
Debrief: Inform students that this module will conclude in 6 days. Emphasize that reading
and comprehension skills require dedicated time and consistent practice. Highlight that
these skills are developed by actively engaging in daily practice and immersing oneself in
the learning process. Encourage students to make a conscious effort to prioritize regular
practice to enhance their reading and comprehension abilities.
118
Step 2 (S-W) Question of the Day: Ask students how developing good reading abilities and strong reading
5 min comprehension benefits will benefit them:
TTE: 17 min
● at school?
● at work?
● with friends?
Debrief: Reading helps a person become better communicators through improved

vocabulary and better understanding of grammar and sentence structure. It also inspires
creativity and aids in developing a person's communication style. Developing good reading
abilities and strong comprehension skills can contribute to academic success through
enhanced critical thinking and writing skills and an increased vocabulary. In the
workplace, strong reading abilities can lead to better communication and problem-solving
skills, improved job performance and potentially better job opportunities. Additionally
reading expands knowledge, increases empathy and builds social awareness that
contribute to better relationships.
Step 3 Inform students that this module is about helping them improve their reading skills and
(S/AS-W) reading comprehension. Introduce them to BJ Fogg, the founder of the Behavior Design Lab
15 min at Stanford University and one the most influential behavioral scientists who has done
TTE: 32 min extensive research on creating tiny habits to achieve difficult life goals. Inform students
that in this module we will use his work to help us become better readers. Ask students to
watch BJ Fogg’s Ted Talk on Tiny Habits (The video can be found from Path: Module 1>>Day
1>>'M4_D1: BJ Fogg's Ted Talk on Tiny Habits') (10 min).
Once students have seen the video, have the students discuss the presentation and its key
takeaways, including how they can apply Tiny Habits to their personal lives. (5 min)
Note for the facilitator: Encourage students to ask clarificatory questions even if they claim
to have understood the video. Motivate students by informing them that the only bad
question is the question that is not asked. Ask probing questions to clarify thinking and to
ascertain that students have been able to assimilate the concept.
Step 4A Ask students if they are ready for a baseline evaluation of their reading skills. Use PPPB
(S/AS-W) technique to find out if students know what the term (baseline evaluation) means (4 min).
23 min
Debrief: A baseline evaluation is a measurement that aims to identify a starting point
TTE: 55 min
against which change/behavior can be observed and tracked.
Inform students that EFset is a free online English proficiency tool that measures an
individual's English language skills in reading and listening comprehension. The test is
based on the Common European Framework of Reference (CEFR) for language learning and
provides a score between A1 and C2 levels, which are the six levels of CEFR. EFSET is
recognized by several academic institutions and organizations worldwide (2 min).
Ask students to take the QUICKCHECK 15 MIN TEST to find out their own reading and
listening baseline scores. (17 min)
119
Step 4B (S-W) Once students have taken the test, ask them to use SRB Part C to read the grade level that
27 min they have attained. For eg. if a student has scored A2 in the test, he/she should read the
TTE: 82 min section titled A2 Elementary. (8 min)
Once students have finished reading, ask one student in each category to share what they
can understand and what they can do at their level. Ask students to specifically pay
attention to the competency at one higher level and one lower level. (2 min / level = 12 min)
Note to the facilitator: Start with the beginner level - A1 and move progressively higher to
A2...B1...B2...C1...C2 till all categories are covered. The facilitator should share his/her level
so that students are able to benchmark their level with the English language requirements
for being a facilitator.
After all categories have been discussed, take a poll on whether students are happy at the
level they are or would like to move to the next level. Write students’ responses on the board
(2 min).
Close this step by asking students to use their devices to create an EFset account using the
instructions from Part SRB Part B. (5 min)
Step 5 (AS) Learning Reflection: Now that students understand their reading competency levels,
8 min reiterate that to develop the art of reading, one needs to (2 min):
TTE: 90 min
● Read daily - build a Reading Habit. As part of our lessons, we will provide reading
resources to students that are appropriate to their level. Encourage students to read
beyond these resources and expose themselves to a greater variety of styles.
● Build vocabulary and identify commonly used words and phrases.
● Practice...Practice...Practice... A sportsperson does not develop skills by only looking at
Youtube videos. Similarly, reading abilities cannot be improved without the actual act
of reading. The brain is a muscle and requires daily exercise.
Ask students to review SAB (Learning Dashboard Module 4 | Reading Strand | Part A) and
use the provided template to write their plan to develop their reading habit (6 min).
TTE: 95 min them to their word list in their SAB.

5 min Ask students who are struggling to create their plan to build a reading habit to stay back
TTE: 100 min for counseling. Provide them with assistance and pair them with a student who enjoys
reading to provide support and motivation.

▢ Expose ▢ Insightful
Grammar Practice Quiz: Articles and SVA

● Quiz on Articles : SAB Part B.
● Quiz on SVA : SAB Part C.
120
Module 4: Day 2: My Reading Level


25 min(100%)/20 min(80%) 20 min 5 min

Expose
Insightful
● Articles & SVA
291
Material required:
Video: M4:D2_Building reading habits
MOOC Video: Rates and Pauses (6 min)
MOOC Video: Gentures (7 min)
Place the chart paper on a prominent spot on the wall and title it "Building Reading Habits".
Updating student’s All Ears Contest Scores: You will announce the winners of the All Ears Contest today. Use
all available opportunities to calculate and update the excel scoring sheet, including while students are
doing their MOOC exercises and listening to AV’s.
● Students will understand how to evaluate and answer reading comprehension

passages through an analysis of all provided options in an MCQ.
🎓🎯
● Students will understand the importance of non verbal cues like pauses and
gestures in speaking.
🎓🎯🤝
● Students will explore best practices to enhance reading skills. 🎓🎯🤝
Step 0 Welcome students.

5 min
121
Step 2 (S-W) Question of the Day: Begin the class by acknowledging that some or many students
7 min expressed their desire to progress to the next level on the reading scale (e.g. if they are a
TTE: 17 beginner, then moving to elementary; if they are intermediate, then moving to upper
intermediate; if they are advanced, then moving to proficient). Ask students ‘how would
becoming more proficient in reading help you’:
● in school?
● at work?
● with friends?
Debrief: Now that your students are aware of their destination (next higher level), inform
them that they need to create a roadmap. The roadmap should have the following
components:
● Measuring progress - Lexile levels in ReadTheory is an easy way to measure their

progress.
● Action - Practicing reading is the only way to improve reading abilities. Recommend
that they use tiny habits to get into the reading habit.
● Time Frames - Each student needs to decide on when they wish to accomplish their
reading goal. Ask them to be realistic ie. if they wish to reach their goal early, they
would need to devote more time to reading, in which case, they would need to consider
their daily schedule and priorities.
Step 3 Ask students to watch the video on ‘Building Reading Habits’ from the M4:D2 folder (5 min).
(AS/S-S)
House Discussion:
20 min
TTE: 37 min After watching the video , prompt students to recall and share the ideas presented for
building a reading habit. Encourage them to discuss which habit resonates with them the
most and why. Foster a class discussion to explore the benefits and personal preferences
associated with different habits (5 min).
At the end of the discussion, have the TOTD identify reading strategies that each student
feels will work best for them. Use the chart paper titled Building Reading Habits (see
prerequisites) and note down the preferred tip of each student (5 min).
Next, ask students to complete SAB Part A (5 min).
Step 4 Inform students that rates, pauses, and gestures play a crucial role in public speaking, as
(AS/S-S) they can greatly influence the effectiveness of a speech. These elements help speakers
25min engage their audience, emphasize important points, and deliver their message effectively.
TTE: 63 min Let students know that today's MOOC videos will focus on these elements to help enhance
their presentation skills and make delivery more impactful.
Topics Type Time
Rate and Pauses Video 6 min
122
Gesture Video 7 min
Total (Allocated time 15 min) 13 min
House Activity:
Step 1: Once students have watched the video, ask them to choose any one speech/
presentation they have delivered in Modules 0-3 to incorporate pause breaks. Ask them to
use (.) for short pauses (under a second) and (1) or (1.5) for timed pauses (1 or 1.5 seconds). (5
min)
Step 2: Ask each house to identify their best speaker and ask him/her to prepare to present
their speech/ presentation, incorporating the key points from the two videos on rates &
pauses and gestures. Ask them to practice with their housemates, whose role would be to
provide constructive feedback on improving delivery through changes in rate of speech,
pauses, and gestures. (5 min)
Note: Each house will deliver their enhanced speeches on the next day.
Step 5A (S-W) Introduce students to the Page Turner Adventures Contest, an exciting opportunity to
3 min assess their reading abilities. Inform them that their test scores will be divided by 4 to
TTE: 65 min determine their contest score. Highlight that this module not only focuses on developing
their reading skills but also continues to build their listening comprehension.
Note for the facilitator: Do not inform students that 50 minutes EFset will be used as the
assessment tool in the contest.
Inform students that ReadTheory will be the primary in-class reading resource to practice
reading. During the course of the module, they will be exposed to various reading strategies
that will help them enhance reading speed and comprehension. Encourage students to
utilize the strategies and practice them multiple times to improve their reading skills.
Caution students that it may take time to see the impact of these strategies.
Step 5B Learning Reflection:

(AS/S-W)
House Discussion
20 min
TTE: 85 min Ask the students to read the passage extracted from ReadTheory in SAB Part B.
Acknowledge that while some students may have already seen this passage, it would be a
good idea to use it to evaluate the type of reasoning required to tackle reading
comprehension passages. (5 min)
The passage is followed by 1 question for each house. Each house member should evaluate
one of the options (A, B, C, or D), identify which is the correct answer, and justify their
reasoning for the selection. (5 min)
Ask students to read SRB Part B to read and understand the correct answer. (5 min)
Conclude this step by discussing the usefulness of conducting a thorough analysis of each
provided option in helping students identify the correct answer for the question. Encourage
students to share their thoughts on how closely examining the options helped them arrive
at the correct answer. (4 min)
Ask students to read and answer the passage questions assigned to other houses as Extra
benefit.
Your lesson would be well received if students are able to identify opportunities for
improving their speech delivery by incorporating non verbal cues like changes in rate of
speech, pause breaks and gestures. Students should also be able to select a reading tip
123
that will help them build a tiny habit for reading. Additionally, they should also be able
to identify strategies for evaluating a reading passage to improve their reading
comprehension.
Step 6 (S-W) “A phrase is a group of two or more words that expresses a single idea but does not form a
10 min complete sentence”.
TTE: 95 min
Let students know that during the process of reading, we often encounter phrases. Ask
students to consider the purpose or utility of a phrase in a language. Take a few responses.
(3 min)
After students have responded, ask them to Read SRB Part C to fully understand the role of
phrases in communication (5 min).
Inform students that in this module, they will learn new phrases as part of the Vocabulary
Builder.
Note for the facilitator and trainer: The facilitator resource section below has a list of some
commonly used phrases that can be used in the classroom. Ensure that facilitators
understand and have a full appreciation of what a phrase is and are able to use them in
their classrooms.
Step 7 Announce the name of the winning house of the All Ears listening contest. Congratulate
5 min students on their achievement and celebrate the win!
100 min
Ask students to read and answer the passage questions assigned to other houses as extra
benefit.
Build your vocabulary - Enrich your conversations (2 minutes/word/phrase)
Students should research the meaning of one phrase from one of the following. Students
need to learn how to use the phrase in a sentence and come prepared with a sentence for
the next day.
▢ Can I interest you in…? ▢ Take it easy. ▢ Piece of a cake.

▢ Robust ▢ Ultimately

● Quiz on Articles : SAB Part C.
● Quiz on SVA : SAB Part D.
124
Facilitators Reference - Phrases
Idiom/Key Meaning Using phrases in Classroom

phrase
Beat around the Avoid saying what you mean, When a student is not coming to the point or
bush usually because it is answering the question directly. The facilitator
uncomfortable can ask students to stop beating around the bush.
Better late than Better to arrive late than not to After discussion on why a student came late to the
never come at all classroom. The facilitator can use this phrase.
Break a leg Good luck This phrase can be used by the facilitator after
the class is over, wishing students good luck.
Call it a day Stop working on something The facilitator can close his/her classroom using
this phrase.
Cutting corners Doing something poorly in order When a student makes an excuse or doesn’t
to save time or money perform at his best, the facilitator can ask his/her
student not to cut corners.
Easy does it Slow down When a student speaks too fast or is rushing
through his/her presentation, the facilitator can
say ‘easy does it’ to the student to slow down.
Hang in there Don't give up When the facilitator knows that a student is
having difficulties due to which he/she may drop
out or become absent, the facilitator can tell the
student not to give up by saying, ‘Hang in there’.
It's not rocket It's not complicated When a student is finding an easy concept
science difficult, the facilitator can encourage the student
by saying, ‘it’s not rocket science’.
Miss the boat It's too late If a student becomes absent on the day of the
contest, the facilitator may use the phrase, 'You
miss the boat’, due to which your team couldn’t
win the contest.
No pain, no gain You have to work for what you When students are struggling to learn a concept
want and are still continuing, the facilitator can
encourage them by saying, ‘No pain, no gain’
which means that hardwork will pay off.
On the ball Doing a good job When students have made a good presentation or
a group discussion that went well, the facilitator
can encourage students by saying, ‘You guys were
on the ball today’.
Time flies when You don't notice how long When students waste their time gossiping rather
you're having something lasts when it's fun than having a discussion, the facilitator may use
fun this phrase to make them realize the time flies
when you’re having fun.
Your guess is as I have no idea When a student asks a question which the
good as mine facilitator doesn’t have an answer to, the
125
facilitator can respond by saying, ‘Your guess is as
good as mine’.
Having said that You can say this before balancing While sharing the feedback of a student, the
or moderating what you've just facilitator may use the phrase by saying, ‘Your
said by adding a countering fact work has been fairly good. Having said that, I still
or comment. think there is a lot of room for improvement’.
In the heat of the without stopping to think about When students are distracted from the topic in a
moment what you are doing or saying, discussion, the facilitator can say,’I think in the
because you are angry or excited heat of the moment you forgot the actual topic’.
Paint a picture To give an elaborate or detailed After having an excellent presentation from a
description of something that student, the facilitator can appreciate the student
portrays it in a specific way. by saying, ‘Your presentation painted a pretty
grim picture of the topic’.
There you go! used to express the fact that you While motivating the losing team, the facilitator
cannot change a situation so you could say,’ You didn't win the competition, but
must accept it there you go - you can always try again next time.
126
Module 4: Day 3: Mindset Matters!


27 min(100%)/22 min(80%) 10 min 10 min

Robust
Ultimately
ih/ee)
292
Phrases ● Articles & SVA
Can I interest you in…?
Take it easy.
Piece of a cake.
Material required:
Video: M4:D3_Benefits of Habit Bunching
MOOC Video: Movement (5 min)
● Familiarize yourself with the Performance Review 1 data of the students whose performance you will
review today. Review their progress to have a comprehensive understanding of their strengths and
areas for improvement.
● Identify specific areas of opportunity that you would like the students to focus on in Step 7 of the
performance review. These could be areas where they need additional support or where they can
further develop their skills.
● Revise the FLT Rubric so that you are well-prepared to complete the investments section of the
performance review. Ensure that the rubric aligns with the evaluation criteria and accurately reflects
Performance Review: Please make sure that the students who are scheduled for the FLT performance review
today are aware that their progress will be reviewed.
● Students will apply best practices to improve reading skills.

🎓🎯
● Students will understand the importance of building a robust reading habit. 🎓🎯🤝
127
● Students will demonstrate the impact of non verbal cues like rate of speech,
pauses, gestures and movement through the delivery of a speech.
🎓🎯🤝
5 min
Step 2 (S-W) Question of the Day: Robust means a strong and healthy system that is unlikely to break or
5 min fail. In the context of reading habits, what would a robust reading habit look like for you:
TTE: 13 min
● In school?
● At work?
● With friends?
Debrief: Habit is defined as “something that a person does often in a regular and repeated
way”. Some examples of unproductive habits are watching videos on youtube, playing
games on our phone or being addicted to a program on TV. Good habits are difficult to build
as they require conscious effort. To develop good habits like reading habits, behaviors need
to be motivated by interest, enjoyment and a promise of ‘capital return’. An investment in
developing reading habits has the benefit of building reading comprehension, reading
speed and vocabulary, which positively impacts academic, employment and social capital.
Step 3 (AS) Share that the more comfortable they are with the language, the faster they are likely to
7 min read. Ask students to watch a video on the Benefits of habit bunching from the Ask M4:D3
TTE: 20 folder. (5 min)
Use PPPB technique to evaluate students' understanding of the video. (2 min)
Step 4 (AS) Inform students that when it comes to answering questions on Reading Comprehension
27 min passages, it is important to rely solely on the information provided in the text itself.
TTE: 47 min Remind them that these questions are not based on their prior knowledge or personal
experiences. However, vocabulary-based questions may require drawing upon their
knowledge of word meanings.
Ask students to read one passage on ReadTheory. (25 min)
Before proceeding to the next step, inform students that they have the option to review the
correct answers and their explanations on the 'My Progress' tab located at the top of the
webpage. In the 'Quiz history' section, they can click on the link corresponding to the quiz
answers they wish to review. (2 min for demonstration)
Note for the facilitator: To ensure that students have a clear understanding of the feature,
it would be beneficial to demonstrate how to review answers on ReadTheory instead of
solely providing information about it. This interactive approach will be more effective in
helping students navigate the platform and utilize its features effectively. Additionally, if
some students require more time to complete the passage, ask them to finish it at home.
128
Step 5 (AS/S-S) Movement can significantly affect how the audience perceives and engages with a speaker.
25 min It is a form of nonverbal communication that conveys information to the audience.
TTE: 72 min Dynamic movement and gestures can make a speaker appear more engaging and
confident, while limited movement can make them appear nervous. Movement can also
create a lively and energetic atmosphere during a presentation. Ask students to see the
MOOC video on movement from folder M4:D3 (7 min).
Topics Type Time
Movement Video 5 min
House Activity
Inform students that in yesterday's lesson, they selected a speech for their presentation
and focused on incorporating elements such as rate of speech, pauses, and gestures to
enhance the impact of their delivery. Now, encourage students to continue collaborating
with their housemates and add choreographed movements to their speeches. This will
further enhance their overall presentation and audience engagement. (4 min)
Ask each house to present their speeches (2 min / house = 8 min + 2 min [Transition] =10
min)
After the presentation, have a full class discussion on the impact that rate of speech,
pauses and gestures had on the quality of the presentation. This discussion should be led
by the audience listening to the presentation and should focus on the positive impacts of
non verbal communication on speech delivery. (4 min)
Note for the facilitator: Students may have the urge to give recommendations to the
presenters on what they could have done better. This is not the intention of the discussion.

13 min
TTE: 85 min Inform students that in this step we will understand the usage of articles. Articles are used
in conjunction with nouns. Share the following (or similar) examples with them (4 min).
● The (article) Sharmas (name noun)
● The (article) Taj Mahal (Place/landmark noun)
● An (article) Elephant (Person / animal noun)
● A (article) book (thing noun).
Note for the facilitator: To save time, please write the examples on the board while students
are engaged in the MOOC Activity.
Ask students if they have played the game ‘Name, Place, Animal and Thing’. Inform
students that today they will play the game with a twist - ie, they will need to prefix their
selection of names, places, animals and things with the correct article. Students must
record their answers in SAB Part B (2 min / round = 4 min).
After playing 2 rounds, request students to sit with their housemates and check each
other's usage of articles (2 min).
Thereafter, have a whole class discussion to address any doubts or errors that students
may have encountered. Have the TOTD lead this discussion. (3 min)
Inform students that all lessons in this module include a quiz on articles in the extra
benefit section. Encourage them to complete the quiz everyday. (1 min)
Step 7 (S-F) Learning Reflection:

10 min
TTE: 95 min Performance Review (¼ of the class)
Conduct performance reviews with ¼ of the class. Evaluate the students' progress and
observations since Review 1, and complete the areas of opportunity section in SAB -
Performance Review 2 accordingly.
129
● If a student has shown a fair growth in the assigned areas of opportunity, then strike
through the old one and provide them a new area (prepositions / adverbs / word order
/ question formation) to focus on.
● If a student is still struggling in these areas, encourage the student to continue with the
same area.
Once you and the students have identified the areas of opportunity, have a discussion on
the investments section of the performance review. Students will fill the first two columns
and you (the facilitator) will mark the last three columns on a scale of 1 to 4 using the FLT
Rubric given at the front of this FRB (Prologue to FLT).
Pronunciation Drill / Extra Benefit (¾ of the class)
Allow one of the TOTD’s with superior pronunciation to lead today's Pronunciation Drill.
TOTD’s can say all the words listed in SAB Part A aloud and have students repeat after
them.

5 min
100 min Continue with the performance review if you were unable to complete it.

the next day.
▢ Is it cool if…? ▢ Rise and shine. ▢ At the same time…
▢ Perseverance ▢ Critique

Ask students to evaluate the correct answers and reasoning for the ReadTheory passage
they completed today. Encourage students who were unable to finish their ReadTheory
passage in class to complete it at home.

130
Module 4: Day 4: Power of Habits


7 min(100%)/4 min(80%) 5 min 10 min

Vocabulary Builder Assessment of the day: Reading Lesson number in LMS

Perseverance
Critique
● Articles & SVA
293
Phrases
Is it cool if…?
Rise and shine.
At the same time...
Material required:
Video: 10 tips to improve reading comprehension (Student)
Video: 10 tips to improve reading comprehension (Teacher)
MOOC Video: Sample Speech (2 min)
MOOC Video: Improved Speech (3 min)
*Important* There is a small possibility that both you and your parallel facilitator are scheduled to do
M4:D6 on the same day. In this eventuality, one of you will need to jump to M5:D1 before returning to
M4:D6. Please refer to advice/directions provided by the trainer during the training.
Performance Review: Please make sure that the students who are scheduled for the FLT performance
review today are aware that their progress will be reviewed.
131
● Students will understand the importance of perseverance and its link to quality
of life.
🎓 🎯🤝
● Students will strengthen their Reading Tiny Habits using the habit bunching
technique.
🎓 🎯🤝
● Students will demonstrate application of their MOOC learnings to critically
evaluate the quality of a sample speech.
🎓🎯
5 min
Step 2 (S-W) Question of the Day: Perseverance means continued effort to achieve goals despite
5 min difficulties or failure. How can being persistent towards your reading goals help you:
TTE: 13 min
● In school?
● At work?
● With friends?
Debrief: The common response to failure or difficulties is negative. We try to avoid
difficult situations and give up after experiencing failure. Successful people just do the
opposite. Did you know that Albert Einstein was a very bad student [Pause]? When he was
little, he had speaking and comprehension issues. His father died thinking that he would
be a failure. His journey from failure to success is an example of perseverance, doggedness
and patience. Similar is the story of Rudyard Kipling, the author of the famous novel ‘The
Jungle Book’. Did you know that he was fired from his job in the newspaper and was told
that he could not use the English language [Pause for dramatic effect]? He continued to
write and eventually won the Nobel Prize for Literature. Can you name more people who
turned their lives around through perseverance and hardwork? (students can name
personalities like: JK Rowling, Walt Disney, Nawazuddin Siddiqui, Ratan Tata, etc.)
Step 3 (AS/S-S) Ask the students to recall the tiny habit for reading they selected on M4: D2 (SAB Part A)
13 min and inquire if they have incorporated it into their daily routines. Initiate a class-wide
TTE: 26 min discussion on the benefits and difficulties that students may be experiencing in developing
the habit or habit bunching. Motivate and encourage those students who have not been
able to start working on their tiny habit or are finding it challenging to manage the
process. (2 min)
House Activity
Request students to watch a video on ‘10 Tips to Improve Reading Comprehension -
Student’ from folder M4:D4. While students are watching the video, they should use SAB
Part A to note down the 10 tips provided by the speaker. (2 min [Video] + 4 min [pause and
note in SAB] = 6 min)
After students have seen the video, ask them to discuss the tips with their housemates
focussing on the following (5 min):
● Which tips would you like to bunch with your selected Reading Tiny Habit?
132
● Which tips you don't understand and want more information on from your
housemates?
Note for the facilitator: Encourage students to ask questions after their house discussions.
Students will not understand some of the tips (X-Ray the book). Be familiar with the full
video [10 tips to improve reading comprehension (Teacher)] so that you may answer their
queries.
Step 4 (AS) Ask students to read one passage on ReadTheory. (25 min)
25 min
TTE: 51 min After the students have completed the passage, ask them if they were able to apply any of
the reading tips they learned in the previous step.
Before proceeding to the next step, inform students that they have the option to review the
answers they wish to review.
Note for the facilitator: Some students may require more time to complete the passage, so
please ask them to finish it at home.
Step 5 (AS) Inform the students that they are nearing the end of their MOOC on public speaking and
19 min that by now, they should have a good understanding of what it takes to become proficient
TTE: 70 min public speakers. For today's exercise, they will need to critically evaluate and rate a
speech on five parameters: invention, arrangement, style, delivery, and length, using SAB
Part B to complete the task. Ask students to watch the Video ‘Sample Speech’ ([Video: 2
min] + [Analysis in SAB Part B: 10 min] + [Biffer:1 min]= 13 min)
Once the students have completed the evaluation in SAB Part B, instruct them to watch the
video on ‘Improved Speech’ and compare their own suggestions with the changes made by
the narrator. ([Video: 3 min] + [Compare: 3 min] = 6 min)
Topics Type Time
Sample Speech Video 2 min

Improved speech Video 3 min
Note for the facilitator: Once students have completed this step, inform them that an
analysis of the sample speech is given in SRB Part C which can be reviewed later.
Step 6 (AS) Ask students to revisit the open questions in the MOOC Journal in Week 1 -3 (Appendix 3).
15 min Ask them if progressing through week 4 videos allowed them to answer any of their open
TTE: 85 min questions. Request students to share some questions and answers that were answered
through Week 4 MOOC videos (5 min).
Ask students to read the Week 4 lesson MOOC summary in SRB Part B to jog their memory
on key concepts they learned in Week 4. Inform students that the Week 4 videos would have
also contributed to further questions on public speaking. Encourage students to research
the answers using the internet. Ask them to complete Week 4 MOOC Journal (Week 4 -
MOOC Notes) (10 min).

10 min
Conduct a performance review with ¼ of the class. Based on your observations and
progress made by the students since Review 1, review and complete the areas of
opportunity section in SAB - Performance Review 2.
● If a student is still struggling in these areas, encourage the student to continue with
the same area.
133
Analysis of Sample Video (¾ of class)
Please ask the students to read SRB Part C for an analysis of the sample video (MOOC) and
suggestions for improvement. Encourage students who are undergoing a performance
review today to read it later as part of Extra Benefit.

5 min
100 min Continue with the performance review if you haven't completed it.

the next day.
▢ Tough Call. ▢ Let me see if I can find ... ▢ Kill two birds with one stone.
▢ Assumption ▢ Flustered

they completed today. This will help them assess their understanding and identify any
areas that may require further clarification.
For students who were not able to complete the passage during class time, kindly remind
them to complete it at home. Emphasize the importance of regular practice and
engagement with the material to enhance their reading skills.

134
Module 4: Day 5: Visual Reader


19 min(100%)/16 min(80%) 5 min 10 min

This lesson requires computer resources for video.
Assumption Focused Language Training

Flustered ● Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee)
● Articles & SVA 294
Phrase
Tough Call.
Let me see if I can find...
Kill two birds with one stone.
Materials required:
Video: M4:D5_Benefits of Reading (7 min)
queries.
135
● Students will identify and apply strategies to improve their reading skills.
🎓🎯
● Students will understand the role reading plays in their personal and
professional development through an analysis of AV’s
🎓🎯🤝
● Students will demonstrate their understanding of the MOOC through the MOOC
reflection.
🎓🎯🤝

5 min
Step 2 (S-W) Question of the Day: We are often told to think before we answer or act. As with reading,
6 min thinking is also a habit and can be practiced as part of a routine (See, Think, Wonder
TTE: 15 min routine). How has your application of thinking routines helped you:
● In school?
● At work?
● With friends?
Ask students to share experiences of when they used it and how it benefited them.
Debrief: One of the key benefits of using thinking routines is that they provide structure
to the thinking process, resulting in better outcomes. For instance, the See, Think,
Wonder routine divides thinking into three distinct and sequential elements, making it
easier to approach a problem systematically and comprehensively.
Moreover, developing the frontal lobe of the brain through thinking routines can
improve one's ability to think creatively and critically, allowing you to solve complex
problems more effectively. By engaging in thinking routines regularly, you can cultivate
a growth mindset.
Therefore, I highly recommend that you incorporate thinking routines into your daily
lives to further build your thinking capacities. Whether in the classroom or in everyday
life, thinking routines can help you become better problem solvers, decision-makers, and
innovators.
Step 3 (AS) Ask students to read one passage on ReadTheory. (25 min)
25 min
TTE: 40 min Before proceeding to the next step, inform students that they have the option to review the
answers they wish to review.
Note for the facilitator: Some students may require more time to complete the passage, so
please ask them to finish it at home.
136
(S/AS-S/W)
27 min Ask students to watch the video ‘Benefits of Reading’ from Path: Module 4>>Day
TTE: 67 min 5>>'M4_D5: Benefits of Reading'. (7 min)
Using SAB Part B, ask students to evaluate the narrative of the video using the SWBST
framework. (5 min)
After students have completed SAB Part B, ask them to evaluate the image titled ‘Unlocking
the Mind in SRB Part B’ and compare it to the narrative of the video. Have a discussion on (5
min):
● What appears to be the common message in the AV’s?
Have the TOTD’s summarize their house discussions for the whole class. (5 min)
Debrief (3 min):
In the video, the narrator speaks about The image depicts 3 people who seem to be
wanting to be successful and enrolling in prisoners. They are wearing prison clothes
college. He speaks about not being engaged and appear to be sitting on prison benches.
with his studies as the content and the One of them strikes as being indifferent,
teachers not being interesting. He finds his his mind is locked and he looks content
solution in reading which helps him widen with his situation. The other is sad. The
his perspective on life and also gain an third is reading a book, his mind is
interest in his studies. He sets a reading unlocked and he appears happy. It seems
plan that initially is ambitious, but later that the book is unlocking his mind and
becomes part of a habit. giving him hope that one day he will
achieve his life goals.
Consolidate the debrief by encouraging students to embark on their own journey of
unlocking their minds by developing a reading habit. (2 min)
Step 5 (AS) Inform students that they will be taking a MOOC reflection quiz based on the Week 4 MOOC
15 min videos. This quiz is designed to help them self-evaluate their understanding of the MOOC
TTE: 82 min content. Ask students to complete the quiz in SAB Part C. (10 min)
Once students have completed the quiz, discuss the answers to the questions with students.
Refer to SRB Appendix 1 for the answer key. (5 min)
Debrief: Encourage students to review the MOOC content that they may have not
understood or forgotten in their own time.

10 min
progress made by the students since Performance Review 1, review and complete the areas
of opportunity section in SAB - Performance Review 2.
same area.
137
Allow one of the TOTD’s, with superior pronunciation, to lead today's Pronunciation Drill.
Write down the additional recorded errors on the whiteboard and request students to add
them to their word list in their SAB. TOTD’s can say all the words listed in SAB Part A aloud
and have students repeat after them.
Step 7 (S-W) Remind students that the Master Teacher - Module 4 will be announced in the next class.
95 min received from each house. Advise each house to nominate the most competent person
points will contribute to their house points, enhancing their chances of winning the All
Ears Listening contest and the Elemental Cup. (1 min)
Ask each house to identify their candidate for the TOTD for M4:D6. Ask the nominated
TOTD’s to come in early on the day of the contest, as they would be required to assist their
housemates to start the contest. (2 min)

5 min
100 min Continue with the performance review if you haven't completed it.

the next day.
▢ On the contrary... ▢ What’s cooking? ▢ Build castles in the air.
Build a Reading Habit* - Unlock priceless information. Stay Ahead.

they completed today. This will help them assess their understanding and identify any
areas that may require further clarification.
For students who were not able to complete the passage during class time, kindly remind
them to complete it at home. Emphasize the importance of regular practice and
engagement with the material to enhance their reading skills.

● Quiz on Articles : SAB Part D.
● Quiz on SVA : SAB Part E.
138
Module 4: Day 6: The Page Turner Contest


55 min 20 min

This lesson requires computer resources for Efset.
Phrase
On the contrary...
● Pronunciation (eh/ae, oh/aw, ae/ai, 295
What’s cooking? ih/ee)
Build castles in the air. ● Articles & SVA
Material Required:
● Note for the trainer: This lesson brings in a unique challenge if both facilitators are doing the same
lesson on the same day. In this unlikely event, there will be a competition for computer resources
which can only be resolved if one of the classrooms makes the adjustment and skips to M5:D1 before
returning to this lesson. Please prepare facilitators for this eventuality.
● Students will demonstrate their listening and reading skills through their
participation in the contest.
🎓🎯🤝
139

5 min
Write down the Learning Objective for the day on the whiteboard.
As soon as students walk into the classroom, direct them to the computer and ask them to
start the 50-min Efset from https://www.efset.org/. Have the TOTD help his / her
housemates get started.
Step 1 Ask them to begin the contest by starting the 50-min Efset. Wish students good luck and ask
55 min them to put their best efforts to win the contest for the glory of their house and teammates.
TTE: 60 min
Note for the facilitator: Record students' scores and update them on the excel sheet.

15 min
Inform students they will have ample opportunities to continue practicing and refining
TTE: 75 min
their reading skills until they reach the next reading module in Module 9. Reinforce the
importance of consistent practice to make progress in reading comprehension. Direct their
attention to the Wishlist Reflection in SAB (Learning Dashboard Module 4 | Reading Strand |
Part B). Explain that this reflection activity will allow them to reflect on their reading
journey and set goals for further improvement. Encourage them to engage thoughtfully
with the reflection questions and provide honest responses. (7 min)
After students have completed the reflection, ask them to prepare a plan to progress
towards their listening goals prepared on M4:D1 and be better prepared for Module 9.
Students should write their plans in SAB (Learning Dashboard Module 4 | Reading Strand |
Part C). (8 min)
Debrief: The ability to read fluently is a core skill that impacts our job opportunities and
performance. The selection process for most meaningful jobs will include a reading
assessment in which you will need to engage with passages of varying degrees of length
and complexity. Your ability to read fluently (speed), deal with difficult words (vocabulary)
and understand difficult concepts (comprehension) will be important factors for you
competing for these opportunities. For many of you, this dictates that you upgrade your
reading abilities substantially. Encourage students to continue reading everyday.
Step 3 (S-F) Performance Review (¼ of the class)

10 min progress made by the students since Performance Review 1, review and complete the areas
TTE: 85 min of opportunity section in SAB - Performance Review 2.
same area.
Allow one of the TOTD’s, with superior pronunciation, to lead today's Pronunciation Drill.
Write down the additional recorded errors on the whiteboard and request students to add
140
them to their word list in their SAB. TOTD’s can say all the words listed in SAB Part A aloud
and have students repeat after them.
Step 4 (S-W) Ask Teachers of the Day to share their nomination for the Master Teacher - Module 4
5 min certificate.
TTE: 90 min
Announce the name of the:
● Master Teacher - Module 4. Focus your discussion on the qualities the winner
demonstrated to win the award. Reiterate behaviors and actions of a good TOTD.
● Winning house of the Page Turner Contest.
Congratulate the winners for earning a digital certificate. Encourage students to use each
day as an opportunity to continuously improve their reading levels by practicing on Read
Theory. Encourage students to continue building their reading habit and to not miss the
boat when it comes to this very important life skill.
Step 5 (S-S) Wrap Up, allow students to leave the class.

10 min
Identify a few students who require motivation to develop their reading habits. Engage in
TTE: 100 min
conversation with them to discover topics, genres, or authors that may capture their
attention. Provide guidance on selecting suitable reading materials that align with their
personal tastes, enhancing the reading experience and making it more enjoyable.
Additionally, pair struggling readers with more proficient readers to create a supportive
environment that fosters camaraderie and encouragement. Instruct the proficient readers
to serve as mentors, offering guidance and assistance to their mentees. Motivate these
proficient readers by emphasizing that the assistance they provide will help them build
social capital and develop leadership skills.
Extra Benefit Build your vocabulary - Enrich your conversations (2 minutes/word or phrase)
the next day.
▢ Crescendo ▢ Collaborative ▢ I appreciate...

▢ How may I help you? ▢ I need to think about it.

● Quiz on Articles : SAB Part B.
● Quiz on SVA : SAB Part C.
141
Module 5: Day 1: Teacher for a Week

83 min 7 min 20 min

68 min(100%)/55 min(80%) 15 min 5 min

Vocabulary Builder Assessment for the Day Lesson Number in the LMS
Crescendo
Collaborative
● Pronunciation (s/sh and j/z/zh sounds)
300
Phrase Box ● Simple Tenses
I appreciate...
How may I help you?
I need to think about it.
Materials Required:
Video: Crescendo Contest: Video (2 min)
Contest Points:
Attendance 10 pts Writing 18 pts Master Teacher - Module 5 5 pts

Team Task 10 pts Speaking 30 pts
Important Information: Please be advised that we are now in the next phase of developing pronunciation
skills and will be addressing a new set of sounds (s/sh and j/z/zh sounds).
While students are speaking, identify commonly swapped sounds and have the students practice both
words (e.g. if a student mispronounces ‘Ship’, add both sounds to the wordlist - ‘Ship’ and ‘Sip’). At the end of
the class, ask students to add 2-3 words to the wordlist of M5:D2 (SAB Part A).
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record simple tense errors.
Language Goals (Listening, reading, writing, and speaking):
● Students will practice and demonstrate speaking, reading, writing, and listening
skills learned in Module 1-4.
🎓🎯🤝
142
● Students will demonstrate their understanding of Introduction to Public Speaking
MOOC through a group presentation.
🎯🤝
● Students will learn and demonstrate being independent learners through
collaborative learning experiences.
🎓🎯🤝
● Students will learn to manage their time by planning their teach-back sessions
and following instructions.
🎓🎯
● Share feedback on the following topics:

1. s/sh and j/z/zh sounds (example - sip, ship, major, razor, measure)
🎓🎯🤝
2. Simple Tenses
● Students will identify characteristics of a good teacher.

🎓🎯🤝
● Students will understand that a teacher needs to respect everyones’ time by being
well prepared.
🎓🎯🤝
● Students will understand that this module is about them being independent
learners and provides them with an opportunity for collaborative learning.
🎓🎯🤝
‘s/sh and j/z/zh sounds’ and ‘Simple Tenses’.
🎓🎯🤝

5 min
Before students come into the class, make the following table on the board:
Status of Reading Action Plan (Learning Dashboard | Reading Module | Action Plan | Part
C)
Completed Work in Progress
As students walk into the classroom, ask them to write their names in the relevant column
before they take their seats.
Step 1 (S/W) Motivate students who are still working on their action plans to prepare their respective
1 min action plans before the next class begins. Encourage students who are having difficulties
TTE: 6 min preparing their plan to meet you after the class (last 5 min of the session).
Note for the facilitator: Identify students in your class who have demonstrated proficiency
in preparing action plans. Assign them as buddies to provide assistance and mentorship to
those who are still working on their plans.
143
Step 3 (S-W) Question of the Day: “Independent learning is a learning process where learners have
5 min ownership and control of their learning. They are able to set goals, make choices, and
TTE: 18 min decisions about how to meet their learning needs, take responsibility for their own
learning, monitor progress and self-assess learning outcomes.”
How will being an independent learner help you:
● At school?
● At work?
● With friends?
Debrief: Life has two phases - the learning phase and the earning phase. During the
learning phase, we attend school and college where we are taught by teachers. In the
earning phase, our primary responsibility is to earn a livelihood. However, even after we
start working, it is important to keep upgrading our skills to acquire a better job or secure a
promotion. While some organizations like FEA provide training opportunities, most people
enhance their skills through self-learning activities such as reading books, attending
webinars, or engaging with MOOCs. In today’s world, taking charge of our own learning is
essential to achieving our life goals.
Note for the facilitator: Reiterate the importance of building competency in all 4 strands -
speaking, listening, reading and writing.
Step 4A (S-W) Recall with the help of students (5 min):

7 min
● Module 1 - The focus was on learning to deliver a speech in public.
TTE: 25 min
● Module 2 - We focussed on writing and different perspectives.
● Module 3 - We practiced active listening skills.
● Module 4 - We worked on improving our reading skills.
Inform students that Module 5 is based on the MOOC 'Introduction to Public Speaking'. This
module will assess your understanding of the MOOC through teach-back sessions and
encourages you to become independent learners. The primary objective of this module is
for you to take charge of your learning and create shared learning experiences. During this
module, the facilitator will play a passive role while you take on the role of the facilitator.
Encourage students to put their best foot forward and demonstrate the qualities of their
favorite teachers (2 min).
Step 4B (S-W) Ask students to think about their favorite teacher - this could be someone who taught them
10 min in school or college, a tutor or even a peer who performed really well in his/her role as
TTE: 35 min Teacher of the Day . What qualities made that person their favorite teacher? Inquire if they
would like to model themselves on this person. (4 min)
Ask the following questions (5 min):
144
● Have you ever taught someone? What was your experience like? What went well and
what did not? What should you change (keep in mind your favorite teacher’s quality)?
● How did you ensure that the learner understood the topic?
Step 5A (S-W) Ask students to reflect on their day and share one instruction that they may have received
10 min - be it from family, friends, facilitator, colleagues/employer etc. Ask some students to talk
TTE: 45 min about the task assigned, the challenges they faced and the eventual outcomes. (5 min)
Note for the facilitator: Encourage students to talk about how well they performed the task
and its impact on the person who made the request. Did they complete the task and did
they do it willingly?
Inform students that the efficiency with which we perform our work defines the benefits
and appreciation we receive. Ask students to share what benefits we may receive when we
(4 min):
● execute instructions provided by family member i.e. mother

● comply with tasks assigned by our housemates
● meet the language goal expectations of the FEA facilitator
● exceed the expectations of an employer
Debrief: We follow instructions whether it’s our own accord or out of responsibility. When
we have breakfast at a certain time, as laid out by our mother, we are following
instructions to make her happy. When we come to FEA class on time, we are following the
instructions of the facilitator. When we perform a task at work or school, we are also
following instructions. (1 min)
Step 5B (S-W) Inform students that their success in this module will be driven by their ability to follow
15 min instructions set out for this module and to give/receive instructions to their peers (as it is a
TTE: 60 min student-led module).
Inform students that they will see a video with instructions that will be applicable
throughout this module. These instructions will not be repeated so students need to devise a
way of recording, understanding and implementing the instructions. They may use SAB
Part A to make notes. Ask students to watch the video. Once the students have watched the
video, ask them if they have any questions ([Video: 2 min] + [Q&A: 8 min] + [Note Taking: 5
min] = 15 min).
Note for the facilitator: Share the video on Whatsapp so that they may reference it as
required.
Step 6 (S-S/W) House Activity:

21 min
Now that students are familiar with the flow of this module and understand the
TTE: 81 min
expectations, instruct them to formulate a plan for scoring the maximum points in the
contest. Encourage them to leverage the strengths of each house member and assign
responsibilities accordingly. Ask students to reference the Six Thinking Hats framework
provided in SRB Part B to brainstorm with their housemates and create a comprehensive
plan to excel during the module. The plan should be recorded in SAB Part B. (15 min)
Learning Reflection:
Request TOTD’s to present their plans to the whole class (1 min/student). After each
presentation, encourage suggestions from other houses. (6 min)
Your lesson will be well received if students are able to use the Six Thinking Hats
framework to create a robust plan that will enhance their house's performance in the
145
contest. The plan should be inclusive (provide equal opportunities to each member of the
house, consider the strengths of the members when assigning responsibilities, leverage
tiny habits, use celebrations to promote desired behaviors and incorporate mechanisms
for addressing off-track behaviors.)
Step 7 (S-W) Introduction to Simple Tenses

14 min
Check students' comprehension of simple tenses by inquiring about where they can apply
TTE: 95 min
simple tenses in their sentences. Request students to construct sentences utilizing simple
tenses. Probe further by prompting them to explain how they recognize that the sentences
they formulated are in simple tense. (2 min)
Debrief: In grammar, different tenses are used to describe a range of activities and events.
The simple tense is used to describe a habit, a regular activity, a specific event in the past, a
specific plan in the future and universal truths. Eg. I read every day.
Ask students to open SAB Part C, complete the exercise and identify the verb. (5 min)
Ask a few students to share their sentences and how / why they have categorized them in
SAB Part C. Use the PPPB technique to probe and check for understanding. Clarify as
required (7 min)
Debrief: Encourage students to notice how the situations presented by the questions in SAB
Part C (habit, completed past event, future plans and universal truths) require the use of
simple tenses.

5 min
Ask students who are struggling to understand simple tenses to stay back. Provide them
TTE: 100 min
with assistance.
Extra Benefit Build your vocabulary - Enrich your conversations (2 minutes/word or phrase)
the next day.
▢ Perceive ▢ Discrete ▢ Gain Traction

▢ Shall we…? ▢ Go easy on him/her. ▢ Money doesn’t grow on trees.
Grammar Practice Quiz: Simple Tenses

● Quiz on Simple Tenses : SAB Part D.
146
Module 5: Day 2: Perceiving Active Listening

85 min 5 min 20 min

28 min(100%)/36 min(80%) 57 min 5 min

Vocabulary Builder Assessment of the day: Lesson number in LMS

Perceive
Discrete
Gain traction
● Simple Tenses
301
Phrase Box
Shall we…?
Go easy on him/her.
Money doesn’t grow on trees.
Materials Required:
MOOC Videos
Week 1 Week 2
1_What is Rhetoric 1_Keypoint speech overview
2_Rhetoric situations 2_Keypoint speech rubric
3_Canons of Rhetoric 3_The components of a memorable point
4_Speech is a natural medium sound 4_Can you hear these components
5_Don’t treat speaking as writing 5_Outlining and flowing
6_How do we talk 6_Inventing key points
7_Good delivery is easy to understand 7_Inventing key points - How many points?
8_Introductory speech sample 8_Arranging key points - Subordination
9_Arranging key points-Coordination &
discreteness
10_Stylizing key points - phrasing
11_Key point speech for analysis
12_Improved keypoint speech
Week 3 Week 4
1_Finding the right support 1_What is public speaking apprehension
2_Discussing your example concisely 2_The cause of public speaking apprehension
3_Performing your key points 3_Reducing your public speaking apprehension
4_Sample performance of a key point 4_Example of public speaking apprehension
5_Highlighting speech structure 5_Analyzing the example
6_Introductions 6_Breath Control
7_Transition 7_Projection
8_Conclusion 8_Pitch
9_Key points with structure identified 9_Rate and Pauses
10_Revising your speech 10_Gesture
11_Practicing and remembering your speech 11_Movement
12_Sample Elevator Speech 12_Sample Speech
13_Improved speech
Extra Benefits Video: Following instructions (5 min)
147
Create WhatsApp groups for each house. Assign each house a week to teach back the MOOC content. Before
the end of Step 3, send the relevant MOOC videos to each house.
the class, ask students to add 2-3 words to the wordlist (SAB Part A).
● Students will demonstrate active listening, instruction taking and questioning

skills.
🎓🎯🤝
● Students will demonstrate collaborative learning skills by taking on the role of a
teacher.
🎓🎯🤝
● Students will get an opportunity to work closely with their teams on assigned
projects and demonstrate independent learning.
🎓🎯
● Students will explore building and presenting a flowchart after careful
planning.
🎓🎯

5 min
Step 1 (AS) Ask them to read the Lesson Objectives silently and make connections to their own interest
5 min in becoming good communicators.
TTE: 10 min
Step 2 Question of the Day: “Collaboration skills are skills that you use when working with others
5 min to create something or achieve a common goal.” Discuss some instances where good
TTE: 15 min collaboration skills would be an advantage:
● At school?
● At work?
● With friends?
Debrief: In a social environment, collaborative skills are essential for success. At all phases
of our lives we are required to work with others. For example, a cricketer works in
association with their team, an actor works with their crew, a student works with their
teacher and peers, and in the office, we work with our colleagues. Therefore, many
meaningful activities are performed in partnership with others. The ability to recognize
our responsibilities, contribute towards the common goal, and complete assigned tasks in
148
an effective and efficient way are key attributes of collaboration. While collaborating, it is
essential that we understand our roles completely and work to the best of our abilities.
Remember that if you are not part of the solution, you may be part of the problem.
Step 3 Remind the students that they are responsible for each other's learning in this teach-back
13 min module. Each house will be assigned one week of the MOOC, and they will teach the
TTE: 28 min concepts covered in that week to their peers through presentation, demonstration, and
discussion. Give the students one minute to reflect on the qualities of a good teacher, which
they identified the previous day. (2 min)
Inform the students that the facilitators' role will be that of a mentor, and you will share
the complete instructions for today's lesson upfront. Remind the students that their success
and the success of their team depend on their ability to follow these instructions, so it is
important for them to take notes and seek clarification in case of doubt. (1 min)
Ask the students to review the flowchart in SRB Part B, which is designed to help them
understand and create a shared understanding of what they need to do before starting the
task. Explain that having a shared understanding will save time and lead to better
outcomes. (5 min)
House Activity
Once the students have understood, share the instructions for the day from Task for the
Day, SRB Part C. Advise the students to use the flowchart in SAB Part B to create a shared
understanding of the Task for the day. Remind the students that the task of the day has 5
daily points. (5 min)
Step 4 House Activity

52 min
TTE: 80 min Allocate one week of the Public Speaking MOOC to each house(1 min).
After allotting the weeks, let students begin working on their assigned work for the day. (40
min)
Note for the facilitator: Circulate and spend time with each house and observe them at task.
Provide assistance as required. Assistance should include constructive feedback on
important MOOC concepts and videos that they should cover in the teach back and the
importance of demonstration.
Learning Reflection
Ask students to write down their teach back plan in SAB Part B. (10 min)
Advise students to pay specific attention to the learned concepts they would like to
demonstrate through their presentations (ie. someone may wish to focus on key points,
support and flow, while another may wish to work on public speaking apprehension).
Encourage students to incorporate as many concepts as they would like to showcase in
their presentations, without overwhelming themselves.
Your lesson would be well received if your students are able to create a robust plan to
deliver and demonstrate the key learning objectives of the MOOC week assigned to them.
The plan should provide an equitable opportunity for each member of the house to
demonstrate their learning from the MOOC as well their language capabilities.
Step 5 Discussion on Simple Tenses

10 min
TTE: 85 min Start the discussion by asking some students to share the sentences they made on M5:D1.
149
Ask students to identify the verbs in these sentences and observe how these verbs change
when the timeline shifts between the past, present, and future. Encourage active
participation from as many students as possible in the discussion.
Note for the facilitator: By the end end of this discussion students should know that:
● Verbs do not need to end with -ing (common misconception).
● The form of the verb changes in the Past tense.
● Future tenses are formed by adding ‘Will’ in sentences.
TTE: 95 min them to their word list in their SAB.

5 min
Ask students who are struggling with understanding simple tenses or the new sounds to
TTE: 100 min
stay back. Provide them with assistance.
Share the link to the video titled 'Following Instructions' with the students. Instruct them to
apply the SWBST framework while watching the video. Inform the students that the video
will be discussed in the next class. Share the link with them via WhatsApp.
Build your vocabulary - Enrich your conversations (2 minutes/word or phrase)
Students should research the meaning of any phrase from the following list. They need to
learn how to use the phrase in a sentence and come prepared with a sentence for the next
day.
▢ Live and learn ▢ Once in a blue moon ▢ Wrap your head around something
▢ Inquisitive ▢ Seemingly

● Quiz on Simple Tenses : SAB Part C.
150
Module 5: Day 3: Follow the Word

85 min 5 min 20 min

36 min(100%)/29 min (80%) 49 min 5 min

Inquisitive Focused Language Training:

Seemingly
Phrase Box
● Pronunciation (s/sh & j/z/zh
sounds) 302
● Simple Tenses
Wrap your head around
something
Once in a blue moon
Live and learn
Materials required:
Extra Benefits video: The Power Of Effective Questioning
● Students will practice instruction taking and questioning skills.

🎓🎯🤝
● Students will continue to practice independent learning and collaborative work. 🎓🎯🤝
● Students will demonstrate writing skills by writing an error free presentation
speech.
🎓🎯
151

5 min
TTE: 10 min
Step 2 (S-W) Question of the Day: Yesterday, we discussed how the ability to collaborate effectively is a
5 min crucial skill for success. To achieve this, it's important that each team member
TTE: 15 min understands their role and performs their tasks effectively and independently. What are
some ways you can ensure you make a positive contribution to the team:
● In school?
● At work?
● With friends?
Note for the facilitator: Encourage students to identify key attributes of an independent
and effective worker - time management, self-motivation, initiative, problem-solving,
communication, adaptability, accountability, continuous learning.
Debrief: An independent worker is a lifelong learner who has the ability to work
independently (without supervision). They possess several key skills that enable them to
complete tasks effectively and efficiently.
- Time management, the ability to prioritize tasks and meet deadlines, as well as to work
efficiently to avoid wasting time.
- Self-motivation, with the drive to complete tasks even when they are challenging or
uninteresting.
- Initiative, which involves taking the lead in identifying areas of improvement and
finding solutions to problems.
- Problem-solving skills, which enable them to find creative solutions to complex issues.
- Effective communication skills, to communicate clearly and effectively with
colleagues, managers, and clients, even when working remotely. This includes the
ability to report progress, ask questions, and provide feedback.
Step 3 (S-W/S) Start by reiterating that this module is about independent and peer learning and the role
17 min of the facilitator is that of the mentor. (1 min)
TTE: 32 min
Quiz the students on the 'Following Instructions' video from the previous day's Extra
Benefits to determine how many have watched it. This discussion can also help those who
have not watched the video to gain perspective on its content and message. (3 min)
Remind students that their success in this module depends on their ability to understand
and follow ‘daily task’ instructions. Ask students to share examples of what could go wrong
if they don’t follow instructions. (2 min)
Remind students of the value of paraphrasing, clarifying and validating (refer flow
diagram SRB Part B M5:D2). (2 min)
House Activity
After the discussion, ask students to read the instructions for the day in SRB Part B with
their classmates. Inform students that for the remainder of the module, they should follow
these guidelines when completing their daily tasks. (9 min)
152
50 min Help students recall the writing tips learned in Module 2. Also revisit the Wordsmith
TTE: 82 min Writing Checklist (SAB Part C M2:D2). (5 min).
Allow students to begin working on their assigned tasks for the day. Remind them that if
they need any further clarification, they should direct their questions to the TOTD. (40
min).
Note for the facilitator: While students are on task, circulate amongst the houses and
ensure that they are largely working as per the task. Provide assistance to houses that
may be off track or appear to have misunderstood the task expectations.
Ask TOTD’s to present the outline of their house presentations.(5 min)
Your lesson would be well received if students are able to identify the aspects of the
MOOC they wish to highlight, prepare a balanced outline including relevant supporting
points, write their presentation speech in the allocated time and use the Wordsmith
Writing Checklist to create an error free experience.
Step 5 (S-W) Discussion on Simple Tenses

8 min
Ask students to share their experiences and doubts from yesterday’s Extra Benefits
TTE: 90 min
grammar quiz on simple tenses. Have a student-led whole-class discussion on
problems/doubts expressed by students.
Note for the facilitator: Follow the discussion closely to ensure that you can identify
common areas of doubt. Be prepared to step in and provide additional insights when
answering questions Q1 and Q5, as students may require further clarification.
Alternatively, if these questions have not been adequately discussed and there is time,
initiate a discussion on both of those quiz questions.
TTE: 95 min them to their word list in the SAB.

5 min Ask students who are struggling with understanding simple tenses or the new sounds to
TTE: 100 min stay back. Provide them with assistance.

Inform students that the art of asking questions is an important skill that contributes
greatly towards building the 3 capitals - academic, employment and social. Ask them to
watch
a video on ‘The Power of Effective Questioning’ to help them get ahead. Share the link to
the video on Whatsapp.

day.
▢ Component ▢ Immerse ▢ What do you think about…? / How about…?
▢ I like that! ▢ Spin-a-yarn.

153

85 min 5 min 20 min

34 min(100%)/27 min(80%) 51 min 5 min

Component
Immerse
● Pronunciation (s/sh and j/z/zh 303
sounds)
Phrases ● Simple Tenses
What do you think about…? /
How about…?
I like that!
Spin-a-yarn.
Materials required:
students practice both words (e.g. if a student mispronounces ‘Ship’, add both sounds to the wordlist - ‘Ship’
and ‘Sip’). At the end of the class, ask students to add 2-3 words to the wordlist of M5:D5 (SAB Part A).
● Students will practice instruction taking, note-taking and questioning skills.

🎓🎯🤝
● Students will continue to practice independent learning and collaborative work. 🎓🎯🤝
● Students will apply previously learnt best practices/strategies and sharpen their
reading skills.
🎓🎯🤝

5 min
TTE: 10 min
154
Step 2 (S-W) Question of the Day:

5 min Ask students how understanding the small details of English grammar, such as tenses,
TTE: 15 min articles, prepositions, and adverbs, can affect their comprehension and their ability to
● In school?
● At work?
● With friends?
Debrief: The FEA program is meant to help you succeed by giving you important skills. It
aims to build your confidence and self-belief so you can create a meaningful life. One
important aspect of a person's identity is their ability to communicate effectively, as it
leaves a lasting impression on others. Good language skills (speaking, writing, listening,
and reading) have a positive impact, while poor skills have the opposite effect. The
advanced program includes language development activities that focus on specific areas
like tenses, articles, and prepositions. We also provide additional resources available that
you can use at your own pace. The extent to which your language skills develop depends on
how enthusiastically you participate in language drills and make time for the exercises in
the Extra Benefits section. Those who do so will benefit more than those who don't.
Step 3 (S-S) Learning Reflection

65 min
Remind students that in this module, they are responsible for their own learning, and the
TTE: 80 min
role of the facilitator is that of a mentor. Motivate students to continue collaborating with
their housemates on daily task activities. (1 min)
Ask students if they watched yesterday's Extra Benefits video on the 'Power of Effective
Questioning.' Encourage students to share the benefits of asking good questions. (3 min)
Note for the facilitator: Motivate students to develop their questioning skills, which will
help them improve their understanding of various topics, stimulate their curiosity, and
enhance their critical thinking abilities. Associated skills include listening to understand,
asking clarifying closed and open-ended questions, and paraphrasing to demonstrate
understanding.
House Activity
Draw students' attention back to the flow diagram in SRB Part B M5:D2 and emphasize the
importance of establishing outcomes, paraphrasing, clarifying, and validating. (1 min)
Share the instructions for the day through Task for the Day - SRB Part B. (10 min)
Encourage students to ask clarifying questions or cold call them to check their
understanding of what needs to be done.
Allow students to begin working on their assigned tasks for the day. (50 min)
Your lesson would be successful if students have an enriching discussion with their
housemates on the assigned concepts of the MOOC. Through this discussion, they should
be able to identify opportunities to enhance both their presentation document and the
quality of their write-up.
Note for the facilitator: While students are on task (reading articles or discussing) review
some students draft write up in SAB Part B of M5:D3. During the review, assess whether the
155
student is making progress on the prescribed areas of opportunity outlined in Review 2 of
the Performance Review.
You may also consider providing feedback on the content of the presentation script if the
student deviates significantly from the intended content and organization. Share your
understanding of the articles to assist them in enhancing their speeches. Allocate
approximately 5 minutes with each house and customize your support according to the
specific needs of the house.
Step 4 (S/W) Discussion on Simple Tenses

15 min
TTE: 95 min Ask students to share their experiences and doubts from yesterday’s Extra Benefits
grammar quiz on simple tenses. Have a student-led whole-class discussion on
problems/doubts expressed by students.
common areas of doubt. Be prepared to step in and provide additional insights when
answering questions Q3 and Q6 as students may require additional clarifications.
Alternatively, if these questions have not been adequately discussed and there is time,
initiate a discussion on both of those quiz questions.
● Q3 has incorrect options that require helping verbs - discuss helping verbs.
● Q6 may require a discussion on the Simple and Continuous tense

5 min
Ask students who are struggling with understanding simple tenses or the new sounds to
TTE: 100 min
stay back. Provide them with assistance.
Ask students to read the article on ‘Steps to Giving & Following Instructions in the
Workplace’ from SAB Part C.
Build your vocabulary - Enrich your conversations (2 minutes/phrase)
day.
▢ To hit the nail on the head ▢ The elephant in the room ▢ Beating around the bush
▢ Consequent

156
Module 5: Day 5: Organize your Thoughts


45 min(100%)/36 min(80%) 15 min 15 min

Consequent Focused Language Training:

Phrases sounds)
To hit the nail on the head ● Simple Tenses
The elephant in the room
Beating around the bush
Materials required:
and ‘Sip’). At the end of the class, ask students to add 2-3 words to the wordlist (SAB Part A).
● Students will demonstrate the skill of independent learning and collaborative

work.
🎓🎯🤝
● Students will practice writing and refining draft texts for their final presentation. 🎓🎯
● Students will practice instruction taking and questioning skills. 🎓🎯🤝

5 min
157
Step 1 (AS) Next, ask them to read the Lesson Objectives silently and make connections to their own
5 min interest in becoming good communicators.
TTE: 10 min
Step 2 Question of the Day: What are the potential benefits of having good speaking and writing
5 min abilities:
TTE: 15 min
● In school?
● At work?
● With friends?
Debrief: Developing strong communication skills requires time and effort. Writers do not
simply pick up a pen and produce flawless texts. Even the most skilled writers often go
through multiple drafts before reaching a final product they are satisfied with. To become
a proficient writer, you should be prepared to write and revise your texts until you are
content with them. Similarly, effective speakers practice their speeches repeatedly until
they can deliver them naturally and with appropriate prosody – a concept you have
learned in the MOOC. This module provides an opportunity for you to implement the
concepts you have acquired in this MOOC.
Step 3 (S-W) Encourage students to maintain their excellent progress as independent learners.
18 min Recognize and praise students whose contributions have met or exceeded expectations.
TTE: 33 min Remind them that the facilitator's role in this module is that of a mentor. (1 min)
Ask students to share the 5 tips from the article titled "Steps to Giving & Following
Instructions in the Workplace" that was assigned as Extra Benefit reading. (5 min)
Share the instructions for the day through Task for the Day - SRB Part B. (10 min)
Encourage students to ask clarifying questions or cold call them to check their
understanding of what needs to be done. (2 min).

(S-AS/S)
Reiterate the importance of writing drafts covered in Module 2. Advise students that a
37 min
well-written speech is the final and most important step in this module. This is their final
TTE: 70 min
opportunity to crease out all the wrinkles. They should therefore put their best foot
forward. (2 min)
Remind students that any further clarification that they may require, should be put to the
Teacher of the Day. Let students begin working on their assigned Task for the Day (35 min).
Learning Reflection
Your lesson would be well received if your students are able to:
● demonstrate an understanding of the MOOC and Day 3 articles through their
presentation scripts
● create an error free presentation by applying the Wordsmith Writing Checklist
Note for the facilitator: Spend time with each house and ensure that they are working
collaboratively as a team to prepare a single house presentation with smooth transitions,
allowing for a seamless flow from one speaker to another.
158
5 min
Inform students that the Elocution Rubric will be utilized to evaluate their contest
TTE: 75 min
presentations. Ask the TOTD to recap or review the Elocution Rubric (SRB Part E M1:D5) with
their respective houses.
Step 6 Discussion on Simple Tenses

10 min
Ask students to share their experiences and doubts while doing yesterday’s grammar quiz.
TTE: 85 min
Have a whole-class discussion on problems/doubts expressed by students. Let this be a
student-led discussion.
common areas of doubt. Be prepared to step in and provide additional insights around Q9
as students may require clarifications. Alternatively, if the question has not been
adequately discussed and there is time, initiate a discussion on the quiz question.
● Q9 may require an explanation on the use of 'no sooner...than'
Step 7 Pronunciation Drill: Ask students to see Part A of SAB for the prescribed word list for the
TTE: 95 min add them to their word list in the SAB.
Practice: Assign the responsibility of today's Pronunciation Drill to one of the TOTD’s who is
able to identify and enunciate s/sh and j/z/zh sounds sounds (10 min).
Note for the facilitator: While students are practicing, the facilitator should review the
speech scripts of one house using the Wordsmith Writing Checklist and the FLT topic
(Articles and Simple Tenses). The facilitator should then update the scores on the contest
spreadsheet. Ask students to read your feedback after the drill/ class. (Estimated time for
reading 600 - 700 words = 7 min. Feedback time = 8 min. Total Time: 15 min).

5 min
Continue providing the feedback on their script to the house (Step 7)
TTE: 100 min
Ask students to read the article ‘Rules for Successful Time Management’ from SAB Part C.
Students should research the meaning of one phrase from the following list. Students need
to learn how to use the phrase in a sentence and come prepared with a sentence for the next
day.
▢ I am afraid… ▢ Tell me about… ▢ What do you think …?

▢ Unleash ▢ Commodity

159
Module 5: Day 6: Unleash your Skills


36 min(100%)/29 min(80%) 35 min 30 min

Unleash
Commodity
● Pronunciation (s/sh and j/z/zh
305
Phrase sounds)
I am afraid… ● Simple Tenses
Tell me about…
What do you think …?
Materials required:
Comic: Commando
● Students will learn and practice strategies for time management.

🎓🎯🤝
● Students will continue to demonstrate the skill of independent learning and
collaborative work.
🎓🎯🤝
● Students will continue to learn, demonstrate and refine their ability to follow
instructions.
🎓🎯🤝

5 min
160
TTE: 9 min
Step 2 (S-W) Question of the Day: Ask students why managing time is important:
7 min
TTE: 16 min ● In school?
● At work?
● With friends?
Debrief: Time is a scarce commodity. It is valuable as it allows us an opportunity to do all
those things that are important to us - work, be with friends, study, gardening, etc. It is also
the most wasted commodity as a majority of us do not plan our day. How many of us make
a to do list [Pause, take a few responses]? How many of us prioritize important things up
front so that they get done, and get done well [Pause, take a few responses]? People who
actively manage their time, do better in their lives, as they reach their destinations faster.
Step 3A (S-W) Inform students that today is the final day to practice and refine their presentations.
16 min Remind them that the winning house will earn a digital certificate.
TTE: 32 min
Request students to recall tips from the Extra Benefits resource "Rules for Successful Time
Management" and consider how they can apply the suggestions to increase their
productivity today. (4 min)
Ask students to recall the ‘Steps to Following Instructions’ from SRB Part C (M5:D2) and
utilize these guidelines to successfully complete the Task for the Day. (2 min)
Ask students to read the Task for the Day instructions from SRB Part B together with their
housemates. Once they have finished reading the task description, engage them with
questions to assess their comprehension and verify their understanding of the required
tasks. (10 min)
Step 3B (AS) Let students begin the Task for the Day (Step 1) from SRB Part B.
15 min
TTE: 47 min Note for the facilitator: While students are practicing, the facilitator should check the
speech scripts of the second house using the Wordsmith Writing Checklist and the FLT topic
(Articles and Simple Tenses). Kindly ask the students to give their SAB to you one at a time,
as they will need this resource for the Task of the Day. The facilitator should then update
the scores on the contest spreadsheet. (Estimated time for reading 600 - 700 words = 7 min.
Feedback time = 8 min. Total Time: 15 min).
Step 3C (S-S) Inform the students that as part of Task of the Day (Step 2), each member is expected to
35 min practice their presentation and receive feedback from their peers to identify areas for
TTE: 82 min improvement. Explain that you, as the facilitator, will provide a demonstration on giving
feedback, which will greatly benefit them. Select a student from any house whom you
believe would benefit the most from individualized feedback, and ask them to deliver their
presentation. Then, using the Elocution rubric, provide feedback on their presentation. (10
min)
House Activity
Ask students to practice their presentations with their housemates, encouraging them to
seek assistance and feedback from them. While each house is engaged in practicing their
presentations, move around the class to observe each group's presentation. Provide
assistance and feedback as necessary to support their progress. (25 min)
Note for the facilitator: Provide support for 10 min only. Thereafter, check the speech
scripts of the third house using the Wordsmith Writing Checklist and the FLT topic (Articles
and Simple Tenses). Kindly ask the students to give their SAB to you one at a time, as they
161
will need this resource for the Task of the Day. The facilitator should then update the scores
on the contest spreadsheet. (Estimated time for reading 600 - 700 words = 7 min. Feedback
time = 8 min. Total Time: 15 min).
Learning Reflection
Your lesson would have been well received if the feedback your students provide
encompasses the elements of speech they have practiced throughout this module and the
MOOC. This includes aspects such as the flow of the speech, delivery of the speech,
structure of the content, and other relevant factors.
Step 5 (S-W) Discussion on Simple Tenses

13 min
TTE: 95 min Ask students to share their experiences and doubts while doing yesterday’s grammar quiz.
Have a whole-class discussion on problems/doubts expressed by students. Let this be a
student-led discussion.
common areas of doubt. Be prepared to step in and provide additional insights around Q1,
Q7 and Q10 as students may require clarifications. Alternatively, if the question has not
been adequately discussed and there is time, initiate a discussion on these quiz questions.
● More than 1 answer is grammatically correct in Q1 and Q7 but only one of them is
correct in the simple tense
● Q10 may require an explanation of ‘gerunds'

5 min
Crescendo contest and the Elemental Cup.

day.
▢ What I want to know is…? ▢ Not at all! ▢ Could you repeat that please?

Encourage students to enthusiastically continue nurturing their reading habit by exploring
a diverse range of reading materials. Emphasize the importance of broadening their
reading horizons and expanding their literary experiences. Share the link to the
Commando comic on WhatsApp.

● Quiz on Simple Tenses : SAB Part A.
162
Module 5: Day 7: The Crescendo Contest


68 min 23 min

Phrase Box
What I want to know is…?
Not at all!
306
● Simple Tenses
Could you repeat that please?
Materials required:
● Students will demonstrate their skills through group presentations in the contest.
🎓🎯🤝
Important Information: This lesson requires you to create a recording of students’ presentation as evidence
of their current spoken language abilities. This video, along with the video recorded in Module O and
additional videos that will be recorded in subsequent modules will track students' progress in their spoken
language abilities and will be presented to them / their parents as evidence of their hard work and growth.
Once recorded, these videos should be uploaded to the FEA server using
http://52.172.195.227:8086/studentvideoupload.aspx. For more information, refer to Step 2.
Before the presentations commence, make arrangements for the presentations to be recorded. Assign one of
the peers to use a cellphone or similar device for this purpose. Once all the presentations are completed,
encourage students to upload the recorded videos onto the FEA server. This will enable them to access and
review the videos at the conclusion of the advanced program, allowing them to evaluate their own learning
journey.
Focussed Language Training: While students are speaking, identify commonly swapped sounds and have
the students practice both words (e.g. if a student mispronounces ‘Ship’, add both sounds to the wordlist -
‘Ship’ and ‘Sip’). At the end of the class, ask students to add 2-3 words to the wordlist (SAB Part A).

5 min
163
TTE: 7 min
Ask Teachers of the Day to share their houses nomination for the Master Teacher - Module
5 certificate. Inform students that you will announce the name of the winner before the end
of this class.
Note for the facilitator: During this lesson, carefully consider and select the most deserving
candidate for the Master Teacher - Module 5 award, taking into account their exceptional
performance and contributions. Once you have made your decision, update the contest
spreadsheet by awarding 5 bonus points to the deserving winner.
Step 2 (S-S) Inform students that during today's class, a video will be recorded for each student to
68 min capture their current level of spoken language competency.
TTE: 75 min
Motivate students by highlighting the significance of good presentation skills in various
fields. Emphasize how these skills can set them apart in interviews, job applications, and
other professional settings. Explain that each house will have a designated 10 minutes for
their speeches and must conclude their presentations promptly when the timer goes off.
Remind students of the predetermined presentation sequence, starting with the house
assigned Week 1 of the MOOC, followed by the house assigned Week 2, and so forth. (1 min)
Assign a house for peer feedback. Feedback should be based on the Elocution Rubric and the
tone of the feedback should be positive so that the recipients feel energized about their
performances. Emphasize that areas for improvement should also be addressed in a
constructive and supportive manner. (1 min)
Presenting Time Feedback House Time Facilitator

house Feedback
House 1 10 min House 2 2 min 2 min
Total time 40 min 8 min 8 min
Total Time allocated: [Presentation: 40 min] + [Peer Feedback 8 min] + [Facilitator

Feedback: 8 min] + [Buffer: 10 min]= 66 min
Begin the presentations. After each presentation, ask TOTD’s to lead the feedback of the
assigned house using the table above as your guide. Conclude the feedback session for each
house by sharing your own feedback and disclosing the score you have assigned for their
presentations.
164
1. Please set an alarm to sound at the 7-minute and 9-minute marks to remind students of
the remaining time. Once the allocated 10 minutes have passed, enforce a strict stop to
ensure adherence to the time limit.
2. While students are delivering their presentations, ensure that individual presentations
are being recorded (refer to the important note above). These recordings will be utilized
in the next class to assess students' progress in the Focused Language Training.
3. During the feedback session, utilize the Elocution rubric to assign scores and update
the Excel spreadsheet accordingly.
Step 3 Request students to begin the Extra Benefit Simple Tense Quiz in SAB Part B. (15 min)
15 min
Note for the facilitator: Check the speech scripts of the fourth house using the Wordsmith
TTE: 90 min
Writing Checklist and the FLT topic (Articles and Simple Tenses). Kindly ask the students to
give their SAB to you one at a time, as they will need this resource for the Extra Benefit
Activity. The facilitator should then update the scores on the contest spreadsheet.
(Estimated time for reading 600 - 700 words = 7 min. Feedback time = 8 min. Total Time: 15
min).
Step 4 Pronunciation Drill (Student Led): Request students to add new words to the word list in
5 min their SAB Part A (See important information above). Encourage students to become
TTE: 95 min independent learners. Assign the responsibility of leading the pronunciation drill to one of
the students who is proficient with sounds.
Identify four responsible, sincere, and capable students who can take charge of the class in
the facilitator's absence. While the other students are engaged in the pronunciation drill,
ask these selected students to join you for a separate briefing. Inform them that they will
be the TOTDs for the next class (M5:D8) with the following responsibilities:
● Supervise and facilitate Steps 2A, 2B, and 3 of M5:D8.
● Ensure that the assigned time duration for each task is strictly enforced (a timer may
be used for this purpose).
● At the request of the facilitator, send one student at a time to the facilitator for
feedback on their oral language proficiency.

5 min
TTE: 100 min
Extra Benefits Build your vocabulary - Enrich your conversations (2 minutes/phrase)
the next day.
▢ Don’t judge a book by its cover. ▢ Can I just say something here, please?
▢ It would be great if you could... ▢ Employ

165
Module 5: Day 8: Write Me a Story

Whole Class Discussion Small Group Discussion Facilitator Assessment +

23 min(100%)/18 min(80%) 32 min Feedback
74 min

Vocabulary Builder Assessment for the Day Lesson number in the LMS
Employ
Don’t judge a book by its cover
Can I just say something here,
● Pronunciation (s/sh and j/z/zh
sounds)
307
please? ● Simple Tenses
It would be great if you could...
Materials required:
Certificate: M5. Crescendo Certificate Certificate:Elemental Cup Certificate
Certificate: Class King Certificate: Class Queen
Certificate: Master Teacher Award - Module 5 Certificate: Language Wizard Certificate
● Study and understand the FLT feedback guidelines:
⇰ Spend 1.5 minutes with each student.
⇰ Acknowledge and compliment students on the progress made in assigned areas (FLT Review 1).
⇰ Provide precise and concise feedback that directly addresses the point (use specific examples).
⇰ Identify new areas of improvement based on the oral language assessment.
⇰ Encourage students to correct their grammar and pronunciation errors. If they struggle to correct
the mistakes, offer tips on how to pronounce the sounds correctly.
⇰ Conclude the discussion by motivating students to set a target date for achieving their language
goal.
⇰ After completing the feedback discussion with a student, instruct them to inform the TOTD to send
another student for their feedback session.
● Upload students’ presentation recordings on the FEA Server
http://52.172.195.227:8086/studentvideoupload.aspx.
● Invite four graduates to join the class for M6:D4 as special guests. Help them understand the Soliloquy
Rubric of Module 6 so that they can provide accurate feedback to the presenters.
Note for the trainer: This lesson brings in a unique challenge if both facilitators are doing the same lesson
on the same day. In this unlikely event, there will be a competition for computer resources which can only
be resolved if one of the classrooms makes the adjustment and skips to M6:D1 before returning to this
lesson. Please prepare facilitators for this eventuality.
● Students will practice the skill of following instructions and asking questions to
improve comprehension of assigned tasks.
🎓🎯🤝
● Students will demonstrate research and time management skills. 🎓🎯
166
● Students will receive feedback on their language competencies based on their AV
submissions.
🎓🎯

5 min
TTE: 8 min
Step 2A (AS) Ask students what they believe makes stories engaging and inquire if they aspire to become
34 min powerful storytellers themselves. Take a few responses to foster class participation. (3 min)
TTE: 42 min
Next, request students to read the instructions for the Task of the Day in SRB Part B.
Emphasize the significance of taking responsibility for understanding the scope of work
before commencing the task. Remind them of the 5 steps they learned earlier in this module
for effectively following instructions. (3 min)
TOTD Led Activity
Formally hand over the responsibility of the class to the assigned TOTDs. (28 min)
Step 2B (S-W) After students have written their reports, ask each house to present ([Presentation: 3 min /
16 min house] + [Buffer 4 min] = 16 min)
TTE: 58 min
Note for the facilitator: While students are at task, check the students’ recordings and
mark them using the Language Proficiency Rubric (Learning Dashboard Module 5 | FLT
Feedback | Part A). Use this section to write your feedback and score for each student. (You
may also encourage students to write their own feedback when you provide them with oral
guidance).
Once all the videos have been evaluated, select the winner of the Language Wizard -
Greenhorn award. Ensure that the contest sheet is updated and prepare digital certificates
for the winners of the following awards: 1. Language Wizard - Greenhorn, 2. Crescendo
Contest, 3. Class King, 4. Class Queen, and 5. Elemental Cup.
Step 3 (S-S) For the Teachers of the Day:

32 min
Peer Review (Speaking Skills) (15 min):
TTE: 90 min
Peer feedback provides individuals with valuable insights into their work, as it comes from
peers who have similar experiences or expertise. Ask students to recall that in M1:D2 and
M3:D6 their spoken language skills had been peer reviewed and it is now time for another
review to evaluate their progress since the last review. Ask students to pass their SAB to a
peer for review in SAB ‘Appendix 4: Peer Review’ (M4:D8). Stress the importance of seeking
feedback from a peer who has not previously reviewed their work in M1:D2 and M3:D6 to
ensure a diverse range of perspectives.
Note for the facilitator: Encourage students to engage in a comprehensive discussion

regarding the scores they have received or given during the class. During the feedback
discussion, prompt students to consider their progress by comparing their performance
across two specific time periods.
Time permitting, allow students to start doing the Extra Benefits assignments.
Note for the facilitator: Providing verbal feedback is a crucial aspect of fostering
growth. It is vital for teachers/facilitators to communicate feedback in a positive and
167
unbiased manner. Feedback can be given individually or in groups, with group feedback
being particularly effective when students share similar characteristics. Grouping
students based on their areas of opportunity not only allows them to identify peers for
practice and improvement but also saves time.
For today's feedback session, we recommend providing group feedback by pairing

students who share similar areas of opportunity. The areas of opportunity for Focused
Language Training include: 1. Minimal Pairs, 2. Articles, 3. Word Order, 4. Prepositions, 5.
Adverbs, and 6. Tenses.
Follow this process to create groups and provide feedback:
● Identify a maximum of two areas of opportunity for each student to focus on.
● Categorize students who have the same or similar areas of opportunity.
● Form groups with no more than 3-4 students in each group.
● Discuss the common mistakes made by each group and suggest methods to correct
these errors.
● Keep your feedback sessions concise and focused. Allocate no more than 1.5 minutes
per student multiplied by the number of students in each group.
Step 4 (S-W) End the class by announcing the winners of the following awards:
5 min
● The winning house of the Crescendo Contest
TTE: 95 min
● Language Wizard - Greenhorn
● Master Teacher - Module 5 (Remember to provide the reasons for your selection to
set an example for future desirable behaviors)
● Winner of the King and Queen of the class awards
● The winning house of the Elemental Cup
Congratulate students for earning digital certificates. Celebrate the win!

5 min
TTE: 100 min
Inform students that the next module (M6: D2) starts with an exciting game of Jeopardy.
Ask students to read the rules of the game in SAB Part B.
Advise students to also look up the Scholastic Cup / Soliloquy Contest marking scheme in
SAB Part C to understand what they need to do to earn daily and contest points.

168
Mid Term Progress Review-1


25 min(100%)/20 min(80%) NA NA

sounds)
● Simple Tenses
Materials required:
Video: Animal School
Important Information:
● Students will discuss, define and deduce the value of a reflective progress review
vs a report prepared by their teacher/facilitator.
🎓 🎯🤝
● Students will understand the mindset and approach required to prepare a
reflective progress report that will help them understand their own learning
🎓 🎯🤝
journey at FEA [Capital development + Investments].
● Students will prepare their mid term reflective progress report under the
guidance of their facilitator.
🎓 🎯🤝

5 min
TTE: 10 min
Step 2 Question of the Day: As people, our capabilities are constantly being evaluated by
5 min interested parties. In school, our performance is measured and reported through a report
TTE: 15 min card. At work, performance reviews form the basis of annual increments and promotions.
169
Even in a social environment, other people are attracted to us based on a subjective
evaluation of our personality. How can a third-party assessment help us improve ourselves:
● In school?
● At work?
● Socially?
Debrief: In school or college, our teachers review our academic performance through
assessments and tests. At work, our mentors/supervisors undertake annual and
semiannual reviews of our accomplishments. The objective under each circumstance is to
help us understand our strengths and weaknesses and our interests and aptitudes so that
we may channelize our efforts for our gains. The challenge with performance reviews is to
provide accurate and objective feedback so that we can decide on the investments we need
to make to improve our future performance and opportunities.
Step 3 Ask students to consider 2 students - 1 with 60% and the other with 90% in science, what
15 min additional skills does the person with a higher score have? Discuss/debate. (5 min)
TTE: 30 min
Note for the facilitator: It is possible that students may confuse subject matter knowledge
(as given in their textbooks) with skills. Skill is the ability to use textbook knowledge and
apply it to the real world using problem-solving and creative processes. While students are
discussing the topic, please ensure that this is the skills set they are discussing, not
knowledge.
Debrief: Traditional report cards are not skill-oriented, but provide information on how
well an individual has done in the examination. Skill is a person's ability to do something in
the real world and bears no relation to exam scores based on theoretical assessment.
Viewed through this lens, a person who gets 90% may not have better skills than a person
with 60%. When employers seek to hire individuals, they typically prioritize candidates
who have well-developed problem-solving skills and a proven ability to effectively
accomplish tasks.. (2 min)
Ask students to watch the ‘Animal School’ video. (5 min)
Inform students that each person is unique and the standardized assessment and
one-size-fits-all approach is not a true reflection of a person's abilities. Ask students if they
had an opportunity to add one skill-based parameter into their report card, what would
that be? (3 min)
Note for the facilitator: Please ensure that the responses you receive from students
emphasize their skills. Utilize probing questions to assist students in modifying their
answers if their responses are not related to skills.
Step 4 Ask students how a self-prepared report card would differ from the one provided by the
5 min institute.
TTE: 35 min
Debrief: Inform students that each one of them comes to FEA classes to fulfill their unique
individual needs. They participate in classroom activities and discussions for their own
sake and not because of any exam mandated by the government. Consequently, it is fair to
base a student's performance review on parameters that they personally value and aim to
develop through the FEA program. Keeping this in mind we are providing students with an
opportunity to prepare their performance review and evaluate their progress
benchmarked to the proficiency level they would like to accomplish.
170
Step 5 Inform students that they will now get an opportunity to make a DIY report card that will
20 min measure progress along their own preferred skill parameters. Encourage them by making
TTE: 55 min the explanation bite-sized.
Ask students to look at ‘Mid Term Performance Review - 1’ lesson in SAB.
Inform students that the Report Card has three sections of this Report Card. Allow students
1 minute to go through Section A of the report.
Ask students if they have understood what they need to fill out. Share the following sample,
if required.
Sample Section A
Eg. List of skills - Asking questions, writing speeches, comprehension, active listening,
following instructions, proofreading, editing, etc.
Academic Capital Employment Capital Social Capital
Pronunciation - My Asking meaningful Confidence - I speak

teachers and classmates questions - when I am confidently in public, with
were able to understand assigned a task at work, I good diction and
my presentation as I ask questions to gain a pronunciation due to
pronounced the words complete understanding of which people listen to me
properly. what needs to be done and and my opinions are
outcomes to be achieved. valued.
Step 6 Now, allow students 1 minute to go through Section B of the DIY Report Card.
15 min
Ask students if they have understood what they need to fill out. Share the following sample,
TTE: 70 min
if required.
Sample Section B
List the investments you have made to develop the identified skills.
I have practiced the skill of asking questions using tools like BDA and SWBST.
I have spent my personal time to complete MOOC.
I have participated in class despite being a shy student.
I made an attempt to come to the class on time and regularly.
I have invested time to practice reading using ReadTheory.
Which investments benefited you the most? Justify your answers.
MOOC and ReadTheory have greatly helped me. I learned about prosody, which I now use
regularly while speaking in class. The MOOC introduced me to concepts that make me
sound confident, and my teachers at school provide me with opportunities for
self-improvement. ReadTheory has helped me improve my lexile score, and now I am able
to comprehend more complex texts. As a result, my grades at school have improved.
What can you do to take maximum benefit of the investments you made (Think in terms
of time, assistance, tools you may require)?
I study in an English medium school, and there are many students in my class who
pronounce words better than I do. To become a better public speaker, I need to improve
my pronunciation skills. Additionally, my reading statistics in ReadTheory are still below
my grade level. Therefore, I need to continue putting in efforts to improve my reading
level and tackle more complex texts.
171
Step 7 Now, allow students 1 minute to go through Section C of the DIY Report Card.
20 min
Ask students if they have understood how to complete Section C. Ask them to complete this
TTE: 90 min
section..
Step 8 Learning Reflection: Ask students to contemplate the following question:

5 min
Now that you have reflected on the first five modules, what are your expectations of
TTE: 95 min
yourself in order to maximize benefits from the opportunities provided by FEA?
Your lesson would be well received if your students can make connections between the
investments they are willing to make and the capital they stand to gain in return. The
more specific their responses, the greater their understanding will be.

5 min
TTE: 100 min
▢ Soliloquy ▢ Scholastic ▢ Mindful
172
Module 6: Day 1: Elements of Speech


43 min(100%)/35 min(80%) 22 min 5 min

Vocabulary Builder Assessment of the Day: Speaking Lesson Number in the LMS
Soliloquy
Scholastic
Mindful
1. Pronunciation (s/sh and j/z/zh sounds)
2. Simple and Continuous Tenses
311
Materials Required:
Sheet: V3_Scholastic Contest_Marking Scheme.xlsx
Contest Points:
Daily task Contest points Bonus points
Attendance 5 pts
Assignment* / MOOC** 5 pts
Presentation 30 pts Master Teacher - Module 6 5 pts
Enthusiastic participation in FLT 5
pts
* While reviewing the FRB, look out for the step / section marked Assignment. If the assignment is located in
the extra benefits section, students are expected to complete the activity at home or before/after class.
** MOOC assignments will be done in class. Students who are unable to complete it in class will be expected
to stay back after class to complete the MOOC assignments or do them at home.
1. Prepare 5 paper slips for each house and write the following house names:
Slip 1 House of Helpers
Slip 2 House of Achievers
Slip 3 House of Loyalists
Slip 4 House of Reformers
2. Students will be assigned to their houses based on the game played in Step 4. Based on your
observations of the previous modules, you can move students into different houses to form balanced
groups.
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record simple and continuous
tense errors.
173
Language Goals (Speaking):
● The facilitator will reinforce the key concepts of the ‘Introduction to Public
Speaking’ MOOC so that all students may become confident speakers in any setting.
🎓🎯🤝
● Students will practice public speaking skills to express themselves clearly and
confidently in a variety of speaking situations.
🎓🎯🤝
● Students will understand the power of creating good (tiny) habits and their role in
facilitating progress towards excellence.
🎓🎯
● Students will understand that being mindful creates positive outcomes that work
towards making us more productive and resilient.
🎓🎯🤝
● Students will strengthen their instruction taking and time management skills 🎓🎯🤝
🎓🎯🤝
● Students will reflect on their individual performance during the Elemental Cup and
design strategies to win the Scholastic Cup.
🤝
● Students will understand the curricular expectations for winning the Scholastic
Cup.
🤝
● Students will identify one tiny habit that they will develop to win the Scholastic
Cup.
🎓🎯🤝

5 min
Step 1 (S/W) Motivate students who are still working on their Mid-Term Report Cards to complete their
1 min reflections before the next class begins. Encourage students who are having difficulties
TTE: 6 min preparing their Report Cards to meet with you after class.
Note for the facilitator: Some students may have a better understanding of their own
strengths, weaknesses, and priorities for growth. By tapping into their self-awareness and
critical thinking skills, they may have created a report card that will help them prioritize
their individual learning goals. On the other hand, some students may struggle to
articulate their learning goals. In such cases, pair struggling students with those whom
you believe have done a good job with their report cards for guidance.
174
7 min goals, ask them to focus their attention on the highlighted keywords and consider the
Step 3 (S-W) Question of the Day: How can developing the habit of self reflection contribute towards
5 min your success:
TTE: 18 min
● In school?
● At work?
● With friends?
Debrief: Self-reflection involves taking the time to think about and evaluate one's
behaviors, thoughts, attitudes, motivations and desires. It's a process of delving deep into
oneself to assess life's priorities and trajectory. The aim of self-reflection is to determine
whether one's actions are leading towards the desired destination. Practicing
self-reflection requires discipline and intentionality, and it's not an easy task. It demands
commitment and practice, but those who make it a way of life find it easier to achieve their
life goals.
Step 4 (AS) Ask students to pick a slip from the pile that you have prepared (refer to prerequisite 1).
7 min Once all students have chosen a slip, instruct them to find other students who have selected
TTE: 25 min the same house. Let them know that these students will be their housemates for the next 4
modules. Ask the students to sit together with their housemates. (5 min)
Ask each house to identify their candidate for the TOTD. (2 min)
Note for the facilitator: If the houses are not balanced, the facilitator may move some
students to different houses, ensuring that they are not partnered with students who were
in the same house as them in the previous cup.
Step 5A Inform students that they will compete for the Scholastic cup from M6 to M9. Ask students
(AS/S-W) to read FAQ Q1-Q5 from SRB Part B. (5 min)
15 min
Divide FAQ Q6 for reading amongst the 4 houses (e.g. Losing a housemate can be given to 2
TTE: 40 min
houses to read and Dishonesty and lateness can be given to the other 2). Have the TOTD’s
present their understanding to the class. ([Reading: 5 min] + [presentation: 5 min] = 10 min)
Step 5B House Activity:

5 min
Ask students to discuss with their housemates ways in which they can collaborate as a
TTE: 45 min
team to improve their engagement levels for the remaining duration of the FEA program,
leading to higher levels of learning and potentially winning the Scholastic Cup. Encourage
them to refer to SRB Part C, which identifies the value system for their respective houses.
Instruct the students to document their thoughts, ideas, and recommendations in SAB Part
B. (5 min)
Note for the facilitator: Once students have completed their brainstorming, advise them to
read SAB Appendix 5 to build on ideas they may have already discussed (Extra benefit
exercise).
Step 6 Continuous Tenses

15 min
Draw connections with the learning objectives of this module and ask students what they
TTE: 60 min
know about continuous tenses. Take a couple of responses. Students who respond should be
encouraged to demonstrate their understanding by forming sentences that illustrate their
point.
175
Inform students that they will now further their understanding of continuous tenses. Ask
them to share their responses to the following questions. (take only 4 responses for each
question)
● What are we doing now?

● What is the one thing your sibling was doing yesterday that he/she enjoyed?
● What is the first thing you will be doing tomorrow?
● What is your best friend probably doing right now?
● Share one phenomenon that is unfolding right now (Share one universal truth that
is happening right now.)
While students are answering, write the responses on the white board. Once all questions
have been covered, ask students to identify sentences based on whether they are in Past,
Present or Future tense.
Step 8 Learning Reflection: With students now being assigned to new houses, emphasize that they
25 min have an opportunity to succeed in this contest by establishing goals and taking action,
TTE: 90 min overcoming personal and group challenges along the way.
House Activity
Ask students to read and discuss the 'Questioning, Planning, and Problem Solving' Toolkit,
which can be found in SRB Part D. Encourage students to ask questions that can help
clarify their thinking. (8 min)
Once students have a clear understanding of the task, instruct them to select any one of the
three frameworks provided to create a team action plan aimed at winning the contest. This
plan should be documented in SAB Part C. Additionally, ask students to identify a small
habit they can develop and incorporate into their daily routine to earn more points for
their house. Encourage students to integrate their thoughts, ideas, and recommendations
from SAB Part B into their action plan. (17 min)
Note for the facilitator: Take the time to thoroughly read and understand the steps
provided in the Questioning, Planning, and Problem Solving Toolkit. This will enable you to
effectively guide the students throughout the process.
Your lesson will be well received if students can construct a comprehensive action plan
that connects with their personal and house objectives. Additionally, they should
demonstrate an understanding of their individual strengths and weaknesses as
evidenced in the previous cup (Elemental Cup).
Step 9 Ask students to read the Jeopardy game rules in SAB Part B of M5:D8 (2 min).
5 min
After the allotted time, conduct a demonstration of the Jeopardy rules to ensure that each
TTE: 95 min
team has a clear and thorough understanding of how the game is played.

5 min
TTE: 100 min
176
Assignment: Inform students that in the next lesson, they will participate in a Jeopardy
game based on the Soliloquy Rubric. Ask them to read and become familiar with the
Soliloquy Rubric provided in SAB Part D. Let them know that the rubric is the same as the
one used in Module 1, but with an additional evaluation criterion on presentation
memorization.
learning at least a word a day from the Vocabulary Builder. Today’s “Vocabulary Builder”
words are:
▢ Filtering ▢ Leverage ▢ Intermittent
Advise students to read the value systems of their houses from SAB Appendix 5. Explain to
students that a value system serves as a guiding framework for making decisions and
establishing priorities. It helps individuals live with purpose and align their actions with
the group objectives, fostering positive relationships with others.
Grammar Practice Quiz: Continuous Tenses

● Quiz on Continuous Tenses : SAB Part E.
177
Module 6: Day 2: Key Points

85 min 5 min 20 min

55 min (100%)/44 min (80%) 30 min 5 min

Filtering
Leverage
312
Intermittent
Materials required:
Game: Jeopardy Game
tense errors.
● Students will gain an understanding of the rules of the Soliloquy contest and its
rubric.
🤝
● Students will understand that filtering and arrangement are the key components
for effective communication.
🎓🎯🤝
● Students will reflect on their presentation skills and identify their strengths and
areas of opportunity.
🎓🎯🤝

5 min
Step 1 (AS) Ask students to read the Lesson Objectives silently and make connections to their own
TTE: 8 min
178
Step 2 (S-W) Question of the Day: Behaviors can lead to positive or negative feelings, which, in turn, can
5 min influence our actions and impact the outcomes we achieve in life. Some behaviors can
TTE: 13 min result in positive feelings, leading to affirmative actions and contributing to our success.
On the other hand, other behaviors can lead to negativity, resulting in demotivation and
hindering our progress. Ask students to identify behaviors that results in them being
energized (positive) or demotivated (negative):
● In school?
● At work?
● With friends?
Debrief: Behaviors that energize us are our strengths, while those that demotivate us are
our weaknesses. Strengths can include our knowledge, personal attributes, skills, and
talents. Understanding our strengths can help us stay ahead, while our weaknesses tend to
hold us back and may include our limitations.
Once we have identified our strengths and weaknesses, it is important to develop habits
that help us enhance our strengths and address our weaknesses. For example, if
understanding long instructions is challenging, developing a reading habit can improve
comprehension skills. By integrating these habits into our daily routines, we can make
lasting improvements.
Leveraging our strengths and minimizing the impact of our weaknesses is key to achieving
our goals. This approach allows us to plan effectively, overcome obstacles, and increase our
chances of success.
Step 3 (S-W) Inform students that their performance for the contest will be appraised using the
15 min Soliloquy Rubric. Ask if they have reviewed the rubric and if they can identify which
TTE: 28 min elements of the public speaking MOOC it is based on. For students who haven't done the
Extra Benefits, ask them to quickly preview the Rubric in Part D of SAB - M6:D1 (3 min)
After the allotted time, begin the jeopardy game. Let students know that this game will test
their understanding of the rubric parameters. (12 min)
Once the game concludes, applaud the winning house.
Note for the facilitator: Encourage students to revisit the rubric after the class to ensure
they are well-prepared for the contest. Let them know that by doing so, they will be
empowered to confidently showcase their abilities during the contest. Furthermore, ask
students who are interested in discussing the Soliloquy Rubric in more detail to stay back
after the class.
Step 4A Ask students to read the contest rules from SRB Part B. (2 min)
32 min
Inform students that they will gain a clear understanding of the task through a practice
TTE: 60 min
round. Assign each house with a specific style and a corresponding profession from the
table provided below: (2 min)
Style Profession Activity / Script topic
Radio Jockey Author Present a book summary of any book

Dictator College Profession Introduce a lesson on climate change
Comedian News Reporter Anchor the highlights of an IPL match
Flight Attendant Travel Blogger Inform your audience on tourist spots in your city
179
House Activity:
Ask the houses to prepare a 3-minute script (approximately 350 words) based on the
assigned profession and activity. Each student should take responsibility for delivering at
least 30 seconds of the script. The TOTD of each house should ensure that all discussions by
participants are supported by the tiny habits they wish to develop, as identified on day 1 of
this module. (15 min).
Once students are back, ask one member from each house to present their script (3 min x 4
= 12 min + 1 min = 13 min).

20 min
Learning Reflection: Instruct students to present their scripts to their housemates and
TTE: 80 min
utilize the Soliloquy Speaking Rubric to conduct a self-evaluation of their house/peer
presentations. Ask students to use SAB Part A to document their assessment in one
housemate's SAB, enabling them to see the complete picture. They have the flexibility to
choose whose SAB to use for this task. (15 min)
Once students have completed their work, request the TOTD of each house to present their
reflections to the class. (5 min)
Your lesson would be well received if students are able to identify main strengths and
weaknesses of each teammate and evaluate whether it contributes positively or
negatively to the team as a whole. ‘What my team needs to work on’ section should
highlight the action items that will improve the team’s chances of winning the contest.
Note for the facilitator: While students are completing SAB Part A, monitor the
conversations in the houses for the quality of discussions. Provide assistance where
required. If a student or a group of students are unable to make meaningful contributions,
ask them to stay back and have a conversation with them during wrap up.
Step 5 Advise students that per the rules of the contest they will be required to mimic and deliver
5 min their speech in a style of their choosing. For eg. They may choose to create an impact as a
TTE: 85 min comedian and choose the famous comedian, Rajpal Yadav, as their reference or as a cricket
commentator and choose Harsha Bhogle as their reference point. The occupation and the
character they choose should be interesting and demonstrate creative application. (3 min).
Note for the facilitator: Evaluate all styles to ensure that the selection includes distinct
and interesting options. Encourage students to be creative in their choice while assuring
them that they will have ample opportunities to practice their role throughout this
module.
For students who are unable to identify an interesting style, they can choose a style from
the list below: (2 min)
1. Comedian 6. Sportsperson
2. Travel bloggers 7. Dictator
3. Radio Jockey 8. Salesman
4. Lawyer 9. Commentator
5. Flight Attendant 10. Professor
Keep a log of the roles selected by students.
180
Step 6 Continuous Tenses
10 min
Start the discussion by reviewing students' responses on continuous tenses recorded in Step
TTE: 95 min
6 of the previous class. Have students analyze and discuss their observations of verbs from
the table.
After the discussion, explain that continuous tenses are used in the following conditions:
● Something is happening right now

● Something was happening in the past
● Something will be happening in the future
● Something may not be happening in front of you, but happening around you.
Encourage students to share examples of each bullet point above.
Note for the trainer: Please help facilitators prepare their own examples and explanations
of continuous tenses so that they can clarify students’ doubts.

5 min
Ask students who are struggling to understand continuous tenses or are unable to
TTE: 100 min
meaningfully contribute to group strengths and weaknesses to stay back. Provide them
with additional assistance and support to help them grasp the concept and participate
actively.
Assignment: Request students to read the article on ‘Body Language: Its Importance and
Applications in Various Professions’ from SAB Part B.
words are:
▢ Pursuit ▢ Definitive ▢ Elite

● Quiz on Continuous Tenses : SAB Part C.
181
Module 6: Day 3: Flow


19 min (100%)/15 min (80%) 10 min 10 min

Pursuit
Definitive
Elite
313
Materials required:
Video: How to Enter the Flow State (3 min).mp4
Video: 5_don’t treat speaking as writing (4 min).mp4
Video: 6_How do we talk (3 min).mp4
Invitation to Graduate Students: The next class will require graduates. Please ensure that the invited
students know when they should come to the class and your expectations from them.
tense errors.
● Students will outline their strengths and areas of opportunity as a stepping stone
in their pursuit of excellence.
🎓🎯
● Students will practice instruction taking and time management. 🎓🎯🤝
● Students will practice Canons of Rhetoric. 🎓🎯🤝
● Students will understand ‘flow’ and its connection with excellence. 🎓🎯

5 min
182
TTE: 10 min
Step 2 (S-W) Question of the Day: Excellence is the quality of being extremely good or outstanding at
5 min something. It is not merely a destination but a continuous journey that demands extensive
TTE: 15 min hours of practice. (eg. PV Sindhu gets up at 4 am every morning for practice. When she was
number 2 in India before Sania Nehawal, she used to hit the courts before everyone else and
this quality helped her win the world championships). Reflecting on your personal
strengths and weaknesses, what good habits of the mind should you develop to pursue
excellence:
● In school?
● At work?
● With friends?
Debrief: Our habits play a crucial role in shaping our identity and aspirations. They have
the potential to influence our responses to opportunities and challenges. For example, our
ability to prioritize daily tasks and take small steps towards our goals greatly impacts our
overall success. Similarly, adopting healthy eating habits and maintaining regular exercise
routines can help us overcome weight gain and improve our well-being. As Aristotle
famously said, "we are what we repeatedly do."
The power of habits can be harnessed and utilized to our advantage. By developing positive
habits, we can strive for excellence in any area we choose. While it may require effort, with
determination and perseverance, we can replace negative habits with positive ones.
Harnessing the power of positive habits enables us to make progress toward our most
important goals each day.
Step 3A Ask students to watch the video on “How to Enter the Flow State” (Path: Module 6>>Day
(AS/S-W) 3>>'M6_D3: How to Enter the Flow State') (3 min).
5 min
TTE: 20 min Flow is the state of being fully immersed in a task, with complete focus and minimal
distractions. It's when you're so absorbed in what you're doing that time seems to fly by.
Inform students that this state of flow can lead to peak performance. Ask students if they
have experienced moments when they became so engrossed in an activity that they lost
track of time. (4 min).
Step 3B Inform students that they will now take the first steps in pursuit of excellence. Ask
(S/AS-W/S) students to read the instructions in the ‘Style Scripting Project’ from SRB Part B.
50 min Encourage students to use ‘5 steps to follow instructions’ to understand the instructions
TTE: 70 min better and questions to clarify their doubts. (7 min)
House Activity (41 min):
Once students have understood the instructions, ask them to organize themselves in their
houses and start their group work. Ask students to be well versed with their speeches as
they will not have access to their SAB while presenting.
Step 3C (S-W) Once students have completed their work, ask students if the final product is better than
5 min their initial work. Ask them to provide examples of the improvements that they made in
TTE: 75 min their journey towards the final submission (5 min).
Debrief: Writing and rewriting are crucial processes for refining your work, and each
revision contributes to its improvement. This process is akin to an actor performing
multiple takes of a scene before it meets the final approval of the producer. In the pursuit of
excellence, novice writers may need to undergo more drafts compared to experienced
writers, just as new actors require more retakes than seasoned actors. Through the
revision process, you can identify and correct errors, clarify your ideas, and enhance the
overall quality of your writing. This vital process is an essential part of honing your
183
writing skills. Remember that the path to excellence demands patience, dedication and
perseverance.
Step 4 Request students to prepare a 2-min script (approx 200), in SAB Part C, for a
15 min self-motivational speech to pursue excellence.The script should include references to their
TTE: 90 min strengths and weaknesses, as well as the tiny habits that will help them accomplish
excellence. Ask students to be ready to present their speeches in the next class. (10 min)
Once students have completed their script, ask them to review it with the help of the
Wordsmith Checklist. (5 min)
Encourage students who have not completed their task to complete it after class.
Learning Reflection
Your lesson will be well received if students can recognize that excellence is a journey
that requires taking small steps every day. They should demonstrate this understanding
by crafting a compelling script that motivates them to strive for excellence, leveraging
their strengths while working on areas of opportunity.
Note for the facilitator: While the students are writing their self-motivational speeches,
select 3-4 submissions from Step 3B of students who struggle with tenses and articles.
Evaluate their writing and provide feedback. (Estimated time for reading 200-250 words
essay = 4 min. Feedback time = 1 min. Total time = 5 min/student). Continue evaluating
writeups in the next step. If you observe a set of students making similar errors, you can
share collective feedback with a group no larger than 3 people.
Step 5 Pronunciation Drill: Ask students to see Part A of SAB for the prescribed word list for the
TTE: 95 min add it to their word list in their SAB.
Practice: Assign the responsibility to one of the TOTD’s to lead the drill. (5 min).

5 min
TTE: 100 min Continue giving feedback to students whose speeches you have assessed.
Extra Benefit Buckle up! Prepare today for a productive tomorrow.

Assignment: Encourage students to watch the following videos for ideas on how to refine
their scripts. Share the link to the video on Whatsapp.
Video title 1: Don’t treat speaking as writing
Video title 2: How do we talk?

words are:
▢ Intellect ▢ Vulnerable ▢ Tell-tale signs

● Quiz on Continuous Tenses : SAB Part D.
184
Module 6: Day 4: Mapping Fear

83 min 7 min 20 min

71 min (100%)/57 min (80%) 12 min 40 min

Intellect
Vulnerable
1. Pronunciation (s/sh and j/z/zh sounds) 314
Tell-tale signs 2. Simple and Continuous Tenses
Materials required:
Rubric: Soliloquy - Public Speaking Rubric for Graduates
Video: Emma Watson' full speech at UN on Sept 20,2016
Invite 4 graduates to be part of the class. Share and explain the Soliloquy Rubric so that they are prepared
for their roles. Assign 1 house to each graduate.
tense errors.
● Students will learn to manage fear of speaking/presenting in front of people.

🎓🎯🤝
● Students will explore mindfulness practices to create sustained and positive
outcomes.
🎓🎯🤝

5 min
185
TTE: 8 min
Step 2 (S-W) Question of the Day: Mindfulness is the mental state of focusing awareness on the present
5 min moment and the task at hand. It involves a complete body and mind experience, where one
TTE: 13 min acknowledges actions, feelings and thoughts to achieve the best possible outcomes. What
role can being mindful play in your success:
● In school?
● At work?
● With friends?
Debrief: Mindedness is a skill that enables you to fix your attention on one single thought or
activity to the exclusion of others. A student who does well in academics does not do so
because he/she has a bigger brain. A person who achieves his/her ambitions may not be
gifted with extraordinary intellect. Most people achieve success by staying focused
(mindful), leveraging their strengths, overcoming weaknesses and developing good habits
of the mind.
Note for the trainer: Assist facilitators to identify key messages of previous modules 6
lessons (self-reflection, strengths and weaknesses and excellence).
Step 3 (S-W/S) Inform the students that one member from each house will now present their ‘Style
12 min Scripting Project’ prepared in SAB Part B in M6:D3. Ask the presenting students to hand
TTE: 25 min over their SAB to the TOTD before commencing their presentation. The TOTD should use the
Soliloquy Rubric in SAB Part B to score their teammates. (2 min x 4 = 8 min)
Ask one member from each house to present his/her speech.
House Activity
Have the students sit with their housemates to share feedback. Advise the TOTD to provide
balanced feedback, offering perspectives on the presenter's strengths and weaknesses.
Encourage other students to meet with the presenter after class and share their feedback.
(4 min)
Step 4A (S-W) Introduce the guests to the students. Let students know that the rest of students will now
45 min present the ‘Style Scripting Project’ and will be assessed by the guests. (2 min x 16 = 32 min
TTE: 70 min + 3 min [transitions] = 35 min).
Note for the facilitator: Request the presenting student to hand over their SAB to the
assigned graduate.. Ask the graduate to provide feedback using SAB Part B M6:D4.
Invite students to share their speaking experience.
● In what ways were you impacted when you got to know that strangers would be
listening and evaluating your presentations? (3 min)
● What techniques did you use to overcome your apprehensions/fears/nervousness (3
min)
Request the audience, who were observing the presentations, to share their observations
regarding stage fright they may have noticed in the presenters. Ask them to elaborate on
the tell-tale signs that led them to believe the presenter was nervous. (3 min)
186
Debrief: Remind students of the lessons they learned from the Public Speaking MOOC,
emphasizing that fear often stems from imagining the worst-case scenario of failure or
forgetting. It's common to struggle with negative self-talk and unrealistic self-expectations.
By being aware of our fears, we can better prepare ourselves to face the situations we are
afraid of. Practicing mindfulness can help us shift our focus towards positive ways in
which we can serve the audience, such as providing new insights, valuable information, or
relatable stories, rather than dwelling on negative aspects that can disrupt the flow. (1
min)
After the graduates have shared their feedback, thank them for being a part of the class.
Inform graduates that they can leave or continue being part of the class as per their
preference.
Note for the facilitator: While the students are presenting, identify approximately half of
the class for the assessment of their writing in terms of tense and article usage. Evaluate
the text they have written in SAB Part B M6:D3 (Style Scripting Project) specifically for
these aspects. (Estimated time for reading 200-250 words essay = 4 min. Feedback time = 1
min. Total time = 5 min/student). Continue evaluating write-ups in steps 5 and 6. If you
observe a group of students making similar errors, provide collective feedback to a group of
no more than 3 people.
Step 4B Fear is real, normal, and manageable. The more we practice, the more our resilience
(AS/S-W) increases. Inform the students that they will watch a video of Emma Watson, who
12 min portrayed the role of Hermione Granger in the famous Harry Potter movies, giving a
TTE: 82 min speech to the United Nations. Let them know that even someone like Emma Watson, a
seasoned actress skilled in speaking in front of a camera, experiences nervousness. Ask the
students to observe: (2 min):
● Whether she is able to calm herself down as her speech progresses.

● Any techniques she might be using to control her nervousness.
Ask students to watch today's AV (4 min).
Once students have watched the video, ask them to share their observations. (5 min)
Debrief:Emma seems nervous at the start of her speech, but as it progresses, she appears to
gain more confidence. From the video, it is evident that Emma utilizes some basic
techniques to overcome her nervousness. These techniques include controlling her
breathing, taking pauses, speaking slowly, and emphasizing specific words that have been
well-rehearsed. (1 min).
Step 5 (S/S) Learning Reflection:

8 min
House Activity
TTE: 90 min
Inform the students that fear is our worst enemy and a significant obstacle to achieving
our full potential. The fear of failure often leads to inaction, the fear of saying the wrong
thing results in important thoughts left unsaid, and the fear of judgment ('Log kya
kahenge') prevents us from doing what we believe is right. Mindfulness serves as a remedy
for overcoming these fears.
Request the students to sit with their housemates and identify the signs and causes of stage
fear that each person has experienced. After the brainstorming session, encourage each
house member to identify strategies they will use to overcome their fears in SAB Part C. (8
min)
Your lesson will be well received if your students were able to identify their own triggers
187
for the fear of public speaking and develop concrete actions/strategies to help them
overcome these fears.
95 min add them to their word list in the SAB.
Practice: Assign the responsibility to one of the TOTD’s to lead the drill. (5 min).

5 min
Continue giving feedback to students whose speeches you have evaluated.
TTE: 100 min
Assignment: Ask students to read ‘10 Steps to mindful speaking’ from SAB Part D.
words are:
▢ Credibility ▢ Authentic ▢ Soccer moms club ▢ Best foot forward

● Quiz on Continuous Tenses : SAB Part E.
188
Module 6: Day 5: Tailoring your Speech


43 min(100%)/34 min(80%) 4 min 10 min

Credibility
Authentic
Soccer moms club
1. Pronunciation (s/sh and j/z/zh
sounds)
315
Best foot forward 2. Simple and Continuous Tenses
Materials required:
tense errors.
● Students will understand that preparation is one of the most effective ways of
overcoming the fear of failure.
🎓🎯🤝
● Students will practice their speeches for delivery in front of known/unknown
audiences.
🎓🎯🤝
● Students will understand that the text of a speech changes to suit the context and
the nature of the audience.
🎓🎯🤝

5 min
TTE: 10 min
189
Step 2 (S-W) Question of the Day: Success is achieved by overcoming your fears and delivering to the
5 min best of your ability, regardless of adversity. It is relatively easy to perform well in a
TTE: 15 min supportive environment surrounded by well-wishers, but much more challenging to do so
in an unfamiliar setting. The ability to overcome fears in an unknown or hostile
environment is known as resilience. For instance, during the beginning of the pandemic
when lockdowns were imposed in many cities, numerous laborers had to walk hundreds of
kilometers with their families, without food or water, to reach their homes.
Think of instances where you demonstrated resilience by overcoming adversity in a not so
supportive environment:
● In school?
● At work?
● With friends?
Debrief: To succeed in life, we must conquer our fears and overcome challenges. Even the
most successful individuals experience failures more often than they achieve success.
Failure serves as a powerful teacher, allowing us to reflect on our mistakes and learn from
them, ultimately preparing us for future success. Resilience is the quality of not becoming
demotivated by failure, but rather seeing it as a learning opportunity to persist and try
again. Those of us who have experienced defeat but continue to strive for success are truly
blessed, as we are bound to eventually emerge victorious.
Step 3 (S-W) Ask the students to recap the techniques they learned in the previous lesson to overcome
8 min public speaking apprehension. Also, inquire if they read the assigned article on '10 Steps to
TTE: 23 min Mindful Public Speaking' and ask them to share any techniques they would like to try in
their next presentation. (5 min)
Debrief: Appreciate students who read the Extra Benefits article and encourage those who
could not find time to read it. Inform them that this lesson will focus on practicing their
speeches and remind them that tomorrow is the final contest. Emphasize the importance of
being well-prepared so that they do not get nervous, even if there are strangers and
external judges listening to their presentation. Leave the students with the adage, "Expect
the best but prepare for the worst." Finally, ask one or two students to explain the meaning
of this adage. (3 min)
Step 4 Discuss: ‘You have been asked to prepare a speech that will be delivered multiple times to
(S/AS-W/S) different sets of audiences.’ Do you think that you can deliver the same speech (Invention,
22 min arrangement, and style) to the different groups or should you make changes? (4 min)
TTE: 45 min
Ask students to read the article ‘Define your Voice’ SRB Part B (8 min). After reading the
article, instruct them to discuss the key takeaways with their housemates. (4 min).
Whole Class Activity (5 min):
Ask students if their responses to the question on delivering a speech to different sets of
audiences have changed after reading the article. Ask students to share what in the article
has shifted their views.
Debrief: Ask students to recall that the MOOC on public speaking also discussed tailoring of
the speech to match the needs of the audience. Ask students which parts of the MOOC
discussed these aspects of preparation and delivery. Take a few responses. (1 min)
Step 5A House Activity

(AS/S-W)
22 min Inform the students that they will now practice script writing and speech delivery tailored
TTE: 67 min to the needs, goals, and expectations of their audience.
Assign from the following topics to each house. (2 min)
● Advocate the use of horses as a mode of city transportation, or
● Narrate a journey to find an ancient treasure.
Assign from the following audience profiles to each house.
● A housewife - a soccer moms club
190
● An office meeting
● A college event
● A student / teacher at the Hogwarts School of Wizards
Ask the students to work with their housemates and prepare a 3 min speech (300-350
words) based on their assigned roles. (20 min)
Step 5B (S-W) Once students are ready with their speeches, call TOTD’s from each house to deliver the
18 min speech. (3 min X 4 + 1 min [Transition] = 13 min)
TTE: 85 min The remaining students should assume the roles of the assigned audience profiles. After
each speech, provide feedback to indicate whether the presenter addressed the audience's
needs, goals, and expectations. (5 min)
Step 6 (S-W) Learning Reflection: After the speeches are concluded, ask the students to share anecdotal
5 min evidence from their group deliberations that enabled them to consider the needs of their
TTE: 90 min assigned audience profiles.
Your lesson will be well received if the anecdotal evidence shared by the students
demonstrates their effort to create a character profile of the assigned audience (e.g., age
group, likes and dislikes, communication style, use of jargon, etc.) and how this profile
was applied in preparing their speeches.
Step 7 (S-W) Ask the students to share their experiences and any doubts they had from yesterday's
5 min grammar quiz. Encourage the students to take the lead in addressing the problems and
TTE: 95 min doubts expressed by their peers, while providing support and guidance as necessary.

5 min Remind students that the Master Teacher - Module 6 will be announced in the next class.
TTE: 100 min The facilitator will select the most competent nominee for the award from the nominations
Soliloquy contest and the Scholastic Cup.

Assignment: Ask students to read the article ‘4 Steps to effectively connect with your
audience’ from SAB Part A.

words are:
▢ Septuagenarians ▢ Kitty Party

● Quiz on Continuous Tenses : SAB Part B.
191
Module 6: Day 6: The Soliloquy Contest

Contest Time Facilitator Assessment Self Reflection


Septuagenarians
Kitty Party
316
Materials required:
Certificate: Soliloquy Contest Certificate.pptx
Book: APJ Abdul Kalam Wings of Fire.pdf
Book: A HISTORY OF THE WORLD CUP 1930-2010.pdf.pdf
Make the following table on the on the whiteboard:
Name of Student Numbers Letters (A-E)
(1-5)
● Students will demonstrate their spoken skills through the contest.

🎓🎯🤝
● The facilitator will celebrate the end of the Soliloquy contest by announcing the
winners.
🤝

5 min
TTE: 7 min
192
Ask the TOTD’s to share their houses nomination for the Master Teacher - Module 6
certificate. Inform students that you will announce the name of the winner before the end
of this class.
Note for the facilitator: During this lesson, carefully consider and select the most deserving
candidate for the Master Teacher - Module 6 award, taking into account their exceptional
performance and contributions. Once you have made your decision, update the contest
spreadsheet by awarding 5 bonus points to the deserving winner.
Step 2A (S/AS) Inform students that it's the final day of Module 6 and the best performing team will win
21 min the contest and earn the Soliloquy Digital Certificate. Take a moment to create a sense of
TTE: 28 min excitement and wish them the best of luck. (1 min).
Inform students that they will be assigned their topic for the speech in a unique way. Start
by asking students to select one number from 1 to 5 and one letter from A to E. Write
students’ selection on the whiteboard (see prerequisites for format).
Inform students that the numbers will correspond to a topic that they have to write their
speech on and the letter will correspond to the setting/audience. Let them know that each
topic or setting/audience can be allotted to no more than 5 students. Inform the students
that if more than 5 students have chosen the same number or letter, the additional students
will need to select from the other available topics or settings/audiences. (5 min)
Topics Setting & Audience
1. Weather report A. Comedy fest

2. World Peace B. Funeral
3. Graduation Speech C. Courtroom
4. Healthy eating D. An advertising pitch
5. Road Safety E. A kitty party of septuagenarians
Note for the facilitator: Selection once made by a student will be final. Once all students
have made their choices, proceed to reveal the assigned topics and settings/audiences,
allowing the students to begin their work. Remember to ensure that each topic or
setting/audience is assigned to a maximum of 5 students.
Ask students to prepare a 2 minute script for their selected topic. Students should carefully
consider their assigned roles, setting and audience while writing their scripts. Request
students to prepare note cards to help them with their presentations as they will not have
access to their SAB’s. (15 min)
Step 2B (S-W) Assign a peer house to provide feedback to the presenting house. The peer scoring house
46 min should distribute the task of evaluating the presenting house in a way that each member
TTE: 74 min gets to assess and provide feedback to only one member of the presenting house. The
presentation should be scored using SAB Appendix 6, a tear away sheet which can be given
to the presenter after the verbal feedback. Note: Peer feedback may be assigned as follows
(1 min):
Presenting House Peer Scoring House
Achievers Reformers
Reformers Achievers
Helpers Loyalists
Loyalists Helpers
Once peers have been assigned, request students to deliver/ their presentations (2
min/student X 20 = 40 min + 5 min [transitions] = 45 min).
Note for the facilitator: While the students are presenting, use the Soliloquy Rubric to score
their performances.
Step 2C (S-W) Once a house has presented, ask the TOTD to share feedback with the student whose SAB he
8 min / she scored. The rest of the group should ask for verbal feedback after the class is over.
193
TTE: 82 min Encourage students to maintain a positive tone while sharing feedback, ensuring that the
recipients feel motivated and energized by their performances. When addressing areas for
improvement, emphasize the importance of delivering feedback in a constructive and
positive manner. (2 min x 4 = 8 min)
Note for the facilitator: While students are sharing their feedback, update the excel to
declare the winning house.
Step 3 (S-W) Announce the name of:

3 min
TTE: 85 min ● Master Teacher - Module 6 (provide reasons for your selection to establish a foundation
for future desirable behaviors).
● The winning house of the Soliloquy contest
Congratulate the winners for earning the Soliloquy and Master Teacher digital
certificates. Celebrate the win!
Step 4 (S-W) Learning Reflection: Ask students to review their 4-week Language Development Plan
10 min prepared at the end of Module 1 (L#267) from SAB (Learning Dashboard Module 1 | Speaking
TTE: 95 min Strand Part B). This plan represents the spoken language proficiency they would have liked
to achieve by Module 6. Ask students to assess whether they have made the required
investments and achieved their desired competencies as per the plan.
Ask students to use the Language Development Reflection in SAB (Learning Dashboard
Module 6 | Language Development Reflection | Speaking Strand) to document their
evaluation.
After students have completed the reflection, encourage them by stating, "Great things
happen to those who don't stop believing, trying, learning, and being grateful." Encourage
students to reflect on what went well and what didn't go as planned from Module 1 to 6.
Successful plans serve as a source of encouragement, motivation, and positive energy,
which inspire individuals to set and achieve higher goals. On the other hand, unsuccessful
plans can sometimes demoralize a person. Encourage students to focus on making
successful plans, as they serve as stepping stones towards greater achievements.
Now that students are aware of their strengths and weaknesses and what strategies work
for them, they can leverage this knowledge to their advantage.
Extra Benefit Note: Encourage students to actively enhance their language proficiency by
engaging in regular speaking practice and expanding their knowledge through reading.
Ask them to read books that you will share on WhatsApp.

5 min
TTE: 100 min

words are:
▢ Craft ▢ Plot ▢ Denouement
Essential MOOC Vocabulary
▢ Exposition ▢ inciting incident ▢ rising action
▢ climax ▢ falling action ▢ resolution

Share the link to online books on WhatsApp.

● Quiz on Continuous Tenses : SAB Part A.
194
Module 7: Day 1: Craft of Plot


15 min (100%)/12 min (80%) 25 min 20 min

Vocabulary Builder Assessment of the Day: Writing Lesson number in the LMS
Craft
Plot
Denouement
sounds)
320
2. Simple Past Vs Perfect Tenses
Essential MOOC Vocabulary:
Exposition, inciting incident,
rising action, climax, falling
action, resolution
Materials required:
MOOC Enrol: Creative Writing: Craft of Plot MOOC
MOOC Video: What is Plot
MOOC Video: How plot works in Harry Potter
MOOC Video: Character + Action = Plot
Video: Present Perfect - Grammar and Verb Tenses
Please ensure that you watch the ‘What is Plot’ MOOC video and understand the technical terms completely
before discussing them with the students.
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record simple past vs perfect
tense errors.
Language Goals (Writing):
● Students will understand that all well-written content follows a structure that
brings a story to life and makes it informative/interesting for the reader.
🎓🎯
● Students will be introduced to the Craft of Plot MOOC.
195
● Students will understand that creating good habits of the mind enhances their
chances for success.
🎓🎯
● Students will understand that the pursuit of excellence takes commitment and
continuous practice.
🎓🎯
● Students will understand that practicing mindfulness results in better outcomes. 🎓🎯🤝

🎓🎯🤝
2. Simple Past Vs Present Perfect Tenses
● Students will review their progress on their language (s/sh and j/z/zh sounds &
present perfect tenses) focus areas.
● Students will understand that all well-written content follows a structure that brings
a story to life and makes it informative/interesting for the reader.
🎓🎯
● Students will be introduced to a new MOOC ‘The Craft of Plot’. 🎓🎯
present ‘perfect tenses’.
🎓🎯🤝
Points:
Attendance 5 pts
Extra Benefit Daily Task 5 pts Story / Scene / Adv 30 pts Master Teacher - Module 7 5 pts

5 min
Step 1 (S/W) Motivate students who are still working on their Language Development Reflection to
1 min complete the task before the next class begins. Encourage students who are facing
TTE: 6 min difficulties in preparing their reflection to meet with you after class for additional support.
Note for the facilitator: Some students may have difficulties assessing/articulating the
progress they have made towards their stated goals of Module 1 and the investments made
by them. Offer assistance to these students by helping them evaluate their position on their
learning journey. Students who have prepared thoughtful reflections can serve as valuable
resources and sounding boards for their peers.
Step 2 (AS) Ask students to refer back to the 'Mid Term Progress Review' exercise they completed after
9 min Module 5 and review the focus areas they identified for improving their writing skills.
TTE: 15 min Encourage them to make connections between their priorities and the Modular Goals
outlined in SRB Part A. The goal is for them to identify the specific skills they will develop
during this module to further their personal growth. (5 min)
196
Ask students to read the lesson objectives silently from SRB Part A. After having read the
objectives, ask them to focus their attention on the highlighted keywords and consider the
value of this module towards the achievement of their personal goals. (3 min)
Step 3 (S-W) Question of the Day: Creativity is the ability to generate or recognize ideas, alternatives, or
5 min possibilities that may be useful in solving problems, communicating with others, and
TTE: 20 min entertaining ourselves and others. In what ways do you wish to use your creative juices :
● In school
● At work
● With friends
Debrief: The creative process involves a series of thoughts and actions taken deliberately to
achieve a desired outcome. This process involves the ability to think critically and solve
problems. In the age of automation, jobs that do not require critical thinking and problem
solving, will most likely be automated. Can you think of any popular occupations of today
that are most likely to be automated? Take a few responses and clarify thinking by asking
probing questions.
Inform students that in this module, we will explore creativity from a writer's perspective
using the Craft of Plot MOOC as the central learning tool.
Step 4A Note for the facilitator: Identify a movie that most students in the class have watched and
(S/AS-W/S) has a high recall value (one such movie is the 3 Idiots, but it is dated and there may be other,
22 min more recent movies, that may meet the criteria)
TTE: 42 min
Once you have a movie that can be discussed by most of the students in the class, encourage
students to highlight some of the elements of the movie. Ask them to speak about
characters, locations, interesting events, the problems that the characters faced and how
the movie ended. (4 min)
Debrief: After the discussion, inform students that before any movie is made, a script is
written which provides a detailed description of how the story will progress and how its
characters will develop. 3 Idiots was a book written by Chetan Bhagat. All the Harry Potter
movies were first written as books. All superhero movies were originally comic books. Use
these facts to help students realize and appreciate that the process of writing is the
backbone of storytelling (movies, radio shows, interviews, etc.). Since writing is the key to
producing any creative work, share that you have carefully selected a MOOC to help them
develop their writing skills. (2 min)
Ask students to watch the video on What is plot which will help them understand the
various elements of a story (Path: Module 7>>Day 1>>'M7_D1: Link to What is Plot’) Ask
students to start the video from 1 min 20 sec. (7 min)
Now that the students have understood the technical terms. Ask them to enroll in the Craft
of Plot MOOC by clicking on the Enroll for Free tab. (2 min)
House Activity
After students have watched the video on "What is Plot" which provides an explanation of
the elements of a story, they should be asked to circle back to the movie discussed earlier in
this step and identify the various elements of storytelling, including exposition, inciting
incident, rising action, climax, falling action, resolution, and denouement. The TOTD will
manage this discussion and can seek the help of the facilitator, if required. (1 min / element
= 7 min)
197
Step 4B Ask students to read the MOOC objectives from SRB Part B to understand the flow.
(AS/S-S) Thereafter ask them to watch the MOOC videos as follows. (15 min):
33 min
TTE: 75 min Topics Type Time
MOOC Objectives (SRB Part B) Read 8 min

How Plot Works in Harry Potter Video 8 min
Character + Action = Plot Video 7 min
Time (Time allocated: 25 min) 23 min
House Activity:
After students have watched both the MOOC videos, ask them to evaluate one of the main
characters of the movie they discussed in step 4 (using the pointers in the video Character +
Action = Plot). As part of the discussion, students should focus on: (8 min)
● What did the character want?

● What were his/her weaknesses?
● Where was he/her from (biological and emotional)?
● Where was he/she going?
● What behavior of the character(s) surprised you?
Note for the facilitator: While the students are completing their MOOC activities, identify
students who did not receive feedback on their write-ups in Module 6. Evaluate their Module
6 submissions for tense and article usage, and provide feedback. (Estimated time for
reading 200-250 words essay = 4 min. Feedback time = 1 min. Total time = 5 min/student).
Step 5 (S-W) Contest- Inform students that in this module they will learn the basics of creative writing.
10 min Announce the details of the contest (1 min/bullet).
TTE: 85 min ● What is the contest? Each student will be assigned a topic and asked to write a 250
word short story, a script for a short movie or an advertisement using their knowledge
and understanding of the 2 MOOCs that they have completed.
● How will it be scored? The written piece will be scored on the Denouement rubric.
● Who will win? The team with the highest scoring house at the end of the module will
win. The criteria for earning points for this module is given in SRB Part C.
Ask students to read and discuss the Denouement Rubric from SRB Part D (6 min).

10 min
House Activity:
TTE: 95 min
Ask students to organize themselves in their houses and use the QPPT toolkit to devise a
strategy to win the Denouement Contest in SAB Part A. Ask the TOTD to manage this
activity. (10 min)
Your lesson will be well received if students are able to demonstrate an understanding of
the various stages involved in building the plot of a story. By the end of the lesson, all
students should demonstrate a desire to contribute to the team effort towards winning
the Denouement Contest. Students who are struggling to understand the craft of plot or
don't seem motivated to gain team points towards the contest should be asked to stay
back after class.
198
Step 8 Wrap Up, allow students to leave the class. If students are still working on the QPPT toolkit,
5 min ask them to continue their discussions outside the class, before they go home.
TTE: 100 min
Provide assistance to students who have been asked to stay back.
Daily Task: Ask students to watch the video on Present Perfect - Grammar and Verb Tenses.
Inform students that they will understand and practice present perfect tense in this
Module. This video will strengthen their foundational understanding of the concept, adding
to their ability to use the present perfect tense in their English language communications.
Provide the video to students via Whatsapp. The video can be accessed from ‘Path: Module
7>>Day 1>>'M7_D1: Present Perfect - Grammar and Verb Tenses'
words are:
▢ Authentic ▢ Jetpack ▢ Gremlin ▢ Detractors
Ask students to select one of the comics they have read and evaluate it for the plot elements
(Exposition, Rising Action, Climax, Falling Action, Resolution, Denouement). If students
wish, give them a new comic to read.
Grammar Practice Quiz: Present Perfect Tenses

● Quiz on Present Perfect Tenses : SAB Part B.
199
Module 7: Day 2: Chalking an Outline


30 min (100%)/24 min (80%) 25min 20 min

Vocabulary Builder Assessment for the day: Writing Lesson number in the LMS
321
Authentic Focused Language Training -
Jetpack 1. Pronunciation (s/sh and j/z/zh sounds)
Gremlin 2. Simple Past Vs Present Perfect Tenses
Detractors
Material required:
Video: Story Writing Using an Outline
MOOC Video: What is Structure
MOOC Video: ABDCE Structure Examples from Famous Works of Literature
The facilitator will provide FLT feedback on days 6 and 7 of this module (refer Prologue to Focussed
Language Training at the front of this FRB) using the Performance Review Format on SAB page 1. Prepare a
Provide more time to the struggling students so that they may benefit from discussions with their peers.
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record simple past vs present
perfect tense errors.
● Students will explore writing stories using the elements of story writing.
🎓 🎯
● Students will learn to organize and outline a story using the 5 Act Structure to
make it powerful.
🎓 🎯
● Students will provide authentic feedback to their peers based on the Denouement
Rubric.
🤝
200
5 min
5 min interest in becoming good public speakers.
TTE: 10 min
Ask each house to identify their candidate for the TOTD.
Step 2 (S-W) Question of the Day: Feedback is information given to someone about their performance or
5 min behavior, often with the intention of improving it. Provide examples of how feedback
TTE: 15 min helped you improve our performance / relationships:
● In school
● At work
● With friends
Debrief: Without the feedback of others - parents, teachers, well wishers and friends - we
would not know our strengths and weaknesses. Even detractors can provide feedback,
although it may be critical or negative in nature. It is important to actively seek
suggestions for improvement as it increases the likelihood of achieving desired results.
When giving feedback, it is crucial to maintain a positive and specific approach, ensuring
that the recipient feels valued while implementing the suggestions.
Step 3 (S-W) Present Perfect Tense

10 min
Provide examples of present perfect tense errors that your students make while speaking or
TTE: 25 min
in the texts you have assessed (refer to the grammar tracking chart where you record
student errors on the wall). You can also use some additional examples from the facilitators'
resource section after this lesson. Inform the students that, in this module, they will learn
how to use the present perfect correctly and eliminate these errors in both speaking and
writing. (2 min)
Draw the table below on the whiteboard and ask one of the TOTDs to write students'
responses on the whiteboard, outside the table. Once the students have identified the tense,
the TOTD can transfer the response into the table. (2 min / question x 4 = 10 min):
Time
Simple Past
Present Perfect
Questions to be asked and for each question, follow the step wise sequence below:
Q1. What Sharukh Khan movies have you seen so far? (House 1)
Q2. What movie did your family see last night/week? (House 2)
Q3. What sports have you played? (House 3)
Q4. What sport did you play last week? (House 4)
Step 1: Ask Q1 and have one student from the identified house respond in full sentences
(Eg Till date, I have seen X, Y and Z movies of Sharukh Khan)
Step 2: The TOTD records the response on the whiteboard, outside the table.
Step 3: Ask another student from the same house to identify whether it is in Simple Past
Tense or Present Perfect Tense
201
Step 4: Ask the TOTD to rewrite the sentence in the correct space inside the table
Step 5: Open the discussion to the other houses who can agree or disagree on the
classification
Repeat Q2 with the next house.
Encourage students to practice the quiz on present perfect tenses in the extra Extra Benefit
section.

(AS/S-S)
Assign MOOC activities for the day:
20 min
TTE: 45 min
Topics Type Time
What Is Structure? Video 7 min

ABDCE Structure Examples from Famous Works of Literature Video 7 min
Total Time 15 min
After students have watched the MOOC videos, ask them to discuss with their house mates
how the 5 Act Structure (Action, Background, Development, Climax and Ending) applies to
the movie they discussed yesterday in Step 4A.
Note for the facilitator: While the students are completing their MOOC activities, identify
students who did not receive feedback on their write ups in Module 6. Evaluate their
Module 6 submissions for tenses and articles usage and provide feedback. (Estimated time
for reading 200-250 words essay = 4 min. Feedback time = 1 min. Total time = 5 min/student).
Step 5A (AS) One Scene Story

10 min
Inform the students that in today's class, they will learn to write an outline for a one-scene
TTE: 55 min
story. Introduce the concept of an outline by showing them a video ’M7_D2: Story Writing
Using an Outline’. The video can be accessed from Folder M7:D2. (3 min)
Inform the students that they will learn how to write a script for a one-scene story, whether
it be an advertisement, a short story, or a speech. Emphasize that well-structured scenes
often incorporate the elements of a 5-Act Structure discussed in the MOOC (Action,
Background, Development, Climax, Ending), and an outline serves as a tool to highlight
these elements. From SRB Part B, assign one topic to each house. Ask the students to go
through the example with their housemates to understand how outlines are written. (7
min)
House 1 Advertisement - Action figure of Rancho (Aamir Khan) from 3 Idiots
House 2 Short Story - A sequel to the 3 idiots with the addition of a 4th idiot
House 3 Speech - Virus (character of 3 idiots) gets the academy award
House 4 Corporate Presentation - Life saving generator powered by car battery

invented by Rancho
Step 5B House Activity

(AS/S-S)
Brainstorming session: Inform the students that they will be creating an outline for either
20 min
an advertisement, movie scene, speech, or corporate presentation. Instruct each house to
TTE: 75 min
select one topic from SAB Part A and write an outline based on it. Ask the students to sit
202
with their housemates and discuss a possible outline for their chosen topic, using the 5-Act
structure as a guide (10 min).
Next, instruct each house to create a 100-150-word outline in SAB Part B based on their
discussion. Encourage the students to divide the work among themselves (10 min).
Note for the facilitator: Please ensure that the students understand that they will work
collaboratively to create only four outlines, one for each house. It's important to
communicate this to the students and encourage them to plan their work accordingly.
Step 6 (S-W) After all houses have created their outlines, the facilitator evaluates one of the sample
20 min outlines in SRB Part B using the Denouement Rubric in SAB Part C. While scoring the outline,
TTE: 95 min the facilitator thinks aloud so that students can follow and understand the facilitator’s
thought process. (5 min)
Paired work (House)

Pair the houses for the purpose of sharing feedback on the outlines prepared by their
respective houses. Instruct the TOTDs of each house to exchange their outlines with the
house assigned to provide them with feedback. Each house will then discuss and score the
outline, taking cues from the facilitator's demonstration. The TOTD will moderate the
discussion and assign the final score in SAB Part C. (10 min).
Note for the facilitator: While students are discussing and reviewing the work of the other
house, circulate between the houses and observe the quality of inputs provided by the
members.
Ask the TOTD of each house to provide feedback, highlighting aspects that were well done
and areas that could use some improvement. Encourage them to provide concrete
suggestions on areas that could have been addressed better. (1 min / house + 1 min
[Transition = 5 min]
Your lesson will be well received if the students can demonstrate their ability to write an
outline using the 5-Act Structure. Additionally, students should be able to evaluate the
outlines written by other houses using the Rubric and provide objective feedback,
including suggestions for improvement.

5 min
Provide assistance to students who, in your observation, need help understanding the 5 Act
TTE: 100 min
Structure or the Rubric.
Buckle up! Prepare today for a productive tomorrow

Extra Benefit
Daily Task: Ask students to read the article on ‘Reading Style’ from SAB Part D. Inform them
that an understanding of differences and usage of the various writing styles will form the
basis of tomorrow's lesson.
words are:
▢ Validity ▢ Depict ▢ Memoirs

● Quiz on Present Perfect Tenses : SAB Part E.
203
Facilitators Resource Section:
Here are some common errors made by second language learners when using the present perfect tense:
1. Forgetting to use the auxiliary verb "have" or "has" before the past participle of the verb:
Example of the error: "I eat breakfast already."
Correction: "I have already eaten breakfast."
2. Using the present perfect simple tense instead of the past perfect tense:
Example of the error: "I have been to Paris two years ago."
Correction: "I went to Paris two years ago."
3. Confusing the use of "since" and "for":

Example of the error: "I have been living in New York since three years."
Correction: "I have been living in New York for three years."
4. Using the present perfect tense with past time expressions that indicate a specific time in the past:
Example of the error: "I have seen that movie yesterday."
Correction: "I saw that movie yesterday."
5. Using the present perfect tense to describe a past action with no connection to the present:
Example of the error: "I have visited Paris when I was a child."
Correction: "I visited Paris when I was a child."
204
Module 7: Day 3: Understanding Purpose


25 min (100%)/20 min (80%) 15 min 10 min

Validity
Depict
Memoirs
322
Materials required:
Pre-requisites: Compulsory:
In step 3, students will reflect on their MOOC learnings. Review students’ responses of the MOOC reflection
quiz to ascertain which student is struggling to do/ understand the MOOC. Have conversations with these
students and help them overcome their problems. If needed, provide them with extra time to complete the
MOOC.
● Students will identify and practice different styles of writing for different contexts.
🎓🎯
● Students will provide authentic feedback to their peers on their writing based on
the Denouement Rubric.
🤝

5 min
TTE: 7 min
205
Step 2 (S-W) Question of the Day: Writing is a medium of communication, and the intent of
5 min communication influences the writing style adopted by the writer. As part of the Extra
TTE: 12 min Benefits activity yesterday, you read an article on Writing Styles. Provide some examples
of writing styles you would employ in the following contexts:
● At School?
● At Work?
● With Friends?
Debrief: Taking the example of persuasive writing, explain that in a school setting,
persuasive writing can be used in argumentative essays or persuasive speeches (e.g.,
writing a persuasive essay advocating for the implementation of recycling programs in the
school). In a work setting, persuasive writing can be used in proposals, business plans, or
marketing materials. With friends, this writing style can be used to convince them to take a
specific action or change their perspective on an issue (e.g., a series of text messages to
persuade them to join you on a holiday trip).
Step 3 (AS) Tell students that now is the time to reflect on the learnings of MOOC-Craft of Plot by
10 min taking a reflection quiz-1. Ask students to access the quiz ‘Craft of Plot: MOOC Reflection-1’
TTE: 22 min in SAB Part B.
Step 4A House Activity:

(AS/S-S)
Ask students to sit with their houses to discuss the key features of the different writing
23 min
styles given as Extra Benefit Reading in M7:D2. (5 min)
TTE: 45 min
Ask students to see SRB Part B and pick a topic and perspective for their next writing
project. Then, ask them to read SRB Part C, which provides a better understanding of the
use of these styles through the example of 'Gremlin House Pet'. (3 min style X 4 = 12 min + 1
min [buffer] = 13 min)
Once the students have read the examples, have them sit with their houses and discuss
which type of writing style they should adopt for their own writing project, considering
their chosen topic and perspective. The discussion should include identifying the key
characteristics of the writing style that make it suitable for their needs. Have the TOTD
lead this discussion. (5 min)
Step 4B (AS) Ask students to draft a 150 - word writing project in SAB Part C. Encourage students to
20 min strictly follow the word limit and to use the space provided to ideate on the key elements of
TTE: 65 min their writing project. Tell them that a 125 word well structured write-up will be better
received than a 175-word poorly organized write-up. (23 min)
Step 5 (S-W/S) After all students have completed their writing projects, the facilitator evaluates one of the
15 min Writing Style projects from SRB Part C using the Denouement Rubric. During the
TTE: 80 min evaluation, the facilitator thinks aloud, sharing their thoughts and considerations so that
students can follow along and understand the evaluation considerations. (5 min)
Now, ask students to select 1 housemates’ writing project and score using the Denouement
Rubric in SAB Part D. The facilitator should encourage students to do a thorough job so as to
benefit the receiver of your feedback. (10 min)
Your lesson is well received if your students are able to write an engaging piece and are
able to move it forward in an organized, logical, clear and grammatically sound
manner, demonstrating an understanding of the Denouement Rubric (including the
additional writing style parameter) through peer feedback.
Note for the facilitator: While students are scoring the writing project, the facilitator
should actively oversee their work to ensure that the scoring is objective and to identify
students who would benefit from additional oversight or guidance.
206
Step 6 (S-W) Present Perfect Tense
10 min
TTE: 90 min Starts the discussion by asking students to recall the sentences created in the previous
class.
Lead the discussion towards the following points:
● We use the past simple tense for past events or actions that have no connection to the
present.
● We use the present perfect tense for actions that started in the past and are still
happening now OR for finished actions which have a connection to the present.
● Simple past tenses use the following timelines - Yesterday, last week, last month, last
year, last decade, etc.
● Present perfect uses the following timelines - Today, this week, this month, this year,
this decade, etc.
TTE: 95 them to their word list in the SAB.
Practice: Ask one TOTD to lead the drill. (5 min).

5 min
TTE: 100 min Provide assistance to students who, in your observation, were not able to demonstrate an
understanding of writing styles through their Writing Project or were not able to apply the
Denouement rubric to provide feedback.

Daily Task: Ask students to read the article on ‘Mastering the art of providing constructive
feedback on written text’ from SAB Part E. Inform them that in this module they will be
reviewing the work of their peers on a daily basis and this article is a useful guide on how
to do it properly.
words are:
▢ Contemporary ▢ Revolutionise ▢ Evoke

Ask students to continue evaluating the comic / book they are reading for its plot elements
(Exposition, Rising Action, Climax, Falling Action, Resolution, Denouement).

● Quiz on Present Perfect Tenses : SAB Part F.
207
Module 7: Day 4: Arranging an Outline


15 min (100%) / 12 min (80%) 16 min 20 min

Contemporary
Revolutionise
Evoke
323
Material required:
MOOC Video: What is a Scene?
MOOC Video: Examples of Effective Scenes
● Students will learn key elements of building effective scenes in a story.

🎓🎯

5 min
TTE: 7 min
208
Step 2 (S-W) Question of the Day: Elon Musk is probably the greatest problem solver in contemporary
5 min times.He has single-handedly revolutionized the automotive and aerospace industries,
TTE: 12 min which previously lacked significant innovation. By leveraging his problem-solving
abilities, he has transformed the electric vehicle industry and reduced the cost of space
vehicles by 90%. What are some attributes of a problem solver and how can you use these
attributes to do better:
● In school
● At work
● With friends
Debrief: In India, the term "Jugaad" is often used to represent problem-solving. Jugaad
refers to a temporary fix or workaround that may have unintended adverse long-term
consequences. Problem-solving, on the other hand, aims to find long-term and permanent
solutions to problems, requiring knowledge and dedication from individuals or teams
involved in finding solutions. The problem-solving process involves defining the problem,
gathering information, generating multiple solutions, and identifying the best solution
through evaluation and experimentation. This process often involves individuals who are
well-read, experts in their respective fields, and capable of thinking creatively.
Step 3 Assign MOOC activities for the day (18 min):

(AS/S-S)
24 min
Topics Type Time
TTE: 36 min
What Is a Scene? Video 8 min
Examples of Effective
Scenes Video 9 min
House Activity:
After the students have completed their MOOC activities, ask them to work with their
houses to evaluate any scene from the movie they identified in Day 1 and evaluate it to for
the components of a scene (action, dialogue, specific intimate details, inner point of view
(react, reflect, reveal) and the starting and ending points of the scene.If students are
having difficulty identifying a scene, suggest that they consider the job interview scene
featuring Raju Rastogi (Movie: 3 Idiots) as a good example of how the various components
of a scene can be effectively woven together. Have the respective TOTD’s lead this
discussion. (6 min)
Note for the facilitator: While students are watching the MOOC videos, the facilitator
should browse through some of the writing projects drafted by students in SAB Part C
(M7:D3) and evaluate them using the Denouement Rubric. (4-5 stories X 5 min = 20 min)
Step 4A (AS) After the discussion, inform students that they will need to write a scene that will allow
39 min them to ‘show (not tell)’ the reader what they (the writer) are imagining. While writing the
TTE: 75 min scene they should use the 5 point checklist of ‘what all good scenes need’. Ask students to
read SRB Part B to see how Toby the Gremlin’s story has been converted into a scene. (9 min)
Ask students to create a 250-word creative scene on the topic they selected in M7:D3 and
write their scene in the empty box provided in SAB Part B. Encourage students to follow the
word limit. Reiterate that a well structured and organized 200-word piece is better than a
poorly written 300-word write-up. (30 min)
Note for the facilitator: While students are writing their scenes, the facilitator should
browse through some of the writing projects drafted by students in SAB Part C (M7:D3) and
evaluate it using the Denouement Rubric. Contact this in the least disruptive manner by
front loading (before a student starts writing) and/or back loading (student who finishes
early) the evaluations. (2-3 stories X 5 min = 10-15 min)
Step 4B After all the students have written their scenes, the facilitator demonstrates the use of the
(S-W/S) Denouement Rubric by assessing the scene titled 'Toby's Dangerous Desire for Adventure' in
15 min SRB Part B. During the evaluation, the facilitator thinks aloud, providing a verbal
TTE: 90 min commentary on their thought process. This allows students to follow along and understand
209
how the parameters of the rubric are applied in the assessment process. (5 min)
Now, ask students to select 1 housemates’ scene and evaluate it using the Denouement
Rubric in SAB Part C. The facilitator should encourage students to do a thorough job as it
would enhance their understanding of the rubric and help them improve their own written
pieces for the upcoming contest. (10 min)
Note for the facilitator: While students are at task, the facilitator should browse through
some of the writing projects drafted by students in SAB Part C (M7:D3) and evaluate it using
the Denouement Rubric. (2 stories X 5 min = 10 min)
Your lesson will be considered successful if your students are able to write engaging
scenes that effectively move the story forward, incorporating all the essential elements
of a well-crafted scene. Additionally, they should demonstrate their understanding of
the Denouement Rubric, including the additional parameter for scene development,
through the peer feedback process.
Practice: Ask one TOTD to lead the drill. (5 min)
Note for the facilitator: While students are at task, the facilitator should browse through
some of the writing projects drafted by students in SAB Part C (M7:D3) and evaluate it using
the Denouement Rubric. (1 stories X 5 min = 5 min)

5 min
TTE: 100 min Provide assistance to students who, in your observation, need help understanding the
elements of a good scene (Show, not tell).

Daily Task: Ask students to read the article on ‘Celebrating Excellence’ from SAB Part D.
Inform students that this an interesting article is about Meilleurs Ouvriers de France - a
prestigious competition that celebrates the skills of the best craftsmen in France. Inform
students that this article will be referred to in the next lesson.
words are:
▢ Rigorous ▢ Intricate

● Quiz on Present Perfect Tenses : SAB Part E.
210
Module 7: Day 5: Refining


21 min (100%)/17 min (80%) 10 min 20 min

Rigorous
Intricate
sounds)
324
Material required:
MOOC Video: Editing and Revision
MOOC Video: Shop Talk with Salvatore Scibona (Watch 00:00 min - 2:50 min & from 7:55 min - 10: 01 min)
● Students will understand that the pursuit of excellence requires continuous

practice and commitment.
🎓🎯
● Students will apply their learning of proofreading and editing to compose an
error-free text.
🎓🎯

5 min
TTE: 9 min Ask each house to identify their candidate for the TOTD. The candidate should not have
211
Step 2 (S-W) Question of the Day: Critical thinking is a mode of thinking that applies to any subject,
5 min content, or problem, with the primary aim of enhancing the quality of one's thinking. It
TTE: 14 min involves being self-directed, self-disciplined, self-monitored, and self-corrective. How can
you best use critical thinking to achieve excellence to find solutions to pressing roadblocks:
● In school
● At work
● With friends
Debrief: Excellence is a journey, not a destination. Critical thinking is the navigation tool
that assists in the journey to excellence. Just as Google Maps tells you the best route to your
destination by identifying the shortest or fastest route, critical thinking allows you to
define your own parameters of excellence and then find the best solutions to reach your
goals. In the 21st century, where we have an abundance of information and it is challenging
to discern the best solutions, our ability to think critically can make the difference between
success and failure.
Step 3 (S-W) Inquire with the students to determine who among them had read yesterday's "Buckle Up"
8 min article titled "Celebrating Excellence" (this can be done through a show of hands).
TTE: 22 min Encourage the students to engage in a discussion and share their insights on how striving
for excellence can bring about beneficial outcomes in the workplace. (4 min)
Following the discussion, ask students to share personal skills they are striving to develop
to the point of excellence. (4 min)
Note for the facilitator: Employ probing questions and guide the discussion towards the role
of practice and repetition in mastering a skill. Conclude the discussion by inspiring the
students to foster excellence in their writing through practices like writing, rewriting, and
redrafting their texts, as these are fundamental routines for skilled writers.
Step 4A Share the MOOC videos for the day:

(AS/S-W)
Topics Type Time
18 min
TTE: 40 min Editing and Revision Video 8 min
Shop Talk with Salvatore Scibona Video 5 min
Note for the facilitator: While students are watching the MOOC videos, the facilitator should
browse through some of the scenes drafted by students in SAB Part B (M7:D4) and evaluate
them using the Denouement Rubric. (2-3 stories x 5-7 min = 15 min)
After students have watched the video ask them to discuss the key takeaways from the
video ‘Shop Talk with Salvatore Scibona’. (3 min)
Note for the facilitator: Students should talk about the importance of reading aloud their
written text to identify simple mistakes and content that is not relevant / engaging. They
should also discuss the importance of placing their trust in a second person to review their
work. The role of the reviewer extends beyond mere error identification, as they provide
valuable advice on recognizing good content, improving areas that can be enhanced, and
identifying content that lacks relevance.
Step 4B (AS) Ask students to review the creative writing scene they wrote yesterday and take the
40 min following actions (20 min):
TTE: 80 min
1. Identify quick fixes (grammar, spellcheck and omitting needless words). Some of this
would be available from peer and facilitator feedback received.
2. Check if an action happened in the first para. If not, then this para needs to be
redrafted.
3. Check if you have followed the ABDCE structure. If not, then the scene needs to be
redrafted.
4. Are the setting, background and character believable? If not, what can be done to
make the setting clearer and the character realistic. Are the characters' actions
believable?
5. Does the written work clearly depict the images and intentions in your head? If not,
identify parts of the scene that need to be rewritten.
212
Based on the above 5 considerations, discard at least 10% of your scene and rewrite in SAB
Part B (20 min).
Note for the facilitator: While students are in the process of rewriting their scripts, please
observe them closely and identify any students who may require your assistance. Offer
help and support to those who need it.
Step 4C (S-S) House Activity:

10 min
TTE: 90 min
Now, give your revised script to the same student who reviewed your work yesterday and
ask for their feedback using the Denouement Rubric in SAB Part C. In their review,
encourage them to provide qualitative statements highlighting the improvements in the
structure, impact and readability of the story. Emphasize the importance of the reviewer's
role, drawing their attention to the 2nd half of the video 'Shop Talk with Salvatore Scibona'.
(10 min)
Your lesson would be well received if the students are able to improve their scene scripts
to make them more readable, interesting and error free.
Practice: Ask one TOTD to lead the drill. (5 min)

5 min
TTE: 100 min Provide assistance to students who, in your observation, need help with their scripts.

Daily Task: Ask students to review the feedback received from peers and the facilitator and
evaluate which areas of their writing / storytelling they should improve. Ask students to
also think of a few things they can do to improve their written communication. Motivate
students to complete this task before tomorrow's lesson as it will allow them to improve
their contest entry.
words are:
▢ Clone ▢ Rare ▢ Amusement
▢ Game Console ▢ Vivid

Encourage students to continue reading books. Remind them that reading is important for
their academic and professional growth and provides numerous benefits such as
expanding their vocabulary, improving their language skills, fostering creativity,
enhancing critical thinking abilities, and gaining knowledge and insights from diverse
perspectives.

● Quiz on Present Perfect Tenses : SAB Part D.
213
Module 7: Day 6: Buckle Up!


24 min (100%) / 19 min (80%) 10 min 15 + 5 = 20 min

Clone
Rare
Amusement
325
Game Console
Vivid
Materials required:
Hats and slips
Pre-requisites: Compulsory:
Prepare slips containing the products and topics for Step 5A. In case hats are not available or cannot be
arranged, utilize an alternative system that allows students to randomly select the slips.
Hat 1- Products Hat 2- Topics
Movie Script 1. Gabbar Singh as superman

Short Story 2. One way ticket to Mars
Advertisement 3. Spiciest chili
4. Magic box
5. Dhoni’s world cup bat
6. Rare stone from Egypt
7. Flying Bikes/cars
8. Needle in a haystack
9. Broken game console
10. Cyborg - half human half machine
and ‘Sip’). At the end of the class, ask students to add 2-3 words to the wordlist in M8:D1 (SAB Part A).
214
● Students will collaborate, brainstorm and generate creative ideas for their contest
topic (elements of plot).
🎓🎯🤝
● Students will understand that practicing mindfulness results in better outcomes. 🎓🎯🤝

5 min
TTE: 8 min
Step 2 (AS) Question of the Day: Collaboration is a process where individuals or groups work together
5 min towards a common goal, combining their skills, knowledge and resources. It involves active
TTE: 13 min communication, cooperation, and the sharing of ideas and responsibilities to achieve
greater outcomes than what can be accomplished individually. Our ability to collaborate is
an essential skill that has a direct bearing on our success. Reflecting on your last few days,
what contributions have you made to a team you are part of:
● In school
● At work
● With friends
Debrief: It is essential for you to be able to collaborate and work with others. We strongly
advise you to seek every opportunity to be part of a team and exert your best efforts for its
success. From an individual perspective, you will feel accomplished when you understand
your role and the contributions you need to make to the collective. In a successful team,
every member positively contributes, sometimes as a leader and at other times as a
member.
Step 3 (AS) Inform the students that it is time to review and reflect on the learnings from the MOOC
10 min "Craft of Plot" by completing the Reflection Quiz-2. Ask the students to access and complete
TTE: 23 min the quiz titled "Craft of Plot: Reflection-2" in SAB Part A.
Note for the facilitator: While students are completing the quiz, pay attention to identify
any students who may be struggling or having difficulty understanding the MOOC. Engage
in a conversation with these students and offer assistance to help them overcome their
challenges. If necessary, provide them with extra time to complete the MOOC.
215
Step 4 (S-W) Ask students if they completed yesterday's daily task and reviewed the feedback received
8 min on their creative scenes (SAB Part B: M7:D5). Get a general sense of the nature of errors
TTE: 31 min your class is prone to making while writing. Share how they need to be mindful of these
errors. (7 min). Discuss:
● How prominent are grammatical errors (For eg. capitalisation, punctuation,

vocabulary, sentence structure, etc.) in the classes' written work?
● While providing peer feedback, how many suggested edits (points that could be
deleted and additions that would improve the flow / reader engagement) to the plot ?
Debrief: Encourage students to reflect on areas they may have overlooked while writing
and reviewing their work but became aware of when their peers and you (facilitator)
pointed out their errors. Ask students to be more mindful while writing. Ask students to
read an article on ‘Embracing Mindful Collaboration’ as part of extra benefits (daily task).
(1 min)
Step 5A (S-W) Inform the students that it is now time to begin working on this module's contest. Let them
11 min know that, like all contests, this is a team event. Advise them that to perform well as a
TTE: 42 min team, they should balance their individual responsibilities (writing their own scripts) with
their team responsibilities (receiving/providing guidance) and be mindful in their
interactions. . (1 min)
Next, ask the students to read the rules of the contest from SAB Part B. Once they have
finished reading, encourage them to ask questions and seek clarifications. If there are no
questions, select a few students to repeat the rules step by step to ensure their
understanding. (6 min)
Finally, take the hats with the sips to the students and ask them to pick a slip from each
hat. (4 min)
Step 5B (AS) Please instruct the students to start writing in SAB Part C. Remind them to be mindful
28 min while collaborating with their housemates. This entails acknowledging that each person
TTE: 70 min has their own outlines to complete and if someone reaches out for assistance, it is likely
because they genuinely require help. (28 min).
Step 6 (S-S) Once the students have completed writing their outlines in SAB Part C, instruct them to
10 min share their work with a housemate for feedback in SAB Part D. Remind the students that
TTE: 80 min the reviewer should focus on making the outline points more interesting and impactful.
Direct their attention to the video 'Shop Talk with Salvatore Scibona' and emphasize the
significant role of the reviewer. Additionally, ask the reviewers to identify and correct any
grammatical errors in the text. (10 min)
Your lesson will be well received if the students assist each other in identifying areas of
improvement in the outlines and provide specific suggestions to make the script more
engaging.
Step 7 (S-F) Performance Review (½ of the class)

15 min
Conduct a performance review with ½ of the class. Based on your observations and
TTE: 95 min
/ question formation / tenses) to focus on.
same area.
216
Extra Benefit (½ of the class)
Ask students whose performance review is not scheduled today to complete the tenses quiz
from SAB Part F. Ask the TOTD’s to oversee this task.

5 min
Remind students that the Master Teacher - Module 7 will be announced in the next class.
TTE: 100 min
Denouement contest and the Scholastic Cup.
Daily Task: Ask students to read the article on “Embracing Mindful Collaboration” from
SAB Part E.

● Quiz on Present Perfect Tenses : SAB Part F.
217
Module 7: Day 7: The Denouement Contest

Contest Time Facilitator Feedback Peer Feedback


326
sounds)
Materials required:
Certificate: Denouement Contest Certificate.pptx
Certificate: Master Teacher Award - Module 7.pptx
and ‘Sip’). At the end of the class, ask students to add 2-3 words to the wordlist in M8:D1 (SAB Part A).
● Students will showcase their writing skills by writing a short story/movie

scene/advertisement.
🎓🎯
218

5 min
TTE: 7 min
Ask the TOTD’s to share their houses nomination for the Master Teacher - Module 7 award.
Inform students that you will announce the name of the winner before the end of this class.
Master Teacher - Module 7 award and rational thereof. Once you have decided, update the
contest spreadsheet by awarding 5 bonus points to the winner.
Step 2 Share that in today's class, the students will continue work on their contest submissions by
35 min crafting a creative story / scene based on the outlines they prepared yesterday and the
TTE: 42 min feedback received from peers. Encourage students to carefully review the feedback
provided by their peers and consider which suggestions they should incorporate while
preparing their story / scene. (5 min)
Ask students to begin writing their submissions in SAB Part A. Encourage students to
strictly follow the word limit of 250 words. (30 min)
Step 3 (AS) Inform the students that their creations will undergo a peer review process conducted by
20 min two peers from a different house. The peer review will happen as follows:
TTE: 62 min
Writing House Reviewing House
House of Helpers House of Reformers

House of Reformers House of Helpers
House of Loyalists House of Achievers
House of Achievers House of Loyalists
Advise students that their feedback holds tremendous power and should be honestly given.
It is essential to offer constructive and positive insights to foster growth. Motivate them to
embrace the opportunity to understand diverse perspectives, enabling mutual learning
across different houses. By sharing their knowledge and assisting others, they will not only
contribute to their own development but also enhance their understanding.
Step 4 (AS) Learning Reflection: Ask students to review their 4-week Language Development Plan
18 min prepared at the end of Module 2 (L#277) from SAB (Learning Dashboard Module 2 | Writing
TTE: 80 min Strand Part B1). This plan represents the written language proficiency they would have
liked to achieve by Module 7. Ask students to assess whether they have made the required
investments and achieved their desired competencies as per the plan.
Ask students to use the Language Development Reflection given in SAB (Learning
Dashboard Module 7 | Language Development Reflection | Writing Strand) to document
their evaluation.
219
Debrief: After students have completed their respective reflections, encourage them with
the following quote: 'There are five important things for living a successful and fulfilling
life: never stop dreaming, never stop believing, never give up, never stop trying, and never
stop learning.' Successful plans are always sources of encouragement, motivation, and
positive vibes that encourage people to set and achieve higher goals. An unsuccessful plan
can demoralize a person. Therefore, always encourage students to make successful plans
as these serve as stepping stones toward bigger things.
Step 5 Performance Review (½ of the class)

15 min
Conduct a performance review with ½ of the class. Based on your observations and
TTE: 95 min
/ question formation / tenses) to focus on.
same area.
Extra Benefit (½ of the class)
Ask students whose performance review is not scheduled today to complete the tenses quiz
from SAB Part C. Ask the TOTD’s to oversee this task.
Step 6 Announce the name of: the Master Teacher - Module 7 (Don’t forget to provide the reasons
5 min for your selection to lay the groundwork for future desirable behaviors)
TTE: 100 min
words are:
▢ Ambiguous ▢ Inferences ▢ Obsolete ▢ Daydream

● Quiz on Present Perfect Tenses : SAB Part C.
220
Module 8: Day 1: Take Away from All Ears


35 min (100%) / 28 min (80%) NA 15 min

This lesson requires computer resources for lesson audio and video activities.
Vocabulary Builder Assessment of the Day: Listening Lesson number in the LMS
Ambiguous
Inference
Obsolete
Listening Focused Language Training:
2. Tenses (Simple, continuous and present
330
Daydream perfect)
Materials required:
Audios: Audio 1, Audio 2, Audio 3, Audio 4 (each video is between 6-7 min long)
Video: Following Directions with Goofy (8 min)
Article: 10 Tips for Improving Your Memory
ASSIGN STEPS 2 AND 3 TO THE TOTD TO ALLOW YOU TIME TO REVIEW STUDENT SUBMISSIONS OF THE DENOUEMENT CONTEST.
Please target assessing 10 student contest submissions in today's lesson as follows (@ 5 min / entry)
Step # Time Available # of entries to be reviewed
2 (Objectives) and 3 (Pronunciation Drill) 15 3

6 (Audio + Quiz) 18 3
7A (AV) 8 1
8 (Audio + Quiz) 18 3
Total 10
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record simple past, present
perfect and continuous tense errors.
221
Language Goals (Listening):
● Students will refine their listening skills by understanding the principles of active
listening and practicing listening in various situations.
🎓🎯🤝
● Students will recognize that making connections and seeking clarifications
enhances comprehension in listening situations.
🎓🎯🤝
● Students will learn how to incorporate mindfulness in their listening to achieve

better outcomes.
🎓🎯🤝
● Students will practice ‘Six Thinking Hats’ by taking on different roles in a discussion. 🎓🎯🤝
🎓🎯🤝
2. Tenses (Simple, continuous and present perfect)
● Students will practice taking verbal instructions and ask questions to clarify
ambiguous or unclear instructions.
🎓🎯🤝
‘s/sh and j/z/zh sounds’.
🎓🎯🤝
● Students will understand the importance of self-learning and will take ownership
by receiving and implementing facilitator feedback.
🎓🎯
Points:
Attendance 5 pts
Extra Benefit Daily Task 5 pts Writing 25 pts
Master Teacher - Module 8 5 pts
Enthusiastic participation in FLT 5 Listening (Quiz) 15 pts
pts

5 min
1 min complete the task before the next class begins. Encourage students who are facing
TTE: 6 min difficulties in preparing their reflection to meet with you after class for additional support.
222
11 min Module 5 and review the focus areas they identified for improving their listening skills.
Ask students to read the lesson objectives silently from SRB Part A. After having read the
objectives, ask them to focus their attention on the highlighted keywords and consider the
value of this module towards the achievement of their personal goals. (3 min)
Step 3 (S-W) Question of the Day: A lifelong learner is someone who keeps acquiring new skills and
5 min capabilities well past their years of formal education. It involves not only studying new
TTE: 22 min topics but also developing an open-minded, positive attitude towards new ideas, new
concepts and new information. In what ways have you demonstrated the attributes of a
lifelong learner:
● In school?
● At work?
● With friends?
Debrief: A lifelong learner is also an independent learner. As we move out of our formal
education years, the onus of acquiring new skills / knowledge becomes the responsibility of
the individual as access to teachers / training becomes limited. In the previous module we
spoke about the volume of new information generated every day and the pace at which old
information becomes obsolete. FEA encourages you to become independent lifelong
learners as most employers look for people who strive for continuous improvement of their
cognitive and non cognitive skills.
Step 4 (S-W) Explain to the students that they will receive oral instructions about today's lesson, and it is
8 min crucial for them to actively listen and understand these instructions. The instructions will
TTE: 30 min not be repeated during the lesson, so it is essential that they fully comprehend what they
will be doing. At the end of the lesson, the class will reflect on how well they understood and
followed the instructions. Allow students to use whatever means works for them to
remember the instructions. (3 min)
Speaking slowly and with emphasis, provide the following instructions (5 min):
1. Select your computers and locate the assigned audio in the Module 8 >> Day 1 folder.
2. Find the quiz with the same number as your assigned audio in SAB Part C (e.g., If you
have been assigned Audio-4, select Quiz-4).
3. Listen to the assigned audio and take the corresponding quiz in SAB Part C.
4. Choose your preferred quiz-taking strategy: either listen, pause, and attempt the quiz
simultaneously or listen first and then attempt the quiz.
5. You will have 15 minutes to complete your task and 2 min to check the answers, after
which you must return to the semi-circle.
Encourage students to ask questions and clarify any doubts they may have.
Step 5 (AS) Assign a different audio and quiz to each house. Ask students to access the audio assigned
18 min to their house from the Module 8>>Day 1 folder and complete the quiz in SAB Part C. Once
TTE: 48 min students have identified their assigned quiz and audio, instruct them to begin their
practice. ([Buffer time: 1 min] + [Quiz: 15 min] + [Scoring: 2 min] = 18 min)
223
Step 6A (AS) Explain to the students that instructions play an integral role in our daily lives. For
10 min example, we follow instructions to install new games or applications, assemble equipment,
TTE: 58 min or cook delicious meals. Inform them that instructions can be explicit, where they are
directly given, or implied, such as arriving to class on time, participating actively, and
being polite. (1 min)
Ask students to watch the video titled ‘Following Directions with Goofy’ to learn the
importance of active listening and some tips that will help them improve their listening
comprehension skills. Advise students to note down the listening tips while watching the
video. (9 min)
Step 6B After students have watched the video, reiterate that there are three types of instructions-
(S-W) Visual, Spoken and Written. Ask students:
7 min
1. To provide examples of the three types of instructions that they have come across in
TTE: 65 min
their daily life. Do they agree with the speaker’s observation on why these instructions
are relevant and useful? Encourage students to justify their responses. (3 min)
2. What were some listening tips shared in the audio? Which of these tips would they like to
use to improve their instruction following abilities. (4 min)

(AS/S-W)
Assign a different audio from step 5 to each house. Eg, assign Audio 3 to the Reformers
25 min
group if that group was previously assigned Audio 2. Ask students to apply the key
TTE: 90 min
learnings they have acquired from Goofy. Instruct students that they should write their
scores on the whiteboard after completing the quiz. (2 min)
Once students have identified their assigned quiz and audio, instruct them to begin their
practice ([Buffer time: 1 min] + [Quiz: 15 min] + [Scoring: 2 min] = 18 min).
Your lesson has been well received by your students if their quiz scores have improved
after watching the Goofy video.
Note for the facilitator: Review the students' scores and congratulate those who scored in
the highest band (refer to the table below). For students who scored in the lowest band, it
is important for them to develop their listening skills. Advise them to stay focused while
listening, take assistance from notes, and repeat key points to themselves mentally.
Additionally, suggest that they work on improving their memory. Inform them that an
article on '10 ways to improve memory' is assigned as part of the Extra Benefit section
for further reading. Throughout this module, it is recommended that the facilitator
motivates and pays extra attention to the weaker students. (5 min)
Needs to focus Congratulation

Average Score
more in order
Quiz 1 <5 5-5.5 >5.5
Quiz 2 <6 6-6.5 >6.5
Quiz 3 <7 7-7.5 >7.5
Quiz 4 <5 5-5.5 >5.5
Practice: Assign the responsibility to one of the TOTD’s to lead the drill. (5 min)
224
5 min
Ask students who scored poorly in the listening quiz to stay back. Encourage them to
TTE: 100 min
improve their listening comprehension by watching English news channels (like Al Jazeera,
BBC, etc), movies and channels (like National Geographic, Animal Planet, etc) and by
following Goofy’s tips.
Extra Benefit Build Your vocabulary - Enrich your conversation (2 min/word)
Encourage students to continue building their English spoken vocabulary, one word at a
time, by learning at least a word a day from the Vocabulary Builder. Today’s “Vocabulary
Builder” words are:
▢ Treacherous ▢ Diminish ▢ Rebuttal ▢ Mitigate

▢ Prejudice ▢ Accolade
Daily Task: Encourage students to read the article ‘10 ways to improve memory’ from SAB
Part D.
Grammar Practice Quiz: Simple, Present Perfect and Continuous Tenses

● Quiz on Simple Present Perfect and Continuous Tenses : SAB Part E.
225
Module 8: Day 2: Know your Barriers to Listening


27 min (100%)/22 min (80%) 15 min 5 min

This lesson requires computer resources for video activities.
Vocabulary Builder Assessment of the Day: Listening Lesson number in LMS

Treacherous
Diminish
Rebuttal
331
Mitigate perfect)
Prejudice
Accolade
Materials required:
Certificate: The Scholastic Cup Certificates
Video: A beautiful balance between fear and courage (10 min)
Video: Barriers to Effective Listening (6 min)
Video: Human Activity and Climate Change (4 min)
Video: Civilizations (5 min)
Please target assessing 10 student entries in today's lesson as follows (@ 5 min / entry)
3 (House Activity) 5 1
4 (Video + Quiz) 20 4
5 (Video + Discussion) 16 3
7 (Video + Quiz) 13 2
Total 10
the class, ask students to add 2-3 words to the wordlist of M8: D3 (SAB Part A).
226
● Students will understand the barriers to listening and methods to overcome them.
🎓🎯🤝
● Students will understand the importance of self-learning and will take ownership by
receiving and implementing facilitator feedback.
🎓🎯

5 min
Step 1 (AS) Ask Students to read the Lesson Objectives silently and make connections to their own
3 min interest in becoming good listeners.
TTE: 8 min
Step 2 Question of the Day: Yesterday we discussed the importance of being an independent
5 min (S-W) lifelong learner. What are some challenges to becoming an independent learner:
TTE: 13 min
● In school?
● At work?
● With friends?
Debrief: We all lead rich and busy lives. From the moment we wake up in the morning until
we go to bed, our day is filled with tasks and responsibilities. Where do we find the time to
study new topics that are not directly related to our school or college subjects? Work is
demanding, leaving us with little time to relax, let alone read. However, those who discover
the secret to becoming lifelong learners lead easier and more fulfilling lives. The secret lies
in our ability to identify and prioritize what is truly important, cultivate a habit of reading,
and surround ourselves with like-minded friends who share our passion for knowledge.
Step 3 (AS) House Activity:

5 min
TTE: 18 min The Sunography Contest: Have students read the contest rules in SRB Part B. Assign TOTD's
the responsibility of motivating their houses for the contest and addressing any questions
their housemates may have about the rules.
Step 4 Inform the students that they will assess their listening proficiency through a
(AS/S-W) pre-assessment. This assessment will help them assess their listening skills.
25 min
TTE: 43 min To begin, prompt students to recall the listening tips they learned in the previous lesson and
gather a few responses. This activity will serve as a warm-up before the pre-assessment.
Reinforce listening strategies for any tips that students are unable to recall. (5 min)
Next, ask students to watch a 10 minute video ‘M8_D2: A beautiful balance between fear and
courage’ then complete the ‘Pre-assessment Quiz’ in SAB Part A. The video can be accessed
from the ‘M8:D2’ folder. (20 min)

(AS/S-S)
20 min After the students have completed the quiz, ask them to sit with their housemates. Ask
TTE: 63 min TOTD to lead a discussion on some barriers and hurdles they face which impacts their
comprehension? (Examples: Rate of speech, Vocabulary, Length of conversation, White
Noise, Bias & prejudice, etc.) (5 min)
Ask students to watch a video on ‘Barriers to Effective Listening’. Encourage them to use the
listening tips shared in the previous lesson (be focused while listening, take the assistance
227
of notes, take mental notes/ repeat to self) to comprehend and retain the most from the
video. The video can be accessed from the ‘M8:D2’ folder. (7 min).
Encourage students to use SAB (Part B.1) to make notes on the video. Each student should
identify 2 barriers that are most relevant for them.
Once students have seen the video, ask them to ideate with their housemates on possible
solutions to help them mitigate their personal listening barriers. Assign the responsibility
of leading this discussion to the TOTD. (5 min)
Encourage students to use SAB (Part B.2) to record solutions they find interesting and
helpful. (3 min)
Step 6 (S-W) Learning Reflection: Ask TOTDs to share the most common barriers to listening identified
12 min by their respective houses, as well as the strategies their houses have decided to use in
TTE: 75 min order to overcome those barriers. (3 min/house)
Your lesson will be successful if your students are able to make connections between
personal listening experiences and the tips shared in the video ‘Barriers to Effective
Listening’ in a meaningful and useful way.
Note for the facilitator: Encourage students to keep revisiting the listening tips, so that they
continue to apply and improve their listening skills.
Step 7 (AS) Ask students to continue improving their listening comprehension by practicing listening.
15 min Ask students to listen to the video ‘Human Activity and Climate Change’ and complete the
TTE: 90 min Quiz in SAB Part C. (15 min)
Step 8 (S-W) Announce the name of the winners of the Denouement writing contest. Share that they
5 mins have earned a digital certificate. Congratulate the winning house and the leading
TTE: 95 min participants. Build excitement.

5 min
TTE: 100 min Ask students who scored poorly in the listening quizzes to stay back. Encourage them to
improve their listening comprehension by watching English news channels (like Al Jazeera,
BBC, etc), movies and channels (like National Geographic, Animal Planet, etc).

▢ Consistency ▢ Vocalised

Daily Task: Encourage students to continue practicing their listening comprehension by
watching the extra benefit video "Civilizations" and taking the quiz in SAB Part D. Inform
them that these videos have been carefully selected from reputable sites and channels to
enrich their knowledge and enhance their listening abilities. (Share the link of the video on
WhatsApp.)
Additionally, encourage students to look up the new words, phrases and names of places on
the internet that they come across while watching the video.

● Quiz on Simple Present Perfect and Continuous Tenses : SAB Part E.
228
Module 8: Day 3: Your Listening Goal


20 min (100%)/16 min (80%) 20 min 10 min

Vocabulary Builder: Assessment of the day: Listening Lesson number in LMS:

Consistency
Vocalised
332
perfect)
Materials required:
Video: M8_D3: 13 Year Old Long Distance Runner (8 min)
Extra Benefit Video: Pandemic, Nature and Us (6 min)
Please target assessing student performance in the Listening Comprehension quizzes as follows. Ask a few
students who have scored low to stay back after the class so that you can provide them extra support.
Step # Time Available
4 (Reading) 10 min
*5 (Video + Quiz) 15 min
*6A (Goal Setting) 30 min
Total
*Consider also checking the Extra Benefit daily task Listening comprehension videos.
While students are speaking, identify commonly swapped sounds and have the students practice both words
(e.g. if a student mispronounces ‘Ship’, add both sounds to the wordlist - ‘Ship’ and ‘Sip’). At the end of the
class, ask students to add 2-3 words to the wordlist (SAB Part A).
● Students will understand the difference between listening and hearing and practice
active listening.
🎓🎯🤝
● Students will set individual and team goals to win the SunoGraphy contest. 🎓🎯🤝
229
● Students will understand the importance of self-learning and will take ownership
by receiving and implementing facilitator feedback.
🎓🎯

5 min
TTE: 10 min
Inform students that going forward they will also need to practice pronunciation drills
after class, before going home. They may choose who will lead the drill and the location
(outside class).
Step 2 (S-W) Question of the Day: A plan is a detailed proposal for doing or achieving something. While
5 min many of us aspire to be successful in life, a significant number of individuals have not given
TTE: 15 min much consideration to how they will attain that success. What are some key elements that
contribute to achieving success:
● In school?
● At work?
● With friends?
Debrief: If you don’t already have a plan for achieving success in what you are doing, it's
time for you to prepare one. If you are studying, you should have a plan to master your
subjects and perform well in your assessments. Similarly, if you are working, you should
carry out a similar exercise. When it comes to friendships, you should evaluate how you
contribute to your friends lives and how they contribute to yours. Friendship should be a
source of motivation and encouragement towards our respective goals. Attaining success is
no easy feat; it demands commitment, integrity, and taking personal responsibility. If you
succeed, it's your success, and no one can take that away from you. Conversely, if you fail,
it's your failure, and blaming others won't change that. The journey towards success
necessitates significant self-discipline.
Step 3 (S-W) Inform students that they will go for a Sound Hunt. Instruct the entire class to maintain
5 min absolute silence and tune in to the subtle noises present in the background, disregarding
TTE: 20 min the obvious sounds. After one minute of silence, prompt the students to share what they can
hear. (to help students understand, offer examples like - the noise of the blades of a fan,
chirping of birds, patter of raindrops or vegetable vendor calling out to his customers, etc.
Debrief: Inform students that the purpose of this warm-up is to get them to think about
what it means to listen well. “Listen” means to pay attention to sounds, specific
information, details, etc, whereas “Hear” means to hear sounds that come to our ears,
without necessarily trying to listen to it!

(AS/S-S)
Developing listening skills requires time and effort since listening is a skill that is acquired
15 min
over time. Inform students that they will now read an article that will give them some
TTE: 35 min
useful information on ways to improve their listening skills. Ask students to read the article
230
on ‘Enhancing Your Listening Skills: A Key to Effective Communication’ from SRB Part B. (8
min)
Once students have read the article, ask them to share their understanding of the article
with their housemates. Encourage students to ask their housemates questions about
concepts they did not fully understand. The facilitator should be ready to clarify students'
queries if their peers are unable to provide satisfactory answers or reasoning. (7 min)
Step 5 (AS) Ask students to continue working on their listening comprehension by practicing listening.
15 min Ask students to listen to the video ’13 Year Old Long Distance Runner’ and complete the quiz
TTE: 50 min in SAB Part B. The video can be accessed from the M8:D3 folder. (15 min)
Step 6A Let students know that in this module they will set new goals to improve their language
(AS/S-S) competencies.
30 min
House activity (30 min):
TTE: 80 min
Ask students to sit in a circle with their house members, ask them to discuss the following
points:
● Methods to move from hearing to listening, keeping the barriers learned in the
previous class in mind (5 min).
● Write your individual plan to improve your listening skill in SAB (Learning Dashboard
Module 8 | Goal Setting: Questioning, Planning & Problem Solving Toolkit (QPPT).
Students should consider the listening tips they may have learnt from the article or
the video (15 min).
● Discuss your plan with your housemates and share feedback on improvement (10
min).
Step 6B (S-W) Learning Reflection: Once students have completed their goals, ask TOTD to identify one
10 min team mate who has the most robust plan. Ask that student to share their plan with the rest
TTE: 90 min of the class and explain their thinking while preparing it. One member from every team
will present.
Note for the facilitator: If the facilitator notices some design gaps in the students’ plan,
please provide appropriate feedback, so that the students are able to bridge these gaps.
Your lesson is successful if your students are able to identify meaningful tiny habits to
overcome listening barriers in their plan. The plan should appear to be well thought out
using the Six Thinking Hats (QPPT) and aim to strengthen their listening skills.
Step 7 Students performing poorly in their listening comprehension quizzes:

5 min
Request students who continue to perform poorly in Listening Comprehension Quizzes and
TTE: 95 min
don't seem to show improvement to stay back. Provide personalized feedback on their
listening performance, identifying specific areas for improvement. Offer additional
practice exercises or resources tailored to their needs. Reiterate strategies such as active
listening techniques, note-taking, and practicing with authentic listening materials.
Encourage them to seek clarification, ask questions, and actively engage in listening
activities both inside and outside the classroom.
Rest of the class:
Pronunciation Drill: Request students to add new words from the previous lessons.
Encourage them to practice the Pronunciation Drill after class, before they go home.
Encourage students to become independent learners.
231
5 min Remind students to organize themselves for the Pronunciation Drill.
TTE: 100 min If required, continue the feedback session of step 7.
▢ Caffeine ▢ Baffle ▢ Counter-intuitive

▢ Province ▢ Babble ▢ Espionage

watching the extra benefit video "Nature, Pandemic, and Us" and taking the quiz in SAB
Part C. Inform them that these videos have been carefully selected from reputable sites and
channels to enrich their knowledge and enhance their listening abilities. Additionally,
students have the option to explore further listening materials using these sources. (Share
the link of the video on WhatsApp.)
Furthermore, encourage students to utilize the internet to look up any unfamiliar words,
phrases, or place names they encounter while watching the video.

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part D.
232
Module 8: Day 4: The Fine-Tune


39 min (100%)/31 min (80%) NA 5 min

Vocabulary Builder: Assessment of the day: Listening Lesson number in LMS:

Caffeine
Baffle
Counter-intuitive
333
Province perfect)
Babble
Espionage
Materials required:
Audio: Summer Job (4 min)
Presentation Videos - Video 1, Video 2, Video 3, Video 4 (7 min each)
Video: Laugh Out Loud with Rowan Atkinson (8 min)
Extra Benefit Video: Unveiling the Economics behind Hosting the Olympics (6 min)
Share the link to the video of today’s lesson on the whatsApp group. Please ensure that there are enough
working splitters available for students to watch the video on mobile in a focused and organized manner.
Please target assessing student completion of Extra Benefit Daily Task as per the table below. Identify under
performers and ask them to stay back after the class so that you may provide extra support.
5A (Video + Graphic Organiser) 15 min

6 (Video + Quiz) 15 min
Total 30 min
● Students will understand the skill of being attentive during a conversation.

🎓🎯🤝
233
● Students will practice listening tips learned in the last two lessons. 🎓🎯🤝
🎓🎯

5 min
TTE: 9 min
after class before going home. They may choose who will lead the drill and the location
(outside class).
Step 2 (S-W) Question of the Day: Active listening refers to a pattern of listening that helps you stay
5 min actively engaged with your conversation partner in a positive way. It involves attentively
TTE: 14 min listening without judgment while paraphrasing and reflecting on what is said. What do you
stand to gain if you are attentive:
● In school?
● At work?
● With friends?
Debrief: Lack of focus, individual biases, or comprehension issues often act as common
barriers to active listening. For instance, if you struggle to maintain focus during a
teacher's explanation of a concept, it may necessitate additional effort outside of class to
grasp the subject matter. This lack of focus can hinder your progress as an independent
learner and limit your exploration of new topics. Developing strong questioning skills
complements active listening and further enhances an individual's comprehension
abilities.
Step 3 The way to improve your listening skills is to practice "active listening." This is where you
(AS/S-W) make a conscious effort to hear not only the words being used but also the message. Inform
21 min students that they will now practice listening to improve their comprehension and
TTE: 35 min retention (1 min).
Inform students that they will listen to 4 speakers talk about their ‘Summer Jobs’ The audio
is available in folder M8:D4. Ask the students to utilize SAB Part B to take notes on the
details shared by the speakers, as it will help them enhance their focus and attention.
Encourage the students to seek clarification if they have any doubts or questions. (8 min)
Next, ask them to share their notes with the class. (5 mins).
Answer Key to Summer Jobs Audio (2 min):

At the end of the discussion, share the details below with the students:
Speaker Their summer jobs Benefits mentioned by the speaker
Speaker 1 Worked as a tourist guide Improved self-confidence

Speaker 2 Worked as a volunteer Helped in deciding what career to follow
Speaker 3 Worked at a restaurant Dealing with difficult situations
Speaker 4 Worked as a lifeguard A sense of independence
234
After the discussion is over, ask students ‘What listening strategies did you apply while
listening to the passages and how they helped? (5 mins)
Step 4 (AS) Begin by sharing a Fun Fact with the students: Research indicates that we typically
11 min remember only 25% to 50% of what we hear. Highlight the potential benefits of becoming
TTE: 46 min better listeners, such as increased productivity in academic and professional
environments, enhanced abilities in influencing, persuading, and negotiating, as well as
avoiding conflicts and misunderstandings. Emphasize that these skills are crucial for
achieving academic excellence, workplace success, and maintaining healthy social
interactions. (2 min)
Let students know that they will now read an article on ‘Mastering Listening
Comprehension’ from SRB Part B. This article will provide them with valuable insights and
strategies for enhancing their listening ability. (8 mins)
Debrief: Encourage students to prioritize their listening skills by actively engaging with
podcasts and exposing themselves to informative videos and movies. While listening, they
should apply the tips they have learned from the article on 'Mastering Listening
Comprehension'. (1 min)
Step 5A (AS) After students have read the article, let them know that they will once again practice their
20 min listening skills by listening to a video from BBC Learning English. This video has been
TTE: 66 min designed to help non-native speakers improve their vocabulary. Share the following
instructions (2 min).
House activity:
● Ask students to see ‘Word Graphic Organizer’ from SAB Part C (1 min).
● Assign the video to each house as per the table below (Folder: M8:D4) (1 min)
● Watch the video and identify the focus words (8 mins).
● Each member should select a different word and research them using the ‘Graphic
Organizer Template’ (8 mins).
House Name Video
Helpers Video 1_The Smell of Coffee

Loyalists Video 2_What to Do When You Can’t Sleep
Reformers Video 3_ Why Pay for Bottled Water
Achiveres Video 4_Street Food
Step 5B (S-W) Learning Reflection: Once everyone is ready, ask the TOTD from each house to present their
14 min graphic organizers (2 min/house x 4 + 1 min [buffer] = 10 min).
TTE: 80 min
After each house has presented, instruct the students to form a circle and engage in a
discussion regarding the listening strategies they employed while listening. Encourage
them to reflect on the strategies that have proven effective in improving their listening
abilities and those that have not yielded positive results for them. (4 mins).
Note for the facilitator: When students are sharing strategies that are working or not
working, probe what modifications they intend to make to their Module 8 Learning
Dashboard to make their plan more effective. Encourage students to record these changes
in the learning dashboard in the last 5 min of the class (after wrap up)
Your lesson will be successful if your students are able to talk about their individual
listening plans in a positive manner and identify opportunities for improvement.
Step 6 (AS) Encourage students to further enhance their listening comprehension by engaging in
15 min practice exercises. Ask them to watch the video titled 'Laugh Out Loud with Rowan
TTE: 95 min Atkinson' and complete the corresponding quiz in SAB Part D. This activity will provide
them with an opportunity to apply and assess their listening skills. (15 min)
235
5 min
TTE: 100 min Remind students to organize themselves for the Pronunciation Drill.
Extra Benefit Say it Right - pronounce your words properly

Daily Task: Ask students to record a 30-second clip of themselves practicing the
pronunciation drill. They should submit only one iteration of the words. Additionally,
instruct them to add the extra words to the wordlist as mentioned in the important
information section at the beginning of this lesson. Students are required to upload the clip
to the WhatsApp group before the next lesson.
Build Your vocabulary - Enrich your conversation (5 min/word)

▢ Stone age ▢ Destruction ▢ Interpret ▢ Affinity
▢ Renal ▢ Micropropagation ▢ Thrives

Encourage students to continue practicing their listening comprehension by watching the
extra benefit video "Unveiling the Economics behind Hosting the Olympics" and taking the
quiz in SAB Part E. Inform them that these videos have been carefully selected from
reputable sites and channels to enrich their knowledge and enhance their listening
abilities. (Share the link of the video on WhatsApp)

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part F.
236
Module 8: Day 5: Listening to Perspective


30 min (100%)/24 min (80%) 24 min 5 min

Vocabulary Builder Assessment for the day: Listening Lesson number in LMS
Stone age
Destruction
Interpret
334
Affinity perfect)
Renal
Micropropagation
Thrives
Materials required:
Video: Kristen Bell- For the First Time (4 min) Song 1: Mulan _ I'll Make a Man Out of You (4 min)
Video: Empathic listening (7 min) Song 2: Jodi Benson - Part of Your World (4 min)
Video: Protect Nature, Protect Trees (11 min) Song 3: Disney - See You Again (4 min)
Extra Benefit Video: Why Apple is so expensive (7 Song 4: Some Things Never Change (4 min)
min)
Share the link to the video of today’s lesson on the whatsApp group. Please ensure that there are enough
working splitters available for students to watch the video on mobile in a focused and organized manner.
Students would have sent you their Pronunciation Drill videos. Evaluate the pronunciation errors made by
students and provide feedback. You may use the following time to listen to the audio recordings:
3 (Video + worksheet) 4 min

4A (Video) 7 min
4B (Song + House Activity) 19 min
Total 50 min
237
● Students will recognize that making connections and seeking clarifications

enhances comprehension in listening situations.
🎓🎯🤝
● Students will identify different emotions in listening that help steer a conversation. 🎓🎯🤝

5 min
TTE: 8 min
(outside class).
Step 2 (S-W) Question of the Day: Emotional intelligence (EI) refers to the ability to perceive, control, and
7 min evaluate emotions. The ability to express and control your own emotions is essential, but so
TTE: 15 min is the ability to understand, interpret and respond to the emotions of others. In what ways
can high emotional intelligence help us succeed:
● In school?
● At work?
● With friends?
Debrief: Emotional intelligence helps a person build stronger relationships, succeed at

school and work and achieve their career and personal goals. Emotional intelligence
includes:
● Self-management and your ability to control your feelings / behaviors
● Self-awareness, recognizing your own emotions and how they affect your thoughts
and behaviors
● Social awareness which is your ability to understand the emotions and needs of other
people
● Relationship management which includes your ability to communicate clearly and
nurture good relations

(AS/S-S)
Inform the students that they will watch a musical animation video titled "M8_D5: Kristen
9 min
Bell - For the First Time in Forever." They should carefully observe the audio-visuals and
TTE: 24 min
analyze the verbal and non-verbal cues to identify the emotions portrayed by the
character(s). They should then write their observations in SAB Part B. The video can be
accessed from the folder ‘M8:D5’ ([Video: 4 mins] + [Discussion:4 min]).
238
Assign the responsibility to the TOTD to ensure equitable participation in the house
discussion.
Debrief: Listening is an invaluable skill that plays a crucial role in effective communication
and fostering meaningful connections with others. The importance of listening lies in its
ability to enhance understanding, empathy, and collaboration. When we listen, we can
infer the speaker’s meaning from what they say, how they say it and other nonverbal
factors (e.g. tone, intonation, rate of speech, volume etc.)(1 mins)
Step 4A Inform the students that developing the ability to understand and empathize with other
(AS/S-W) people's feelings is a valuable skill that enables them to respond accurately and effectively.
13 min Empathic listening, which involves comprehending the message holistically, is a skill that
TTE: 37 min can be developed through practice. Ask the students to watch the video titled "M8_D5:
Empathic Listening Skills." The video can be accessed from the "M8:D5" folder. (8 min)
After students have watched the video, give them time to respond to Alex’s last question -
Have you ever had somebody really listen well to you? And how did that make them feel?
Take a few responses. (5 min)
Step 4B Inform them that they will now practice the tips shared by Alex through a role play.
(AS/S-S)
20 min
TTE: 57 min Assign a different song to each house. Ask students to access their assigned song from the
folder Module 8>>Day 5>>‘M8_D5: Song 1/2/3/4’. Ask students to sit with their house
members and follow the instructions below:
● Watch the assigned song individually. (5 min)

● Complete the worksheet (SAB Part C) based on what you experience. (3 min)
● Discuss with your house members and agree on a common understanding of the tone,
emotions and message of the song. Prepare a 2 min role play that showcases similar
tone and emotions, using the space provided in SAB Part D. (12 min)
● TOTD’s should ensure equitable participation of all team members in the roleplay.
Step 4C (S-W) Learning Reflection

17 min
Once students are ready, ask the TOTD of each house to present their role plays (2 min x 4 =
TTE: 74 min
8 min + 2 min [transition] = 10 min).
When a group is presenting, other groups need to make the following connections:
● What kind of emotions could you recognize in the scene?

● What clues helped you identify these emotions?
Note for the facilitator: For students' benefit, write the questions on the whiteboard .
After the role-play, ask students to respond to the two questions mentioned earlier (6 min).
Debrief: Explain to the students that the purpose of the role play activity is to demonstrate
the importance of listening and observing in identifying nonverbal cues. By combining
these cues with verbal cues, individuals can enhance their emotional intelligence and
become more adept at comprehending and actively participating in conversations. (1 mins)
Your lesson will be successful if your students can effectively showcase and identify
emotions, tone and messages in their assigned videos and role plays. Additionally, they
should demonstrate an understanding of how nonverbal cues - such as emotional cues,
tonal cues, and body language - aid in better connecting with the speaker.
239
21 min Ask students to watch the video ‘M8-D5: Protect Nature, Protect Trees’ and complete the
TTE: 95 min Quiz in SAB Part E (21 min).

5 min
Remind students to organize themselves for the Pronunciation Drill.
TTE: 100 min
Request students who have performed poorly in Listening Comprehension Quizzes or are
struggling with mastering certain sounds to remain after class for additional assistance,
as needed.
▢ Considerate ▢ Interrupt
▢ Regenerative ▢ Artificial Intelligence

watching the extra benefit video "Why Apple is so expensive" and taking the quiz in SAB
Part F. Remind them that these videos have been carefully selected from reputable sites
and channels to enrich their knowledge and enhance their listening abilities. (Share the
link of the video on WhatsApp.)

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part G.
240
Module 8: Day 6: Framing your Responses


37 min (100%)/30 min (80%) 20 min 5 min

Considerate
Interrupt
Regenerative
335
Artificial Intelligence perfect)
Materials required:
Video: Mindful Listening to Improve Your Relationships (3 min)
Video: 3D Printing is Changing the World (13 min)
Extra Benefit Video: The Rise and Fall of Forever 21 (6 min)
Please target assessing student completion of Extra Benefit Daily Task as per the table below. Identify
under performers and ask them to stay back after the class so that you may provide extra support.
3A (House Discussion) 10 min

3B (Video) 4 min
Total 40 min
the class, ask students to add 2-3 words to the wordlist in M9:D1 (SAB Part A).
● Students will be introduced to the concept of mindful listening which can help them
communicate more successfully.
🎓🎯🤝
🎓🎯
241

5 min
Step 1 (AS) Ask Students to read the Lesson Objectives silently from SRB Part A and make connections
3 min to their own interest in becoming good listeners.
TTE: 8 min
(outside class).
Step 2 (S-W) Question of the Day: Have you noticed that some people are more popular than others,
7 min while others are disliked? What makes these people more likable? Accept a few responses.
TTE: 15 min
Yesterday, we discussed emotional intelligence and concluded that individuals who possess
emotional intelligence tend to have better relationships. Social intelligence, another form
of intelligence, also plays a significant role in shaping our friendships and overall
satisfaction levels, both at work and in life. So, what can you do to enhance your
relationships
● In school?
● At work?
● With friends?
Debrief: Social intelligence refers to the capability of accurately interpreting and
effectively responding to social signals. These signals can be conveyed through verbal or
non-verbal means. Two crucial characteristics of socially intelligent individuals are active
listening and mindfulness. Active listening enables one to grasp verbal cues, while
mindfulness assists in perceiving non-verbal cues.
Step 3A (S-S) House Activity (10 min):

10 min
TTE: 25 min Discussion Topic: Do video games like PUBG harm or benefit your intelligence/brain? (Write
the topic on the whiteboard)
Advise students that they are going to participate in a discussion.
Ask students to sit with their house members and discuss the topic as per the following
format. Ask students to use SAB Part A to document their discussion for class presentation
(10 min):
● The TOTD introduces the topic and manages the discussion, ensuring that everyone
participates in a respectful manner.
● The second student shares their own perspective / position including providing the
basis for his / her views.
● The third student takes a contrarian position and provides reasoning on why the
contrarian position is valid.
● The fourth student's role is to assume responsibility for asking pertinent probing
questions that aim to clarify the thought process of the second and third students,
seeking to understand the reasoning behind their statements.
● The fifth student concludes the topic by summarizing the key points.
Note for the facilitator: If the house only has 4 students, the role of the fourth student will
be played by the TOTD.
242
Step 3B Inform the students that during a conversation, while one team member is sharing, the
(AS/S-W) others should practice mindful listening. Mindful listening entails being fully present and
17 min engaged, refraining from interruptions or judgment, and being conscious of any thoughts,
TTE: 42 min behaviors, or actions that may hinder effective communication with the speaker. (2 mins)
Ask the TOTD of each house to share the overview of the discussion as per the table below.
Each presenting team gets 2 min to present ([Presentation: 2 x 2 min = 4 min] + [Buffer: 2
min] = 6 min).
Presenting Team Critiquing Team
Team Achievers Team Reformers
Team Helpers Team Loyalists
When the first team has finished presenting, ask the TOTD of the critiquing team to put
forth his/her team views. Each critiquing team will get 1 min to present their observations
([Critique: 1 min x 2] + [Buffer: 2 min] = 4 min).
● What does your team agree/disagree with (Based on your team discussion)?
● Any new perspective your team didn’t think of or perspectives you have but the
presenting team did not?
Note for the facilitator: Write the questions on the board to direct students' discussions.
Debrief: Encourage students to recognize the benefits of mindful listening. Mindful
listening not only helps individuals grasp the speaker's messages more effectively, but it
also enhances their performance in academics and workplace settings. Help students
understand that mindful listening is a valuable skill that can be developed through
practice, leading to continuous growth and success. Conclude the debrief by asking
students to watch a video on ‘Mindful listening to improve relationships’. The video is
available from folder M8:D6. ([Video:4 mins] + [Buffer: 1 min] = 5 min).
26 min Inform them that today's practice video is ‘3D Printing is Changing the World’. (The video is
TTE: 68 min available in folder M8:D6). Advise them to be fully present and attentive while watching the
video to maximize their understanding of the content. Before starting the video, encourage
students to mentally review the characteristics of a mindful listener. (14 min)
Ask students to assess their understanding of the AV by taking the quiz in SAB Part B. (12
min)
Step 5 (S-S/W) Learning Reflection

25 min House Activity
TTE: 93 min
Ask students to gather with their housemates and identify students who have scored 4 and
above, as well as those who have scored below 4 in the quiz. This discussion activity will be
led by the student who has achieved the highest score in the quiz from their house. The
activity leader will facilitate a discussion to identify specific challenges or difficulties that
house members faced in selecting the correct options for each question. The activity leader
should compile these challenges in SAB Part C. (1 min for 1 mark question and 2 min for 2
mark question = 10 min)
Whole Class Discussion
Ask each activity leader to come to the whiteboard and write their house's challenges on
the board. Compile a list of unique challenges using tally marks and identify the challenges
with the highest frequency. (4 min)
Note for the facilitator: Ensure that the challenges are specific (examples - accent,
vocabulary issues, not understanding the meaning of phrases or idioms, rate of speech,
audio quality, internal barriers, etc)
Select the challenges with the highest frequency and have the class brainstorm solutions.
(9 min)
243
Note for the facilitator: After the students have discussed the issue thoroughly, summarize
and help students prioritize the solutions. Add solutions from your end that you believe
will help students.
Once the discussion is concluded, instruct students to revisit SAB Part B of M8:D2 and
revise their identified solutions and strategies according to their individual needs. (2 min)
Your lesson would be successful if your students are able to identify barriers to listening
and brainstorm solutions they believe will help them overcome those barriers.
Step 6 Remind students that the Master Teacher - Module 8 will be announced in the next class.
TTE: 95 min received from each house. Advise each house to nominate the most competent person
SunoGraphy contest and the Scholastic Cup.

5 min Remind students to organize themselves for the Pronunciation Drill.
TTE: 100 min
Request students who have performed poorly in Listening Comprehension Quizzes
(including extra benefit quizzes) to stay back. Continue providing assistance, as required.

▢ Exponentially ▢ Compositions ▢ Avatar
▢ Neural Network ▢ Machine Learning ▢ Ace
Listening Comprehension - Listen intently, understand accurately and respond appropriately.

watching the extra benefit video "The Rise and Fall of Forever 21" and taking the quiz in
SAB Part D. Inform them that these videos have been carefully selected from reputable
sites and channels to enrich their knowledge and enhance their listening abilities. (Share
the link of the video on WhatsApp.)

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part E.
244
Module 8: Day 7: The SunoGraphy Contest

Contest Time Feedback

55 min 5 min

This lesson requires computer resources for the contest. Please discuss with your parallel facilitator and sit
in the classroom that HAS the computers.
Exponentially
Compositions
1. Pronunciation (s/sh and j/z/zh sounds) 336
Avatar 2. Tenses (Simple, continuous and present
Neural Network perfect)
Machine Learning
Ace
Materials required:
Contest Video: The Age of AI (20 min) Certificate: SunoGraphy Contest Certificate.pptx
Extra BenefitVideo: Volcanoes 101 (5 min) Certificate: Master Teacher Award -Module 8.pptx
Sunography Contest Quiz: Master the art of
Listening
Make a copy of ‘M8_D7: Sunography Contest Quiz’ and use a free URL Shortener’ (https://bitly.com/ or
https://t.ly/) to shorten the link.
Note for the trainer: This lesson brings in a unique challenge if both parallel facilitators are doing the same
lesson on the same day. In this unlikely event, there will be a competition for computer resources which can
only be resolved if one of the classrooms makes the adjustment and skips to M9:D1 before returning to this
lesson. Please prepare facilitators for this eventuality.
Please target assessing student completion of Extra Benefit Daily Task as per the table below. Identify under
performers and ask them to stay back after the class so that you may provide extra support.
2 (Sunography Rubric) 5 min

3A (Contest Video + Quiz) 40 min
3B (Contest Writing) 15 min
4 FLT Rubric 5 min
5 (Modular reflection) 10 min
Total 75 min
245
● Students will apply listening strategies they learned during the week in the
SunoGraphy Contest.
🎓🎯🤝

5 min
Step 1 (AS) Ask students to read the Lesson Objectives silently.

2 min
TTE: 7 min Ask each house to identify their candidate for the TOTD. The candidate should not have
Ask the TOTD to share their house's nomination for the Master Teacher - Module 8
certificate. Inform students that you will announce the name of the winner before the end
of this class.
Master Teacher - Module 8 award and rationale thereof. Once you have decided, update the
contest spreadsheet by awarding 5 bonus points to the winner.

(AS/S-S)
10 min Ask students if they are excited about today’s contest. Assign the responsibility to the TOTD
TTE: 17 min to recap the rules of the contest with their house members from SRB M8:D2 Part B. Write the
following questions on the whiteboard to guide the discussions. (5 min)
(Sample Questions for Q&A)

● What is the time duration for watching the video?
● What is the maximum word limit for the write-up?
● How much time is allotted for taking and turning in the quiz?
● How will the winning house be decided?
● What do you need to keep in mind while watching the video?
Ask students to refer to the SunoGraphy Writing Rubric in SRB Part B and familiarize
themselves with the parameters on which their writing will be evaluated. Inform them that
they have already worked with these parameters in previous Rubrics, so there is nothing
unfamiliar about the assessment criteria. (5 min)
Step 3A (AS) Ask students to watch the contest video and apply the listening strategies that they learnt
40 min during the week. Ask students to access the video from the folder Module 8>>Day
TTE: 57 min 7>>’M8_D7: The Age of AI’ (25 min).
Write down the shortened URL link you created for the ‘M8_D7: Sunography Contest Quiz’
on the whiteboard and ask students to access it using their computer’s web browser, Ask
them to take the quiz. (15 min).
Step 3B (AS) Once students have completed the quiz, ask them to prepare a 150 word article based on the
15 min ‘The Age of AI’ contest video. They should use the space provided in SAB Part A to compose
TTE: 72 min their article. (15 min)
Step 4 Request students to record a 60 seconds video on the following topic for submission before
(AS/S-W) M9: D7.
8 min
TTE: 80 min ‘’A toast to parents/ guardians on a special occasion (50th birthday or 25th/30th wedding
anniversary) expressing their appreciation of the wonderful life that they have built as a
family. ‘’
246
Ask students to add a caption at the beginning of the video that will identify the purpose
for which the video has been made as well as the name of the speaker. The caption should
take the following format: “Gratitude - your name”. (1 min)
Inform students that the recorded video will be used to assess their progress in FLT
parameters. Remind them that the best performer will be awarded the ‘Language Wizard -
Journeyman Award’. Allow them time to review and discuss the rubric parameters of FLT
from SRB Part C. (5 min)
Note for the facilitator: SStudents who do not have their own mobile phones should seek
assistance from their peers or family members to record their videos.
Once students have recorded the video, ask them to send it to you via WhatsApp and also
upload to the FEA server on http://52.172.195.227:8086/studentvideoupload.aspx. (2 min)
Step 5 (AS) Learning Reflection: Ask students to review their 4-week Language Development Plan
15 min prepared at the end of Module 3 (L#285) from SAB (Learning Dashboard Module 3 | Listening
TTE: 95 min Strand Part C). This plan represents the listening proficiency they would have liked to
achieve by Module 8. Ask students to assess whether they have made the required
investments and achieved their desired competencies as per the plan. (3 min)
Ask students to use the Language Development Reflection sheetin SAB (Learning
Dashboard Module 8 | Language Development Reflection | Listening Strand) to document
their evaluation. (10 min)
Debrief: After students have completed their reflections, provide them with encouragement
by saying, "There are five crucial elements for living a successful and fulfilling life: never
stop dreaming, never stop believing, never give up, never stop trying, and never stop
learning." Emphasize that successful plans serve as a source of motivation, encouragement,
and positive energy, propelling individuals to set and achieve higher goals. Acknowledge
that unsuccessful plans can sometimes demoralize a person, but encourage students to
view setbacks as stepping stones towards greater accomplishments. Encourage them to
make the necessary investments to achieve their aspirations, as these efforts will pave the
way for even bigger achievements in the future. (2 mins)

5 min
TTE: 100 min Announce the name of: the Master Teacher - Module 8 (Don’t forget to provide the reasons
for your selection to lay the groundwork for future desirable behaviors)
Inform students that you will be announcing the result of the SunoGraphy contest on M9:
D3

▢ Skit ▢ Oratory
▢ Dress-rehearsal ▢ Stiff

watching the extra benefit video "Volcanoes 101" and taking the quiz in SAB Part B. Inform
them that these videos have been carefully selected from reputable sites and channels to
enrich their knowledge and enhance their listening abilities. (Share the link of the video on
WhatsApp.)

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part C.
247
Module 9: Day 1: Learning through Drama


26 min (100%)/21 min (80%) 32 min 5 min


Skit
Oratory
Dress-rehearsal
340
Stiff perfect)
Materials required:
Goosebumps Book: Night in Werewolf wood(540L)
Goosebumps Book: Deep in the jungle of Doom (510L)
Goosebumps Book: Escape from the Carnival of Horrors (490L)
Goosebumps Book: Tick Tock, You're Dead (480L)
Decide on the allocation of Goosebumps books, one for each house. Provide them the link to download the
books on their phones and ensure they have done so before the start of the class. The books can be accessed
from folder M9:D1.
Sunography Contest
Check student written submissions towards the Sunography Contest as per the table below:
4 (Reading - Article) 5 1
5 (Reading - Goosebumps) 17 4
6B (Student Discussion) 10 2
7 (Writing the outline + 20 5
feedback)
Total 12

In this module, the FLT Performance Review will be conducted over three days, with each day covering ⅓ of
the class. To prepare the FLT schedule, identify whose review will be conducted on each day and determine
whether an individual or paired session would be more appropriate. It is important to note that working
with no more than two students at a time is recommended.
Wordlist / Grammar Tracking & Feedback

248
QOD
Maintain a chart on the wall, besides the whiteboard, with students suggestions on activities they can
include in their daily routine to create memorable experiences and embrace challenges.
Language Goals (Reading):
● Students will discover the joy in reading with the help of ‘Give yourself Goosebumps’. 🎓🎯
● Students will refine their reading comprehension skills using the craft of plot. 🎓🎯
● Students will apply their understanding of ‘Craft of Plot’ to produce a group skit. 🤝
Non-cognitive:
● Students will demonstrate teamwork, explore diversity and display mindfulness. 🎯🤝

● Students will understand that continuous improvement through practice is required
to achieve excellence.
🎓🎯
● Share feedback and review progress on FLT:

🎓🎯🤝
2. Tenses (Simple, continuous and perfect)
● Students will discover the joy in reading.

🎓🎯
● Students will identify their strengths and opportunities w.r.t reading. 🎓🎯
● Students will be exposed to a different style of writing a book through ‘Give yourself
Goosebump’.
● Students will be able to hone their creative abilities and oratory skills by creating a
demo group skit.
🎓🎯🤝
Points
Script Writing 30 pts

Attendance 5 pts
Extra Benefit Daily Task (7pg+/d) 5 Master Teacher - Module 9 5
pts pts
The presentation and writing
Enthusiastic participation in FLT 5 Reading 100 pgs in 5 days 10 pts
points will be averaged for a
pts
max of 30 points
249
5 min
1 min complete the task before the next class begins. Encourage students who are having
TTE: 6 min difficulties preparing their reflections to meet you after class.
10 min module 5 and review the focus areas they identified for improving their reading skills.
Ask students to read the Modular Goals and lesson objectives silently from SRB Part A.
After having read the objectives, ask them to focus their attention on the highlighted
keywords and consider the value of this module towards the achievement of their personal
goals. (3 min)
Step 3 (S-W) Question of the Day: Excitement is the ‘feeling of great enthusiasm and eagerness’, and it is
5 min often associated with activities we engage in that provide memorable experiences and
TTE: 21 min challenge us to perform better. What activities can you include in your daily routine to
create memorable experiences and embrace challenges
● in school?
● at work?
● with friends?
Note for the facilitator: The facilitator should note down students' suggestions on a chart
paper that is pasted beside the whiteboard, as these will be required for D3 (see important
information | Last para). Encourage students to provide specific suggestions and ideas.
Debrief: The best kind of excitement is positive excitement that arises from challenging
oneself. While there may be instances where we mistakenly derive excitement from
negative actions, it is important to recognize that such actions are not true excitement, but
rather selfish behavior or expressions of frustration. Positive emotions, on the other hand,
have a beneficial impact on mental responses, including creative thinking, intellectual
adaptability, and an increased capacity of the brain to process information. Challenging
oneself leads to the development of enhanced skills and an overall improvement in the
quality of life.
Inform students that in this module they will be introduced to an amazing new style of
writing, which will extend their understanding of storytelling.
Step 4 Inform students that theater and reading are two great ways to learn a language. Ask
(AS/S-W) students to read the article in SRB part B on ’5 Benefits of Drama for ESL Students’ (5 min).
12 min
TTE: 33 min After students have read the article, ask them to have a discussion on whether they can
relate to the message that participating in activities like drama can contribute to language
development. Encourage them to reflect on their personal experiences of participating in
dramatic activities. Take a few responses. (5 min)
Debrief: Inform students that this module will incorporate both of these effective methods
of language development. Explain to them that their task for this module will involve
reading a book, based on which they will write and present a skit as their contest entry.
250
Build excitement. (Suggested script: ‘I bet some of you are wondering why we're asking you
to write a skit when we're already handing you the book. Well, hold onto your hats because
we've got a surprise for you! This book we've picked out is no ordinary read. You can throw
the sequential order out the window and hop around from one page to another like a
literary acrobat without messing up the story's groove. How cool is that? Get ready to
unleash your creativity and turn those captivating moments into an epic play!’ (2 min).
Step 5 Introduce the Goosebumps books to students - a popular series of children's books written
(AS/S-W) by R.L. Stine. Goosebumps books incorporate interactive elements, such as choosing
25 min different story paths or allowing readers to decide the fate of certain characters. These
TTE: 58 min interactive features add an extra layer of engagement and encourage readers to become
active participants in the story. Ask students to be adventurous while reading the book, and
when it provides an opportunity to jump pages, they should take that as a cue to experience
the book differently from their peers. (3 min)
Inform students that each house has been assigned a different book and the link to these
books have been shared on WhatApp. Share that these books are suitable for students with
Lexile of around 500L. Ask students to identify the books assigned to their house and start
reading. Ask students to complete the Reading Log in Past C of the SAB in the last 2 min
([Reading: 15 min] + [Reading Log: 2 min])
After students have finished, ask them to share their first impressions about the book /
style of writing. Encourage students to talk about how this experience differs from the
experience of reading a traditional book. (5 min)
Step 6A (S-W) Remind students that the second leg of the Goosebump Contest is a theatrical production.
5 min Ask students if they have experienced theater (encourage them to respond with a show of
TTE: 63 min hands). Ask them if they enjoyed the experience. Ask them to brainstorm what attributes
make a theater production or a movie interesting or boring (4 min).
(Note for the facilitator: If there are any students in the class who do not raise their hand,
ask them if they have seen streetplays like RamLeela).
Debrief: - Any type of creative production is enjoyable if it has an interesting story,
characters and settings, as we learnt in the craft of plot. The acting and oratory skills of the
performance artists bring the plot to life. Inform students that this module is designed to
test students’ creative abilities, acting and oratory skills as they will need to write, produce
and perform a skit.
Inform students that in today’s lesson they will get a chance to create and perform a 2-min
skit, so that we can set a baseline of their abilities. Encourage students to be creative and
interesting so that everyone can have fun (1 min).
Step 6B (S-S) House Activity

12 min
Instruct students to prepare a 2 min script for a demo skit using craft of plot (ABDCE).
TTE: 75 min
Inform them that they are free to select their own storyline, subject to the following
guidelines (2 min):
● Genre - comedy
● Should portray emotions as per the table below:
House Emotion in the skit
Reformers Sorrow/Joy
Helpers Anger/Love
Loyalists Fear/Courage
Achievers Shy/Outgoing
Inform students that their scripts will be assessed by their peers using the ‘Goosebumps
Skit Rubric’. Ask students to read and discuss the rubric in SRB Part C. Have the TOTD
manage this discussion (10 min).
251
Note for the facilitator: After the students have reviewed the rubric inform them that for
today’s skit the parameters ‘Relevant to Story’ and ‘Speed’ of the rubric will not be assessed.

20 min
TTE: 99 min Ask students to work with their house members and begin writing the script for their 2 min
skit in SAB Part B. (20 min)
While students are writing their scripts, observe the quality of discussion of each house to
assess their comprehension of the Rubric. Provide assistance and support as needed to
ensure clarity and understanding.
Your lesson would be well received if the house discussion suggests an understanding of
the Goosebump Rubric and the importance of including powerful dialogues in their
script.

5 min
TTE: 100 min Pronunciation Drill: Remind students that they will also need to practice pronunciation
drills after class, before going home. They may choose who will lead the drill and the
location (outside class).
Extra Benefits Build Your vocabulary - Enrich your conversation (5 min/day)

▢ Werewolf ▢ Carnival ▢ Doom
▢ Ease ▢ Escape

Daily Task: Encourage students to continue Reading their Goosebumps book to maximize
their reading comprehension level and complete the reading log in SAB Part C. To be eligible
for daily task points, the student must read a minimum of 7 pages of the assigned book.
(TOTD must ensure that all students complete their extra benefit daily tasks)

252
Module 9: Day 2: Maze Reader


27 min (100%)/26 min (80%) 20 min 5 min


Werewolf
Carnival
Doom
341
Ease perfect)
Escape
Materials required:
Step # Time # of entries to be reviewed
3A (Contest rules + book) 20 5

3B (Writing the outline + feedback) 15 4
4A (Rubric discussion) 10 2
4B (Dress Rehearsal) 10 3
Total 14
class, ask students to add 2-3 words to the wordlist in SAB Day 3 (SAB Part A).
● Students will understand that collaboration and peer learning communities are
important ways to develop one’s skills and knowledge.
🎓🎯🤝
● Students will take ownership by receiving and implementing facilitator feedback. 🎓🎯
253

5 min
TTE: 8 min
Step 2 (S-W) Question of the Day: Generally speaking, when you get up in the morning, do you look
7 min forward to doing the things that you have planned? At the end of the day, do you feel good
TTE: 15 min about yourself, that you accomplished something or learned something new? Looking back
at the last 3 days, what created the most excitement for you:
● In school
● At work
● With friends
Debrief: As we discussed yesterday, the seeds of excitement germinates from doing new
things or accepting new challenges. Doing routine tasks is not exciting. Going to school or
work and sitting on your desk is not exciting. Hanging around with friends, with nothing to
do is not exciting and a big waste of time. Taking part in the school play or being part of the
organizing committee of an office event are not mundane events, and give a head rush.
Step 3A (AS) House Activity

25 min
TTE: 40 min Ask students to sit with their house mates and read the rules of the Goosebumps Contest
from SRB Part B. Have the TOTD manage this activity. (5 min)
Reinforce tiny habits and advise students if they wish to win the contest, they should
develop the tiny habits of reading for 20 minutes daily. Ask students to continue reading
their books. Remind students that developing a daily reading habit will help them reach
their goal of 100 pages by the end of the module and earn them 10 bonus points. Remind
them of the requirement to complete the Reading logs in SAB Part C (M9: D1), after reading.
(15 min [Reading] + 3 min [Reading Log] + 2 min [instructions] = 20 min)
Step 3B (AS) After students have completed their reading log, ask them to write an outline summary
15 min about what they have read today in SAB Part A. (10 min)
TTE: 55 min
Once students have written their outlines, instruct them to seek peer feedback from a
housemate by using the Denouement Rubric in SAB Part B. (5 min)
Step 4A (S-S) House Activity

10 min Inquire with students if they have a clear understanding of the Goosebumps Skit Rubric or
TTE: 65 min if they would like to have further discussions on any of its parameters. Remind students
that this rubric will be utilized to evaluate their final performance. Ask them to review and
discuss with their peers the Rubric in SRB Part C of M9:D1. Assign the responsibility of
managing this discussion to the TOTD. (10 min)
Step 4B (S-S) Inquire with the students if they are prepared with the scripts they have developed in
10 min M9:D1. Afterwards, assign each team a section of the classroom for them to conduct a dress
TTE: 75 min rehearsal of their skits. (10 min).
Step 5 (S-W) Learning Reflection: When students are ready, ask them to present their respective skits (2
20 min min x 4= 8 min [Presentation] + 2 min [Transition] = 10 min).
TTE: 95 min
When a team is presenting, ask other teams to critique the performance of the presenting
team (as assigned below) keeping in mind the Goosebumps rubric. Assign scores as per the
proficiency demonstrated for each parameter (except Relevant to Story & Speed). Students
254
should use SAB Part C to score the performances. After each presentation, ask students to
share their feedback. (2 min x 4= 8 min)
Presenting House Peer Feedback
Reformers Achievers
Helpers Reformers
Loyalists Helpers
Achievers Loyalists
Debrief: Conclude this step by providing consolidated feedback on all the performances
based on your own observations. Highlight what the students did well and areas where
they have opportunities for improvement.(2 min)
Your lesson would be well received if students are able to deliver engaging and
entertaining skits that showcase their understanding of the craft of plot. While
delivering their skit students should demonstrate an understanding of the benefits of
learning language through drama by using appropriate dialogues and prosody.
Students should also demonstrate an understanding of the Goosebumps Rubric through
peer feedback.

5 min Reminder: Remind students that they need to record a 60 second video on the following
TTE: 100 min topic.
‘’A toast to parents on a special occasion (50th birthday or 25th/30th wedding anniversary)
expressing their appreciation of the wonderful life that they have built as a family. ‘’
The recorded video will be assessed to measure students’ progress in the Focused Language
Training. Remind them that the best performer will receive the Language Wizard -
Journeyman Award.
Once students have recorded the video, ask them to send it to you via WhatsApp before
M9:D7 and also upload it onto the FEA server on
http://52.172.195.227:8086/studentvideoupload.aspx
Extra Benefits Build Your vocabulary* - Enrich your conversation (5 min/day)

▢ Portray ▢ Encounter

their reading comprehension level and complete the reading log in SAB Part C of M9:D1. To
be eligible for daily task points, the student must read a minimum of 7 pages of the assigned
book. (TOTD must ensure that all students complete their extra benefit daily tasks)

255
Module 9: Day 3: Question what you Read!


30 min (100%)/25 min (80%) 5 min 5 min


Portray
Encounter
342
perfect)
Materials required:
Step # Time # of entries to be reviewed
4A (Reading + Reading Log) 18 4

5 (Writing Outline) 15 3
6 (Goal Setting) 20 5
Total 12
● Students will prepare an action plan to achieve their reading goals towards winning
the Goosebumps Contest.
🎓🎯
● Students will understand that asking meaningful questions about the story, plot,
characters etc. can make a book more interesting and comprehensible.
🎓🎯
● Students will practice writing an outline (based on the Craft of Plot) of a text they
have read.
🎓🎯
256

5 min
TTE: 10 min
Step 2 (S-W) Question of the Day: Our lives are busy, leaving little time to spare. How can we incorporate
5 min more challenges into our day when our daily routine activities already demand so much
TTE: 15 min time? If we desire to enhance our day with additional activities, we must allocate time for
them through proper planning. What adjustments can you make to your routine (in school,
at work, with friends) to enrich your day and include some of the activities you mentioned
on Day 1? (facilitator to display chart paper prepared during QOD of Day 1).
Debrief: Parkinson’s Law states that “Work expands to fill the time available for its
completion”, which implies that we could be more focussed while working and use our time
more effectively. Planning and reflecting are two tools that can help us manage our day
better.

20 min
TTE: 35 min Inform students that they will now use the ‘Read, Think, Wonder - Thinking Routine’ to help
them connect with the Goosebumps Book they have been assigned:
Read: Ask students to sit with their housemates and continue reading their books. Remind
students that developing a daily reading habit will help them reach their goal of 100 pages
by the end of the module and earn 10 bonus points for their team. Ask students to:
● pay attention to the characters, plot, and the spooky setting of the book.
● take note of the choices presented to the reader throughout the story and how they
affect the outcome.
Remind them of the requirement to complete the Reading logs after reading in SAB Part C
M9: D1. (15 min [Reading] + 3 min [Reading Log] + 2 min [instructions] = 20 min)
Step 4B (S-W) Whole Class Activity

10 min
TTE: 45 min Think:
After students have completed their Reading Logs, as them to discuss, reflect and analyze:
● the events and characters in the book. What stood out the most for them?
● how the author creates suspense and builds a sense of fear.
● the choices they made as the reader and how those choices influenced the outcome of
the storyline. What consequences did their decisions have on their reading experience?
Note for the facilitator: Use PPP to guide the Think and Wonder Routines. Use probing /
followup questions to clarify student thinking.
Step 4C (S-W) Wonder:

10 min
After ‘Think’ ask students to generate and discuss their questions about the story.
TTE: 55 min
● Are there any unresolved plot points or character motivations that they are curious
about?
● How does the book relate to other stories they have read / seen (e.g. my book is about a
dragon and it reminded me of another movie that I saw that was also about a dragon)
or their own real life experiences (e.g. the main protagonist in the book is an
adventurer and i also like adventures… I like... )?
257
Note for the facilitator: Guide students into making Text to Text and Text to Self connections
so that they can relate the book to other stories they have read or to their own personal
lives
Debrief: Inform students that the stronger their emotional connection with the book they
are reading, the more satisfying it will be. To develop this connection, they should envision
themselves as the protagonist, experiencing the same emotions. They can also create an
alternative storyline as if they were the author and compare it to the unfolding story
created by the author.
Step 5 After students have completed their discussions, ask them to write an Outline about what
(AS/S-S) they have read today in SAB Part B. (10 min)
15 min
TTE: 70 min Once students have written their outlines, ask them to solicit peer feedback from a
housemate using the Denouement Rubric in SAB Part C. (5 min)
Step 6 Inform students that the reading speed of an average teenager is 150-200 words a minute.
(AS/S-W) Let students know the reading speed of an average FEA student is less than half that.
25 min Encourage students to set new goals to improve their reading competencies.
TTE: 95 min
House activity (20 min):
Ask students to sit in a circle with their house members, ask them to:
● Write their individual plans to improve their reading skill in SAB Part A (Learning
Dashboard Module 9 | Goal Setting: Questioning, Planning & Problem Solving Toolkit
(QPPT). (15 min)
● Discuss their plan with their housemates and share feedback on improvement (5 min).
Once students have completed the work, ask the TOTD’s to present their individual plans.
The facilitator must share his/her insights to make the students’ goals meaningful and
relevant. (5 min)
Step 7 End the class by announcing the name of the Winning house of the SunoGraphy Contest.
5 min Congratulate the winning house and tell them that they have earned a digital certificate.
TTE: 100 min Celebrate the win!
Remind students to submit their videos for oral language proficiency before M9:D7.
Extra Benefits Say it Right - articulate your words correctly (5 min)
Pronunciation Drill: Share the prescribed wordlist with the class, which can be found in SAB
Part A. Ask students to add any new words they have learned from the previous lessons.
Encourage them to practice the Pronunciation Drill after class, before they go home.
Empower the TOTDs to take charge of this activity.
Build Your vocabulary* - Enrich your conversation (5 min/day)

▢ Extend ▢ Thumbtack ▢ Reckless

▢ Embark ▢ Migration

258
Module 9: Day 4: Joining the Dots


19 min (100%)/15 min (80%) NA 30 min

Vocabulary Builder Assessment for the day: Reading Lesson number in LMS
Extend
Thumbtack
Reckless
Embark
1. Pronunciation (all sounds)
perfect)
343
Migration
Materials required:
Video: Making connection while Reading (6 min)
Pronunciation Drill
Students have been practicing pronunciation drills since MO:D4, and it's encouraging to see some of them
becoming proficient in their pronunciation of sounds. Now, let's identify three students who have
demonstrated good pronunciation (see table below) and are confident enough to lead Pronunciation Drills.
These students will be empowered to become Pronunciation Drill Leaders. Additionally, let's allocate students
to each group based on their most urgent needs. Each drill leader should create, and periodically update, a
wordlist of approximately 10 words for their group to practice daily after class.
Group 1 Group 2 Group 3
Sounds e/ae s/sh j/z/zh
Performance Review
● Identify specific areas of opportunity that you would like the students to focus on in Step 4A of the
performance review. These could be areas where they need additional support or where they can further
develop their skills.
Grammar Tracking and Feedback

259
● Students will discover the joy in reading by relating the text they are reading to their
real life.
🎓🎯
● Students will understand that different people make different connections while
reading the same story.
🎓🎯🤝

5 min
TTE: 8 min
Step 2 (S-W) Question of the Day: Text-to-Self associations while reading offers numerous benefits. By
5 min connecting the text to our own lives, experiences and emotions, we deepen our
TTE: 13 min understanding and engagement with the material. This process fosters personal relevance,
empathy, and critical thinking, while making the reading experience more enjoyable.
Keeping this in mind, what can you do to make connections while reading texts:
● For school?
● For work?
● For pleasure?
Debrief: Reading is an important input skill, comparable to listening. From a literary
standpoint, written materials offer a wealth of information not found in audio or video
formats, emphasizing the significance of reading comprehension for success. Connecting
new information to existing knowledge or personal experiences facilitates comprehension
and retention. When reading a Goosebumps book, go beyond the text and engage your
imagination, placing yourself in the protagonist's shoes. After reading, let's discuss if
making these connections made the book more memorable.
Step 3 Inform them that they will now watch a video “M9-D4: Making Connections while Reading’
(AS/S-W) which will introduce them to 2 more ways of making connections - Text to Text and Text to
27 min World. Ask students to pay specific attention to how the narrator documents her
TTE: 40 min connections, as they would be expected to undertake a similar exercise. The video is
available in folder M9:D4. (6 min [Reading] + 1 min [instructions] = 7 min)
Once students have watched the video, ask them to use SAB Part C to make a Text-to-Self
connection with the portion of the Goosebumps story they read yesterday. (8 min)
Once students have completed making Text-to-Self connections, ask them to make
Text-to-Text connections in SAB Part D. (8 min)
After students have finished making their Text-to-Text connections, initiate a discussion to
explore how the exercise enhanced their connection with the book and whether they
perceive it as a valuable tool for engaging with reading. (4 min)
Note for the facilitator: While students are making connections, review their work to assess
their understanding of the concept. Offer assistance as needed to ensure their
comprehension. Students who still face difficulties can be asked to stay back during the
wrap-up step for further assistance.
Step 4A (AS) Reinforce tiny habits and advise students if they wish to win the contest, they should
30 min develop the tiny habits of reading for 20 minutes daily. Encourage students to continue
260
TTE: 70 min reading their books. Remind them of the requirement to complete the Reading logs after
reading in SAB Part C M9: D1. (28 min [Reading] + 2 min [Reading Log])
Performance Review (⅓ of the class)
Based on your review plan, call students individually or in pairs. Based on your
observations and progress made by the students since Review 3, review and complete the
areas of opportunity section in SAB - Performance Review 4.
through the old one and provide them a new area (prepositions / adverbs / word order /
question formation / tenses) to focus on. Choose a new area that they most need to
improve, even if it means revisiting an earlier focus area.
same area.
Once you and the students have identified the areas of opportunity, have a discussion on the
investments section of the performance review. Students will fill the first two columns and
you (the facilitator) will mark the last three columns on a scale of 1 to 4 using the FLT Rubric
given at the front of this FRB (Prologue to FLT). Once the review is complete, ask them to go
back to reading their books.
Step 4B (AS) After students have completed their reading log, ask them to write an outline summary
15 min about what they read today in SAB Part A. (10 min)
TTE: 85 min
Once students have written their outlines, ask them to solicit peer feedback from a
housemate using the Denouement Rubric in SAB Part B. (5 min)
Your lesson would be well received if students are able to appreciate the value of making
connections with the text they are reading to improve their engagement factor and
comprehension.
Step 5 (S-W) Trash to Treasure Project

10 min
TTE: 95 min Notify the students that in Module 9, on Day 8 (M9:D8), they will have the exciting
opportunity to showcase their creativity by creating a science project using everyday
household items. They can choose to make either an Anemometer or a Ball Launcher.
Encourage students to refer to SAB Part E for a list of required items and decide on which
project they would like to pursue. Once they have chosen their preferred project, instruct
them to start gathering the necessary materials and bring them to the classroom on M9:D8.
Take the time to address any questions or concerns from the students.
Anemometer Ball Launcher
Required Materials Required Materials

● Cardboard ● Tennis ball can or cardboard tube (like a potato chip
● Scissor container)
● 4 Paper Cups ● Plastic drink bottle that fits inside the tennis ball can
● Stapler ● Rubber band
● Tape ● Scissor
● Thumbtack ● Masking Tape
● Straight Pin ● Pencil
● Pencil with an eraser ● Tennis Ball
● Marker
● Stopwatch
Assign the responsibility to the TOTD to ensure that all members of the house bring the
required materials to the class on the assigned day.

5 min
TTE: 100 min
261
Reminder: Remind students to submit their Gratitude videos before M9: D7. The recorded
video will be used to measure students’ progress in the Focused Language Training. Remind
them that the best performer will receive the Language Wizard - Journeyman Award.
upload it onto the FEA server on http://52.172.195.227:8086/studentvideoupload.aspx
Pronunciation Drill: Empower Pronunciation Drill Leaders to create and lead pronunciation
drills with their cohort after class. See important information above.

▢ Inferences ▢ Rationalize

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part F.
262
Module 9: Day 5: Making Predictions


19 min (100%)/15 min (80%) 33 min 30 min

Inferences
Rationalize
344
perfect)
Materials required:
Pronunciation Drill
Pronunciation Drills should be conducted daily by the Pronunciation Drill Leaders. If the leaders are absent,
appoint backup leaders.
Performance Review

● Students will discover the joy in reading by predicting what will happen next in
the text they are reading.
🎓🎯
● Students will draft a structure for their skits after discussing it with their team
members.
🎓🎯🤝
263
● Students will understand that the process of writing is dynamic and be mindful
that their skit may change as they progress through the story.
🎓🎯🤝

5 min
TTE: 9 min
Step 2 (S-W) Question of the Day: Cricket is a popular sport in India. When India plays another country,
5 min say Sri Lanka, do you make predictions on who will win? Do you rationalize your
TTE: 14 min prediction? Take a few answers.
Note for facilitator: The sport of cricket above is just an example. If your class is passionate
about some other sport, you may change the sport.
Discuss predictions that you may have made within the last few days about events:
● At school
● At work
● With friends
Debrief: We make predictions as a matter of routine. When predictions are based on

knowledge and analysis, they are called inferences. Engaging in the process of making
predictions, which includes rationalizing and vocalizing our assessment, demonstrates our
active involvement and prior knowledge. Likewise, making predictions about the book we
are reading enhances our engagement as we become invested in the accuracy of our
predictions.
Step 3 Ask students to think about how the story has progressed up till now. Based on the twists
(AS/S-W) and turns they have encountered, ask them to predict what will happen in the next few
8 min pages they will read and write their prediction in SAB Part A. (3 min)
TTE: 22 min
Encourage them to extend their predictive powers a little more to predict the ending and
write that also in SAB Part A. (2 min)
Have the TOTD’s share their predictions (3 min).
Step 4 (AS) Next, ask students to continue reading their book and check whether their predictions are
30 min accurate or not. Encourage students to continue reading their books. Remind them of the
TTE: 52 min requirement to complete the Reading logs in SAB Part C M9: D1 after reading. (28 min
[Reading] + 2 min [Reading Log])

264
/ question formation / tenses) to focus on. Choose a new area that they most need to
same area.
Rubric given at the front of this FRB (Prologue to FLT). Once the review is complete, ask
them to go back to reading their books.
Step 5 (S-W) After students have finished reading, initiate a discussion on the accuracy of their
10 min predictions. Ask them if their predictions were similar to or different from the way the
TTE: 62 min story actually progressed. Encourage students to discuss what factors contributed to the
accuracy or inaccuracy of their predictions. (5 minutes)
Next, ask students for their opinion on whether the act of making predictions increased
their interest and engagement with the book. Prompt them to identify specific ways in
which making predictions enhanced their reading experience. (4 minutes)
Debrief: Explain to students that thinking ahead and predicting what might happen next
allows us to understand the story better and increases our engagement. Let them know
that the activity they just participated in was an example of this concept in action. (1 min)

33 min
Learning reflection
TTE: 95 min
After the discussion, inform the students that they will create a structure for their contest
skit, including elements such as characters, background and setting, and plot. Ask them to
consider the various elements of the 'Craft of Plot' while preparing the structure. Assign
the TOTD the role of ensuring equitable participation among all house members. (1 minutes)
Share the following instructions for the house activity. Remind students to use the 'Steps to
Following Instructions' (M5:D2) to ensure understanding and adherence to the instructions.
● Organize yourselves in a circle with your housemates. (1 min)

● Each member of the house shares their journey of reading the book so far. (10 min)
● Arrive at a shared understanding of the plot and brainstorm the main elements of your
house's contest skit. (10 min)
● Decide which character you wish to play in the skit. (1 min)
● Finalize and document the structure in SAB Part B. (10 min)
Note: Students should keep in mind that the storyline / ending of their skit might change
after reading the next part of the book.
Your lesson will be well received if students are able to hold a mindful brainstorming
session and develop a workable structure for their contest skits. Students should uphold
the principle of equitable participation with contribution from all members.
Note for the facilitator: Circulate among the houses to ensure that the discussions remain
focused and on track. Offer assistance as needed to support the students during their
brainstorming sessions.

5 min
Remind students to submit their Gratitude videos before M9: D7. The recorded video will be
TTE: 100 min
used to measure students’ progress in the Focused Language Training.
265
Also, remind the TOTD responsible for the M9:D8 project (Anemometer & Ball Launcher) to
ensure that their housemates are collecting the necessary materials for their selected
project.
▢ Pavilion ▢ Groan ▢ Gnaw
be eligible for daily task points, the student must read a minimum of 7 pages of the
assigned book. (TOTD must ensure that all students complete their extra benefit daily
tasks)

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part C.
266
Module 9: Day 6: Playwright Pavilion


11 min (100%)/9 min (80%) 45 min 30 min

No physical transition is required. Please discuss with your parallel facilitator and conduct your class in the
Pavilion
Groan
Gnaw
perfect)
345
Penultimate
Materials required:
Writing Assessment
The script will be written in one student’s SAB and therefore, the facilitator will have only 4 scripts to check.
The score assigned by the facilitator (using the Denouement Rubric) for the script will also be the individual
score of each house member (E.g. – If the script gets 15 out of 30 points, each house member who has
contributed to the script will also be given 15 points. If the house has 4 members, the team score will be 15x4=
60 points).
Pronunciation Drill
Performance Review
review today. Review their progress to have a comprehensive understanding of their strengths and areas
for improvement.
performance review. These could be areas where they need additional support or where they can further
develop their skills.

267
● Students will understand the format of writing a script of a play/skit.

🎓🎯
● Students will apply their learning from Craft of Plot to write their skits. 🎓🎯🤝
● Students will understand that continuous improvement through practice is required to
achieve excellence.
🎓🎯

5 min
TTE: 9 min
Step 2 (S-W) Question of the Day: Having a robust schedule makes it easier to manage time and prioritize
5 min tasks. A well-planned day reduces stress, increases productivity, and helps achieve goals
TTE: 14 efficiently. It also allows for better work-life balance and provides a sense of control over
one's daily activities. How will an improved ability to schedule your day / tasks help you:
● At school?
● At work?
● With friends?
Debrief: At the beginning of this module we discussed the attributes of a lifelong learner. If
we want to lead rich and fulfilling lives, we should actively plan and schedule life
experiences that will help us grow.
Step 3 (AS) Start this lesson’s reading session by polling (show off hands) to identify readers and
30 min non-readers. Ask the readers what they like to read and how often they read (school
TTE: 44 min syllabus books don’t count). Survey why (reasons) non readers don't read. (2 min)
Debrief: Advise students who are non-readers to find time and develop a reading habit as
improved reading comprehension, vocabulary and reading speed would benefit their career
prospects greatly. Emphasize the importance of scheduling reading into the daily routine. (3
min)
Encourage students to continue reading their books. Remind them of the requirement to
complete the Reading logs in SAB Part C M9: D1 after reading. (23 min [Reading] + 2 min
[Reading Log] = 25 min)
● If a student has shown fair growth in the assigned areas of opportunity, then strike
through the old one and provide them a new area (prepositions / adverbs / word order /
268
question formation / tenses) to focus on. Choose a new area that they most need to
same area.
Once you and the students have identified the areas of opportunity, have a discussion on the
investments section of the performance review. Students will fill the first two columns and
you (the facilitator) will mark the last three columns on a scale of 1 to 4 using the FLT Rubric
given at the front of this FRB (Prologue to FLT). Once the review is complete, ask them to go
back to reading their books.
Step 4 (S-W) Instruct students to read the 'Sample Script' in SRB Part B for guidance on script writing and
6 min its essential components. Walk them through the sample script, emphasizing the intricacies
TTE: 50 min of script/scene creation. Highlight how characters are assigned specific dialogues
sequenced and intended to be delivered with particular emotions, effectively conveying the
script writer's intended message. Emphasize that it is the quality of dialogues that make a
story engaging.
Talk about:
● The setting of the scene
● The use of full sentences
● Equitable distribution of dialogues
● Cues to guide expression and dialogue delivery
● Use of dialogue to guide delivery (comma for small pause, full stop for longer pause, use
of exclamation marks)
Step 5A (S-S) House Activity:

32 min
After students have finished reading, inform them that today is the penultimate day to
TTE: 82 min
finalize their skits. Therefore, they need to finalize the endings of their skit or create their
own endings. Inform students that may choose from any of the endings they arrived at
while reading, their prediction on the book's ending (if they were to have read the full book)
or the ending they would give it, if they were the author. (1 min)
Ask students to sit with their housemates to write and finalize their script in SAB Part A.
Remind them that engaging and thoughtful dialogues should be at the center of their
production. TOTD’s should ensure that all contest rules and requirements are being adhered
to. (25 min)
Finally students should review their scripts using the Denouement Rubric and ensure that
their storyline has strong Craft of Plot elements. (5 min)
Note for the facilitator: The facilitator should plan to spend time with each house and
provide suggestions as they are finalizing their scripts. Ensure that the script has strong
dialogues between the characters and is not just an attempt to use noises / sounds to build a
scene or to capture audience attention. Emphasize the importance of including dialogue,
cues on emotion, and delivery as demonstrated in the sample script.
Step 5B (S-S) Ask students to choose a corner of the classroom and start rehearsing their script.
13 min
Learning Reflection
TTE: 95 min
Your lesson would be well received if students can collaborate to write a script that
adheres to the fundamental elements of storytelling (craft of plot), including well-crafted
dialogues, and provides equal opportunities for each participant to showcase their
oratory skills.
269
Note for the facilitator: When students are practicing, the facilitator should check all 4
house scripts using the Denouement Rubric in SAB Part B. While checking, the facilitator
should seek the help of the TOTD to understand parts of the script that relate to the various
elements of the Craft of Plot (Inciting Incident, Rising Action, Climax etc). Facilitators may
also use the Structure of the Skit prepared on M9:D5 SAB Part B to inform themselves while
assigning scores. After checking the scripts, update the scores in the excel sheet.

5 min
Reminder: Remind students to submit their Gratitude videos before M9: D7. The recorded
TTE: 100 min
video will be used to measure students’ progress in the Focused Language Training. Remind
them that the best performer will receive the Language Wizard - Journeyman Award.
upload it onto the FEA server on http://52.172.195.227:8086/studentvideoupload.aspx
project.
▢ Dress Rehearsal ▢ Accelerate ▢ Metaverse
270
Module 9: Day 7: The Goosebumps Contest

87 min 3 min 20 min

35 min 5 min

Dress Rehearsal
Accelerate
Metaverse
346
perfect)
Materials required:
Comic: The Lone Ranger Series
● Ensure that the students have shared their gratitude video on WhatsApp and have uploaded it onto the
FEA server using http://52.172.195.227:8086/studentvideoupload.aspx
● Share the link to Lone Ranger comics on WhatsApp.
Skit Assessment
When students are presenting, the facilitator runs the Goosebumps Rubric to evaluate the performance of
the house. The score given by the facilitator to the skit will also be the score of each house member (E.g. – If
the skit gets 20 out of 30 points, each house member who has contributed to the skit will also be given 20
points. If the house has 4 members, the team score will be 20x4= 80 points).
AV (Gratitude Video) Assessment

While students are rehearsing for the skit, the facilitator checks the recording using the FLT Rubric and
identifies a maximum of 2 areas of opportunity for each student. Verbal feedback will be given in M9:D8.
Pronunciation Drill

271
● Students will present their Goosebumps Contest entries showcasing their reading
journey through a skit.
🎓🎯🤝
● Students will explore their creative dimensions by acting out their individual
roles in the skit.
🤝

5 min
TTE: 8 min
Step 2 Question of the Day: During the peak of the pandemic, amidst lockdowns, technology
5 min allowed us to lead normal lives. We could go to school and continue learning, commerce and
TTE: 13 min business carried on, even socialization and social functions were possible. How is
technology being used:
● At school and learning?

● At work places?
● With friends and entertainment ?
Debrief: The last 2 years have truly unlocked the power of technology. From now on the
pace of technological development and adoption will accelerate. Technology will impact all
aspects of life, be it google classrooms and MOOCS to learn, internet banking for financial
transactions, amazon for retail, dedicated apps for buying things we need, netflix / hotstar
for entertainment. Even money has been digitized in the form of cryptocurrencies.
Facebook has recently changed its name to Meta and expects to focus on the metaverse, an
online alternative world where people can lead parallel lives and fulfill many of their
day-to-day needs. If you don't know about the metaverse, it would be a good idea to do some
research. Who knows our children may go to school in the metaverse, or they may work
there.
Step 3A Inform students that you will declare the result of the Goosebumps contest and Scholastic
5 min Cup in the next class.
TTE: 18 min
Share that the scripts have already been scored and today they will be presenting their
skits which will be scored on the Goosebumps Rubric. Emphasize that the team with the
highest combined score on the skit script and its delivery will be declared the winner of the
contest.
Share the plan for the day as follows:
1 Last min script modification + dress rehearsal 35 min
2 Skit Presentation [5 min / house x 4 = 20 min] 30 min

& Peer Feedback [2.5 min / house x 4 = 10 min]
272
35 min
Ask students to make any last minute changes they may like to make to the script and then
TTE: 53 min
get down to rehearsing it. Make it abundantly clear that they have 35 minutes for this
exercise.
Note for the facilitator: While students are working, please review the students' AV
submissions (gratitude videos) and record your observations in SAB Part B (Learning
Dashboard Module 9 | Language Development Reflection | Reading Strand). Kindly refrain
from completing the Student Action section, as it will be filled out by the students
themselves.
Please be advised that the students will be rehearsing their scripts and will need access to
their SABs, so please minimize disruptions while using their SABs.
Step 3C Ask each house to perform their live skit. Build excitement and let the performances begin.
35 min Inform students that while one team is presenting, the other houses should provide
TTE: 88 min feedback in SAB Part B using the Goosebumps Rubric Parameters in SAB Part A. (20 min
[Presentation]+ 10 min[feedback]+ 5 min [transition] = 35 min)
Note: Peer feedback may be assigned as follows:
Presenting house Feedback house
Achievers Reformers
Reformers Loyalists
Loyalists Helpers
Helpers Achievers
After each house has presented, ask the TOTD assigned the role of providing feedback to
share their feedback.
Note for the facilitator: While students are presenting and providing feedback, mark the
skits using the Goosebumps Rubric and update the scores in the excel sheet.
Step 4 Instructions for M9:D8

7 min For tomorrow's lesson, please identify a Teacher of the Day (TOTD) from each house who is
TTE: 95 min responsible, sincere, and capable of taking charge of the class in your absence. Ask these
students to refer to SRB Part B for their responsibilities for tomorrow’s class:
● The project will be completed by team members under the supervision of the TOTD.
● TOTDs should be present at the branch 5 minutes before the start of the session and
ensure that all team members have brought the necessary materials.
● Monitor and adhere to the time duration for the task (Please use a timer) - (20 min).
● Afterward, conduct a house discussion using the ‘Discussion Prompt’ given in SRB D8
Part C (15 min).
● Next, request housemates to start the ‘Extra Benefit’ activities.
● At the facilitator's request, send your team members for FLT feedback.

5 min
TTE: 100 min
273
Goosebumps contest and the Scholastic Cup.
project.
▢ Anemometer ▢ Wiggle ▢ D-day
Share the link to the Lone Ranger comic on WhatsApp. Encourage students to continue
building their reading habit.
274
Module 9: Day 8: Easier Said than Done


12 min (100%)/ 10 min (80%) NA 30 min

the room that does not have computers
Vocabulary Builder Assessment for the day: Reading Lesson number in the LMS
Anemometer
Wiggle
347
D-day
perfect)
Materials required:
Certificate: 09. Goosebumps Contest Certificate Certificate: Mr. Scholastic.pptx
Certificate: Scholastic Cup Certificate.pptx Certificate: Ms. Scholastic.pptx
Certificate: Language Wizard Certificate .pptx Certificate: Master Teacher Award -Module 9
1. Please ensure all students are ready with the required material for their individual projects.
2. Ensure that the students’ Gratitude videos have been uploaded onto the google drive. At the end of
course, these AVs will be given to students as a record of their language competencies.
AV (Gratitude Video) Assessment
While students are working on their projects, the facilitator checks the recording using the FLT Rubric of the
remaining students and identifies a maximum of 2 areas of opportunity for each student.
Pronunciation Drill

275
● Students will demonstrate their ability to follow instructions through the

execution of a science project.
🎓🎯
● Students will practice asking questions to improve their comprehension of
assigned tasks.
🎓🎯🤝
● Students will demonstrate time management. 🎓🎯
● Students will receive feedback on language competencies based on their AV
submissions.
🎓🎯
This lesson requires students to have submitted their ‘Gratitude’ videos. This video, along with the videos
recorded in Module O, Module 5 and additional videos that will be recorded in subsequent modules will be
used to track students' progress in their spoken language abilities and will be presented to students /
parents as evidence of their hard work and growth. Once recorded, these videos should be uploaded by
students, to the FEA server, at http://52.172.195.227:8086/studentvideoupload.aspx.

5 min
TTE: 9 min
Step 2 (S-W) Question of the Day: Creativity refers to the capacity or ability to generate unique ideas,
5 min concepts or solutions by combining existing knowledge, skills and imagination in original
TTE: 14 min and innovative ways. Applying creativity enhances people's lives, making it more
comfortable and fulfilling. How can developing your own creative skills help you:
● At school?
● At work?
● With friends?
Debrief: Artificial Intelligence (AI) is the capability of machines to adapt and perform
functions that have not been explicitly programmed into them. In the foreseeable future,
we can expect the emergence of increasingly powerful machines capable of automating
most routine tasks. However, creative jobs and applications will continue to remain within
the domain of human beings. Therefore, it is essential for all of you to focus your attention
on developing your own creative and analytical thinking.
Step 3 Remind students that today they will demonstrate the ability to follow simple instructions
(AS/S-W) to create either an Anemometer or a Ball Launcher. Remind them to use ‘Steps to Following
7 min Instructions’ so that they follow the project instructions as intended.
TTE: 21 min
Ask students to see the Instructions - Anemometer/Ball Launcher in SRB Part B and proceed
as follows.
● Request students to read and understand the instructions carefully. (5 min)
276
● Allow students to ask questions and clarify their doubts. (2 min)

24 min
Start with handing over the houses to the TOTD and have them get started on the project.
TTE: 45 min
Note for the facilitator: While students are at task, check the remaining students’ AV
submissions using the Focused Language Training Rubric. After evaluating all the AVs,
determine the recipient of the Language Wizard - Journeyman Award. The award can be
granted to the student who has shown the most improvement in their spoken
communication or to the one who has demonstrated the best spoken abilities. It is
important to note that the award should be decided solely based on the AV submission.
Also decide on the winners of The Goosebumps contest, Scholastic Cup, and Mr. Scholar &
Ms. Scholar and The Master Teacher Award (Module 9). Prepare the digital certificates for
the winners.
Step 4B Next, request the TOTD’s to send students for feedback on their gratitude videos. Identify
30 min students who have already completed their project, call them first. After providing
TTE: 75 min feedback, ask students to fill the Student Action section in SAB Part A M9:D7 before they get
down to any other business.
Note for the facilitator: Provide feedback in a positive and non-partisan manner. Determine
whether you prefer to give feedback individually or in pairs. Pair feedback can be
beneficial when students within the group share similar characteristics. It not only saves
time for students but also allows them to identify their peers, with whom they can practice
and improve.
Consider the following process to provide feedback:
● Feedback should be precise and concise to the point (use specific instances). The time
spent with an individual student should not be more than 2 min and 4 min for a pair.
● Complement students on progress that they have made w.rt. previous areas of
opportunity.
● Identify a maximum of two areas of opportunity for each student that he/she needs to
work on.
● Suggest methods to correct their errors.
Step 5 Learning Reflection: Ask students to review their 4-week Language Development Plan
15 min prepared at the end of Module 4 (L#295) from SAB (Learning Dashboard Module 4 | Reading
TTE: 90 min Strand Part C). This plan represents the Reading proficiency they would have liked to have
achieved by Module 9. Ask students to assess whether they have made the required
investments and achieved their desired competencies as per the plan. (3 min)
Ask students to use the Language Development Reflection sheet in SAB (Learning
Dashboard Module 9 | Language Development Reflection | Reading Strand) to document
their evaluation. (10 min)
Step 6 End the class by announcing the name of -

5 min
● The winning house of the Goosebumps contest
TTE: 95
● The winning house of the Scholastic contest
● The names of Mr. and Ms. Scholastic of the class
● The Master Teacher - Module 9. (provide the reasons for your selection to lay the
groundwork for future desirable behaviors)
● Language Wizard - Journeyman (highlight the rationale for your selection)
Congratulate the winners for earning a digital certificate.
277
Inform students that they will continue to have many more opportunities to learn and grow
after completing the FEA program. One of them is the MOOC club. Inform students that they
can select a MOOC of their choice from a list already selected by FEA and validated by
graduates. These MOOCs have proved to be popular and informative and have received
positive feedback from other FEA students.

5 min
Utilize this time to provide feedback to any remaining students from step 4B.
TTE: 100 min
Build Your vocabulary - Enrich your conversation (5 min/day)
▢ Hawking ▢ Deemed

● Quiz on Simple, Present Perfect and Continuous Tenses : SAB Part A.
278
Mid Term Progress Review-2
Synchronous Asynchronous Extra Benefits


16 min (100%) /13 min(80%) NA NA

Vocabulary Builder Assessment for the Day: Self Reflection Lesson Number in the LMS
Hawking
Deemed
● Pronunciation (all sounds) 350
● All grammar topics in FLT
Materials required:
Video: Hard work beats talent
Extra Benefit Song: A Song for Teachers
● Share the link to the video of today’s lesson on whatsApp group. :
● Share the link to the song ‘A Song for Teachers’ on WhatsApp.
Pronunciation Drill
Appointment of TOTD
There is no requirement to appoint a TOTD for this lesson.
● Students will reflect on the skills (cognitive & non-cognitive) that they have
developed during the Scholastic Cup.
● Students will understand that there is a strong link between employment capital
and skill development.
🎯🤝
● Students will reflect on the investments that they have made during the Scholastic
Cup and the extent of capitals they have developed.
🎓 🎯🤝
● Students will understand that success and talent can not be nurtured without hard
work.
🎓 🎯🤝

5 min
TTE: 10 min
279
Step 2A (S-W) Question of the Day: Inform students that it’s been 5 weeks since they completed ‘Mid Term
5 min Progress Review - 1’ and have been making investments to develop their capitals. These
TTE: 15 min investments have been targeted towards language skills and non-cognitive skills. What
language skills have you developed in FEA during the last 5 weeks and how will they help
you:
● In school?
● At work?
● With friends?
Debrief: First impressions leave a lasting impact. During job interviews, interviewers often
form an opinion within the first three minutes on whether they would like to pursue your
candidature further. When meeting new people, rapport is established within the initial
moments. If you come across as boring, your ability to expand your network may be greatly
hindered. Similarly, in schools, teachers often form an impression of your capabilities as a
student within the first few minutes. Therefore, language skills are paramount for success
in life. Language skills encompass all four strands: Listening, Reading, Speaking, and
Writing.
Step 2B (S-W) Inform students that good language skills open doors, but what you do with the
5 min opportunities you get depends on your non-cognitive skills. What Non-cognitive skills have
TTE: 20 min you developed at FEA during the last 5 weeks and how will they help you:
● In school?
● At work?
● Socially?
Debrief: Skills can be classified into three categories: technical skills, soft skills, and
hygiene factors. Technical skills are acquired through higher education. The stronger your
language skills, the better you can absorb and apply your technical knowledge. At FEA, we
prioritize the development of soft skills and hygiene factors, also known as non-cognitive
skills. Your ability to collaborate within a team positively influences both your career and
social circle. Effective communication, likability, responsibility, empathy, politeness, and
other similar qualities are essential for successful teamwork. Hygiene factors encompass
attributes such as punctuality, honesty, and consistency. Neglecting these factors may
result in being perceived as unserious or unreliable, which can adversely affect one's
future prospects.
Step 3 (S-W) Inform students that their academic performance plays a crucial role in determining their
10 min future path. Achieving good grades in class 10 is essential to securing the subjects they
TTE: 30 min desire in high school. Similarly, performing well in class 12 is necessary to gain admission
into a reputable college program. Unfortunately, educational programs offered by
non-reputable institutions do not provide students with positive learning outcomes. Ask
students to read and reflect on an article titled "Why Focus on Skill Development?" in SRB
Part B. (4 min)
After students have read the article, ask (6 min): (Student-led)
● What could be the reason that only 10% of India’s college graduates are
employable?
● Consider your own knowledge and skills to determine what you can do to upskill
yourself to be a part of the 10%, who are employable.
Note for the facilitator: The idea behind these two questions is to ensure that students
understand the importance of being able to accomplish tasks and be productive, either
individually or in a group, is the primary reason why individuals are employed. The
effectiveness with which a person fulfills their responsibilities depends on the skills they
possess.
280
Step 4 (AS) Inform students that they will get an opportunity to document their progress since ‘Mid
10 min Term Performance Review-1’ and will make their second DIY report card.
TTE: 40 min
Ask students to review their Modular Reflections from the last day of each module - 6, 7, 8
and 9 to take stock of their focus areas and their progression towards their learning goals.
Note for the facilitator: Reviewing Modular reflections allows students to reflect on their
stated modular priorities and the progress they have made. Students are expected to use
this insight to create a progress report that will identify their priorities till the end of the
program.
Step 5 (AS) Ask students to look at the ‘Mid Term Performance Review-2’ lesson in SAB.
20 min
TTE: 60 min Inform students there are three sections of this report. All students will start working on
each section after your (facilitator) instruction. Now, allow students 1 minute to go through
Section A of the report.
Ask students if they have understood how they should approach ‘Section A’ of the DIY report
card. Share the following sample if required.
Sample Section A
Eg. List of skills - Asking questions, writing speeches, comprehension, active listening,
following instructions, proofreading, editing, etc.
Academic Capital Employment Capital Social Capital

Pronunciation - My Asking meaningful Confidence - I speak
teachers and classmates questions - when I am confidently in public, with
were able to understand assigned a task at work, I good diction and
my presentation as I ask questions to gain a pronunciation due to
pronounced words complete understanding of which people listen to me
properly. what needs to be done and and my opinions are
outcomes to be achieved. valued.
Note for facilitator: This sample is the same as Mid Term Performance Review-1.
Step 6 (AS) Now, allow students 1 minute to go through Section B of the DIY Report Card.
15 min
TTE: 75 min Ask students if they have understood how they should approach ‘Section B’. Share the
following sample if required.
Sample Section B
List down the investments you have made to develop the identified skills.
I have practiced the skill of asking questions using tools like BDA and SWBST.
I have spent my personal time to complete MOOC.
I have participated in class despite being a shy student.
I made an attempt to come to the class on time and regularly.
I have invested time to practice reading using ReadTheory.
Which investments benefited you the most? Justify your answers.
MOOC and ReadTheory helped me greatly. I learnt about prosody which I use regularly
while speaking in class. The MOOC made me sound confident and teachers at schools
provide me opportunities for self improvement. ReadTheory helped me improve my lexile
level and now I am able to relate to more complex texts. My grades at school have gone
up.
What can you do to take maximum benefit of the investments you made(Think in terms
of time, assistance, tools you may require)?
I study in English medium school and there are many in class who pronounce the words
better than I do. To become a better public speaker, I need to improve my pronunciation.
My reading statistics in ReadTheory are still below my grade level. Therefore, I need to
continue putting in efforts to improve my reading level and tackle more complex texts.
281
Note for facilitator: This sample is the same as Mid Term Performance Review-1.
Step 7 (AS) Now, allow students 1 minute to go through Section C of the DIY Report Card.
20 min
TTE: 95 min Ask students if they have understood how they should approach this section of the Report
Card. Have them fill up Section C.
Learning Reflection
Note for the facilitator: Your lesson would be well received if your students can make
connections between investments they are willing to make in return for capital they
stand to gain. The more specific the responses, the greater the understanding.

5 min
Share the link to the video ‘Hard Work Beats Talent’ on WhatsApp. Encourage students to
TTE: 100 min
watch it before they go home.
For M10:D1: Share the link of the song ‘A Song for Teachers’ with students on the WhatsApp
group and instruct them to listen to the song as many times as they can.Encourage students
to bring a musical instrument or object with them to the next class that they can use to
make music.
Say it Right - articulate your words correctly (5 min)


time, by learning at least a word a day from the Vocabulary Builder. The next lesson
features commonly used phrases instead of words. Comprehending and using phrases in
your speech is as impactful as using appropriate vocabulary. Today’s ‘Vocabulary Builder’
Phrases/Words are:
▢ You have made a difference ▢ Lend a helping hand
▢ Shaped our minds ▢ Parody
282
Index
Lesson Name Pg # Lesson Name Pg #

Prelude to Advanced Program i Building Vocabulary xxii
Interpreting the FRB ii Pronunciation Drill - Ready Reckoner xxiii
An Introduction to Learning Theories ix Common Grammatical Errors - Ready Reckoner xxvi
Student Participation Guidelines xii Contest - Ready Reckoner xxvii
Questioning Techniques xv Contests and Certificates xxix
Creating Smart Goals for Success xvii Note on Self Directed Learning (Module 14) xxxi
Prologue to Focussed Language Training xviii
Day Lesson Name Pg # Day Lesson Name Pg #

Module 10: Effective Communication Module 13: The Employment Process (Contd)
Day 1 Make Merry 1 Day 6 Prepare, Perform, Perfect! 120
Day 2 Communication at Work 7 Day 7 Lasting Impressions 125
Day 3 Success at Work 12 Day 8 The Mubarak! Contest (Day 1) 130
Day 4 Networking 16 Day 9 The Mubarak! Contest (Day 2) 130
Day 5 Discussion, Debate and Dialogue 20 Giving Back Lesson 133
Day 6 Group Discussion 24 Module 14: Self Directed Learning
Day 7 The Disputatio Contest 29 Day 1 Attitude for Success 136

Module 11: Workplace Skills Day 2 Early Bird Gets the Worm 142
Day 1 Read to Excel 34 Day 3 Understanding the Play Field 146
Day 2 Validating Information 40 Day 4 Overcoming Personal Challenges 150
Day 3 Creating Meaning 44 Day 5 Mining Gold from WWW 154
Day 4 Visual Data 49 Day 6 Chalk the Talk Contest 159
Day 5 Writing a Report 53 Module 15: Workplace Behaviors
Day 6 Run Through 57 Day 1 Building your Reputation 165

Day 7 The Ka-Ching! Contest 61 Day 2 Being Reliable 171
Module 12: Purpose and Passion Day 3 Being Trustworthy 176
Day 1 Reason for Being 64 Day 4 Continuous Learning 181
Day 2 Pick your Passion 70 Day 5 Being Valued 188
Day 3 Show me the Money 74 Mid Term Review - 3 192
Day 4 Connecting Passion to Mission 79 Module 16: Graduation
Day 5 Plan your Success 85 Day 1 Capstone 195

Day 6 The Ikigai Contest 91 Day 2 Look up! Speak Up! 199
Module 13: The Employment Process Day 3 To Start With, Listen 202
Day 1 Envisioning your Future 97 Day 4 Read & Solve 207
Day 2 What's in your Resume? 103 Day 5 Bring your Black Hat 210
Day 3 Positioning Yourself 108 Day 6 The Penultimate 212
Day 4 First Impressions 112 Day 7 Culmination 214
Day 5 Why You? 116
Prelude To Advanced Program
Dear Facilitator,
If you are reading this, you are on the verge of starting a new Advanced Level batch with students. This is
an exciting time for both you and the students as they embark on a fascinating new learning journey.
The Advanced Program has many new learning experiences for our students. The program is designed to
be engaging and seeks to create a spirit of teamwork, collaborative learning and accomplishment.
Contests, Certifications and Virtual Cups are designed to create a fun experience while rewarding students
for consistent individual and team effort.
The program offers an opportunity to our students to work towards becoming independent learners. The
focussed language training program seeks to enhance their spoken language skills through targeted
interventions on key sounds (pronunciation) and common grammatical errors specific to the profile of our
students. Through this program, FEA aims for all round development of its students in all 4 language
strands (spoken, written, reading and listening) and the development of their non cognitive skills (problem
solving, thinking skills, self regulation, teamwork and much more).
For our students to be able to get the most out of the program and to benefit from the investment of their
time, it is essential that we keep the learning environment engaging and rewarding.
Before the start of every class ensure that you complete the following to ensure that the students are fully
rewarded for the 100 minutes they invest in your class:
● Ensure that your laptops and internet are in working order.

● Be a role model - come to the class well rested and well groomed.
● Prepare your lesson well - be familiar with all learning tools applicable to the lesson (FRB, videos,
reading articles, web-links, quizzes, appendices, etc.).
● Plan and prepare your visual cues before the start of the lesson.
During the class…

● Smile, make your class welcoming.
● Encourage all students to participate in class (encourage use of verbal and non verbal cues).
● Manage your time. Do not extend your class.
● Encourage students to do as many extra benefit activities as they can.
We hope that the Advanced Program will be a rewarding experience for your students.
i
Interpreting the FRB
Structure of the Advanced Program

In the advanced program, students are organized into houses to foster communication and teamwork.
Assessments are conducted in the form of friendly contests between the houses, providing opportunities for
students to earn individual and team certificates. These certificates are awarded as recognition of the
students' hard work and personal growth.
Facilitators are strongly encouraged to motivate their students to seize the opportunities provided by the
program. Through these opportunities, students can learn from their peers, contribute to their team
objectives, and showcase their skills during the contest activities. By actively participating and engaging in
the program's activities, students can further enhance their learning experience and overall development.
Lesson Duration
The duration of each session is 100 minutes. The teaching duration for every lesson is 90 minutes. Five
minutes are allocated at the beginning to welcome students and help them get seated. Another 5 minutes are
reserved at the end to wrap up the session and allow students to leave the classroom in an orderly manner.
During these last 5 minutes, facilitators are expected to engage in small group or one-on-one discussions with
shy students, those who haven't had enough opportunity to speak, students who didn't demonstrate an
understanding of the lesson or students who need counseling. Most lessons will provide a suggestion on
whom to address in the final 5 minutes; however, facilitators have the discretion to prioritize based on the
needs of the class and individual students.
Time Management
One of the essential pillars of the Advanced Program is the 80:20 interaction ratio, where students speak or
interact for 80% of the time while facilitators speak for 20%. For more information, please refer to the
Student Participation guidelines below.
At the beginning of each lesson, you will find the allocated timing for both Asynchronous and Synchronous
learning. The calculation of this timing is as follows:
● Individual reading, listening, and writing activities are classified as Asynchronous learning.
● Team activities that involve speaking and collaboration are classified as Small Group Discussion.
● Activities that involve interaction among the entire class are classified as Whole Class Discussion.
● The total time for Small Group Discussion and Whole Class Discussion is classified as Synchronous
learning.
● Feedback time includes all time allotted for verbal feedback and the last 5 min of each lesson. For more
information on feedback during the last 5 minutes, please see ‘feedback’ in this section below. Feedback
using post-it notes or other written feedback is not included in this time.
While reviewing the FRB, you will notice the following abbreviations with the time allocation of each step.
● AS = Asynchronous learning
● S/W = Synchronous & Whole Class Discussion
● S/S = Synchronous & Small Group Discussion
● TTE: Total Time Elapsed, which provides valuable information on the amount of session time that should
have passed by the end of the step. This allows you to assess whether you are on time or ahead/behind
schedule, giving you an opportunity to take corrective action.
ii
Use of Computer Resources
On any given day, only one classroom can have access to the branch's computer resources. As a result, the
students from the other class will need to rely on AV equipment or use web resources on their handheld
devices. It is essential for the facilitators of both classrooms to demonstrate flexibility and ensure the fair
and equitable sharing of the branch's computer resources.
To achieve this, please collaborate with your parallel facilitator and take turns using the room with the
computers. Establish a schedule that allows each class to have equal opportunities to utilize the computer
resources. In the event that your students require computer access on specific days, such as during contests,
kindly inform your parallel facilitator well in advance.
By working together and maintaining effective communication, we can ensure a balanced and efficient use of
the available computer resources for the benefit of all students.
Modular Goals and Lesson Objectives

At the beginning of every module, specific ‘Modular Goals’ are defined to inform students of the skills they
will develop within that module. These modular goals play a vital role in providing clarity and focus to both
learners and facilitators. By breaking down the overall learning journey into smaller units, learners can
better understand and concentrate on the specific skills, knowledge, or competencies they need to achieve in
the module they are currently engaged in.
In addition to modular goals, each lesson within the module has corresponding ‘Lesson Objectives’. These
objectives specify the incremental knowledge, skills, and concepts that will be covered and delivered during
the lesson. Lesson objectives are carefully aligned with the modular goals, further narrowing the focus and
providing a specific direction for each individual lesson. They help ensure that learners are aware of what
they are expected to accomplish in that particular session.
Together, Modular Goals and Lesson Objectives form a comprehensive roadmap. The modular goals act as the
coordinates of the destination, representing the overall desired outcomes, while the lesson objectives serve as
key milestones along the way. These objectives provide crucial information to gauge whether the class is
progressing in the right direction.
It is essential for you, as the facilitator, to learn how to interpret both the Modular Goals and Lesson
Objectives. Equally important is the task of teaching your students to understand and work towards these
objectives. By doing so, you will optimize your teaching efforts to align them with the program goals, and
ensure that your students' efforts are also directed towards the intended objectives.
Capital Identification and Development
In the advanced program, we emphasize the importance of developing different types of capitals to achieve
success. These capitals include:
● Academic Capital: This refers to the skills that contribute to improving academic performance. The
objective of this capital is to help students excel in school or college, giving them the confidence to
pursue further studies and providing them with the necessary skill sets to succeed in competitive
environments.
● Employment Capital: This refers to the skills that enhance career prospects. Developing these skills
helps students identify job opportunities that align with their interests and abilities, secure better
jobs, and potentially receive recognition and promotion within their current employment.
● Social Capital: This refers to the skills that expand an individual's social influence, enhancing their
ability to perform effectively in team or collaborative settings.
The development of these capitals is interwoven into every lesson. The modular goals and lesson objectives
provide information on how the goals and objectives will contribute to building these capitals. During the
lessons, facilitators should help students recognize the ways in which learning concepts enrich their lives
and contribute to their personal and professional success.
iii
Important information
At the start of each lesson, you will find a section titled "Important Information." This section offers crucial
guidance on matters that have an impact on the entire lesson, module or linkages to future lessons. As the
facilitator conducting the lesson, it is vital that you organize both yourself and the delivery of the lesson in
accordance with the instructions provided in this section. Neglecting to do so may have adverse effects on the
learning outcomes of the current lesson as well as future lessons.
Debriefs
Debriefs are frequently included at the end of a step to bring it to a close. They offer guidance regarding the
outcomes of the step and the intended direction of discussions. Sometimes, they present a thought meant to
leave an impact on students' minds, encouraging reflection. Facilitators should avoid reading the debrief
verbatim but instead customize it to suit the needs of their students. It is advisable for facilitators to identify
keywords from the debrief and practice delivering it in their own style, considering the level of their
students.
Note for the facilitators or Important note for the facilitators

In every lesson, you will find "notes for the facilitator" highlighted in black with white font. These notes
provide important guidance to facilitators regarding what they should focus on in that step. Paying attention
to these notes will enable facilitators to manage their time more effectively and achieve better learning
outcomes. It is important not to ignore these notes as they provide valuable insights for facilitating the
lesson.
Note to the trainer

"Notes to the trainer" are included to emphasize specific competencies that the training team needs to equip
the facilitators with during the training sessions. Their purpose is to ensure that, by the end of the training,
facilitators are well-prepared to effectively deliver the steps. Facilitators are strongly encouraged to seek
assistance from trainers if they come across a note and feel that they do not possess the requisite skills to
deliver it effectively. Seeking help in such cases ensures that facilitators receive the support they need to
deliver high-quality training.
Learning Reflection
Each lesson concludes with a learning reflection, which is arguably the most crucial part of the lesson as it
provides an indication of whether the lesson objectives have been achieved. Within the learning reflection
step, there is a subsection titled "lesson will be well received if..." that enables the facilitator and observers to
evaluate the success of the lesson. If the learning reflection suggests that a significant portion of the class
has not demonstrated the competencies directed by the lesson objectives, it is recommended that the
facilitator considers reteaching the lesson to ensure that all students have a solid understanding of the
intended outcomes.
Feedback
Feedback is crucial for personal and professional growth as it offers valuable insights, highlights areas for
improvement, and reinforces strengths. Facilitators in the Advanced Program are expected to possess the
ability to provide effective feedback, keeping students motivated and focused on their development. The
lesson structure includes dedicated time for constructive and positive feedback. Additionally, facilitators are
responsible for identifying students who require extra support or guidance, such as those struggling to
understand certain aspects of the lesson (see Learning Reflection section above) or facing personal
challenges that prevent them from staying focussed. Engaging with these students in the last 5 minutes of
each lesson (Wrap-up step) ensures they receive the necessary assistance and encouragement to reach their
full potential.
iv
Extra Benefit
Every lesson concludes with an Extra Benefit Section, which provides additional activities for students to
engage in outside of the classroom. Facilitators bear the important responsibility of effectively
communicating and motivating students to participate in the recommended extra benefit activities. These
activities have a compounding effect on students' growth, enhancing both their language competencies and
the skills necessary for academic, workplace, and social success.
It is crucial for facilitators to diligently inform and encourage students to take part in these activities. It's
important to keep in mind that while not all students may complete all of the extra benefit activities, some
students may choose to do some. Facilitators should not deprive those students who are willing to put in extra
effort for their personal growth by not informing them about the extra benefit activities. Continuous
motivation and witnessing the positive impact of these activities on participating students can eventually
inspire and have a positive influence on those who may initially be reluctant to participate in the activities.
Vocabulary Builder
Vocabulary building is vital for effective communication, comprehension, academic success and professional
growth. A strong vocabulary enables precise expression, enhances comprehension, and supports
higher-order thinking and vocabulary opens doors to career opportunities.
One of the cornerstones of the advanced program is to provide students with the opportunity to develop and
utilize appropriate vocabulary in the classroom. Both the SRB and SAB contain lists of words and phrases
that will prove beneficial to students throughout the course. These words and phrases are provided in the
FRB, and you are expected to encourage students to learn at least one word each day and employ it in class
the following day.
Starting from module 14, students will be prompted to identify three words encountered while reading an
article or listening to audio. They are encouraged to independently look up the meanings of these words. They
should then record the meanings in the SAB and craft a sentence that is appropriate for their grade level,
noting it down in their SAB as well. As facilitators, it is your responsibility to ensure that students are
actively enhancing their vocabulary and to support them in their self-directed learning journey.
Vocabulary building plays a significant role in students earning daily points for both themselves and their
houses and counts toward deciding on the winners of the module and individual contests. Additional
information is available in the section “Building Students Vocabulary”.
Reading Speed Expectations

The average reading speed of an 8th-grade EFL (English as a Foreign Language) student is typically around
150-200 words per minute. However, in our curriculum, we have adjusted the reading speed to accommodate
the needs of weaker students. Therefore, the allotted time for reading articles and rubrics in the Student
Resource Book (SRB) and Student Activity Book (SAB) is set at 40 words per minute in Modules 1-5 and 50
words per minute in Modules 6-9.
We encourage you to motivate your students to continue reading to enhance their reading speed and
comprehension abilities. Regular practice and exposure to English texts will help them improve their reading
skills over time.

Reviews of student progress along focused language parameters will be conducted in Module 2 (Review 1),
Module 4 (Review 2), Module 7 (Review 3), Module 9 (Review 4), and Module 15 (Final Review). During these
reviews, students will be evaluated on their pronunciation (sounds) and their use of grammar in both
speaking and writing, including prepositions, adverbs, word order, question formation, SVA and tenses. You
v
can find the rubric for the FLT Review in the section titled 'Prologue to FLT Review' below. The results of the
review will be documented in the 'Performance Review' section provided at the beginning of the SAB.
Before commencing the review, it is important to familiarize yourself with each student's progress in FLT
parameters since the last review or the beginning of the program. Please develop a comprehensive
understanding of their strengths and areas for improvement so that you can identify specific areas of
opportunity for each student to focus on. These areas could be where they require additional support or
where they can further develop their skills. Additionally, before commencing the review, revise the FLT
Rubric to ensure that you are well-prepared to complete the investments section of the performance review
within the allotted time. Make sure that the rubric aligns with the evaluation criteria and accurately reflects
Learning Dashboard
The ‘Learning Dashboard’ is located in the SAB immediately following the 'Performance Review' section.
Usually, students fill out the Learning Dashboard during the first and last lesson of each module, using it as a
journal of their learning desires and to document their learning journey. In this section, students document
their learning goals for each module, their plans to accomplish these goals, and also reflect on the extent of
their progress towards their stated goals.
The Learning Dashboard has been separated from the rest of the SAB to ensure that all information
regarding the students' learning journey, plans and investments is consolidated in one place. This provides
valuable input when they prepare their Mid-Term Reviews via the DIY report card.
When completing the Learning Dashboard, students are expected to be honest and realistic about their
language development expectations and to reflect on the efforts they have made to achieve their goals. The
facilitators' role is to guide students through this process.
Mid Term Progress Reviews and DIY Report Card

The students are responsible for conducting their own performance review upon the completion of Module 5
(Mid-Term Progress Review 1) and Module 9 (Mid-Term Progress Review 2) of the Advanced Program. In each
module, students articulate their capital developmental expectations (language skills - speaking, reading,
writing, and listening strands and non-cognitive skills). Each module prompts students to set targets and
develop plans to achieve their expectations.
These performance reviews are facilitated through the use of a DIY Report Card. During the performance
review, students assess the extent to which they have met their own expectations and evaluate the
investments (efforts) they have made to accomplish them. By understanding their current position in their
developmental journey, students can refocus their attention on their self-defined priorities and redirect their
efforts toward achieving their goals. Furthermore, the performance review process helps students establish
new goals to shape their future learning experiences.
The DIY Report Card serves as a valuable tool for students to take ownership of their progress and actively
engage in self-reflection and goal-setting. By actively participating in the performance review process,
students gain a deeper understanding of their strengths, areas for improvement, and the necessary steps to
further their personal development within the FEA program.
In these student-led lessons, the facilitator's role is to foster an environment that encourages students to
authentically document their learning journey. The facilitator supports and guides students throughout the
performance review process, ensuring that they feel empowered to reflect on their progress, set meaningful
goals, and take ownership of their developmental path.
vi
Video Submissions
In Modules 0, 5, 9, and 14, students are required to record and submit videos to assess and track their progress
along the Focused Language Training (FLT) spectrum. These video submissions play a crucial role in
evaluating students' spoken language skills and informing the facilitator in formulating focus area
assignments. More detailed information regarding this process can be found in the section titled "Prologue to
Focused Language Training."
During these performance reviews, it is expected that the facilitator has a comprehensive understanding of
the FLT Rubric and possesses the ability to apply it proficiently. Additionally, the facilitator must familiarize
themselves with student performance data prior to conducting the review. This preparation ensures that the
review process is managed efficiently and effectively, allowing for accurate assessments and targeted
feedback to support students' language development.
Furthermore, the video recordings serve the purpose of documenting the student's progress at key
milestones. They provide tangible evidence of how students have advanced during their time with FEA,
allowing us to showcase their growth. These videos serve as valuable documentation for students and their
parents, validating the time and effort they have dedicated to their language development journey with FEA.
It reinforces the notion that their commitment and sacrifices have yielded tangible results and contributed to
their personal growth.
Certificates and Contest Spreadsheets

Digital certificates are awarded to the winners at the conclusion of each module. Please refer to the section
on "Contests and Certificates" for a comprehensive list of certificates presented. These certificates are
intended to motivate students to engage in friendly competition, fostering improvement in their linguistic
and non-cognitive skills. Facilitators are responsible for downloading these certificates onto their computers
and promptly presenting them at the conclusion of each contest. They must accurately fill in the names of the
winning students and include their digital signatures to authenticate the certificates.
The contest scores are recorded and maintained in contest score sheets (M1:5 Elemental Contest.xlsx, M6:9
Scholastic Contest.xlsx and the Cup of Life.xlsx). These score sheets are equipped with built-in formulas that
enable you to promptly determine the winners once you have entered the data. This streamlined process
ensures efficient and accurate declaration of contest winners.
Assessment for Workplace Behaviors Module (M15)

In Module 15, students are tasked with showcasing behaviors and soft skills that hold value in professional
environments. Within each day of this module, students will be evaluated on a distinct set of behaviors and
skills for which they can earn contest points, as indicated in the table below:
Day 1 Punctuality 5 pts Regularity 5 pts Polite Phrases 5 pts
Day 2 Problem Solving 5 pts Reliability 5 pts Teamwork 5 pts
Day 3 Grooming 5 pts Empathy - Supportive 5 pts Integrity 5 pts
Day 4 Communication Skills 5 pts Learning Attitude 5 pts Leadership 5 pts
Day 5 Time Management 5 pts Pronunciation & Prosody 5 pts Participation & Energy 5 pts
During the implementation of this module, it is vital that students remain unaware of which specific skill or
behavior will yield points on any given day. Given the significance of these skills in a professional context, the
aim is for these abilities to transition into inherent traits, consistently showcased by students.
vii
Capstone (M16)
The Advanced Program concludes with the Capstone Module, which serves as an assessment of the skills and
attitudes students have developed throughout their time in the program. This module utilizes the case study
method, allowing students to showcase their achievements in spoken language, reading, writing, listening,
and a range of non-cognitive skills (too many to list here).
The Capstone Module is a platform where students actively demonstrate their newly acquired skills. During
this module, the facilitator's role is to evaluate and document students' abilities accurately. To fulfill this
responsibility effectively, the facilitator must possess a comprehensive understanding of the various rubrics
and be capable of applying them effectively.
By utilizing the case study method, the Capstone Module provides an opportunity for students to apply their
knowledge and skills in real-world scenarios. This assessment allows students to demonstrate their
competence and showcase the growth they have achieved throughout their learning journey. It serves as a
culmination of their efforts and provides a comprehensive evaluation of their overall development.
As the capstone project is a demonstration of abilities and behaviors, the assessment should reflect your
observations from the beginning of Module 16, to the exclusion of all observations made by you before that
period. To illustrate, one of the desired behaviors of a
Award of Points: The objective of the Capstone is for students to demonstrate the skills and behaviors
necessary for workplace advancement. During the Capstone, students will assume the role of new employees
tasked with solving a problem presented in a case study. The facilitator will act as the HR department,
observing and documenting the skills and behaviors exhibited by the new hires (students). If students
perform well according to the designated rubric, they will receive points based on the level of proficiency
demonstrated. Since these are new hires, their evaluation will be solely based on their performance during
the Capstone, without considering their performance in prior modules.
Taking the behavior of regularity as an example, the daily points will be awarded as follows:
● 2 points for each day they are present until the first recorded absence. The rationale behind awarding
full points is to commend the new hire's professionalism and commitment to work, which earns them
high regard from the employer.
● 1 point for each subsequent day until the second recorded absence. As new hires are ineligible for leave
during their initial months, taking leave during this period is discouraged.
● 0 points for each day after the second absence. This indicates that the new hire is not dedicated to their
work, as evidenced by their frequent desire to take leave.
A similar scoring approach will be employed for other parameters such as punctuality, unless the student
has received a prior exemption to arrive late for a validated reason, as confirmed by the facilitator.
Integrity and reliability are additional parameters that significantly impact your career progression, as
individuals prefer collaborating with those who exhibit honesty and diligence. Constructing trust is a
lengthy process, and once fractured, it remains irreparable. Those consistently displaying integrity and
reliability will be rewarded with 2 points, whereas if someone is discovered to be deceitful, they will receive 0
points.
viii
An Introduction to Learning Theories
Learning theories are models or frameworks that attempt to explain how people learn and acquire new
knowledge and skills. These theories are based on empirical research and observations of the learning
process, and they provide educators, researchers, and instructional designers with a foundation for
developing effective teaching methods and learning environments.
Why are learning theories important?
Learning theories provide educators with a framework to understand how students learn and the factors
that can influence the learning process. By understanding these theories, teachers can design and implement
effective teaching strategies that promote student learning and engagement.
For example, a teacher who understands the principles of Behaviorism might use positive reinforcement
techniques to encourage positive behaviors and to help students develop new skills and knowledge. This
might involve providing praise or rewards for desired behaviors, or structuring learning activities in a way
that encourages students to learn through repetition (pronunciation drills) and practice.
Similarly, if a teacher understands the principles of Constructivism, they may design learning activities that
allow students to build on their prior knowledge and experiences and construct new knowledge through
active participation and hands-on learning experiences. This might involve collaborative learning activities,
project-based learning, or inquiry-based learning, all of which can promote student engagement and deeper
understanding.
A teacher who understands the principles of Cognitivism might use strategies that help students to organize
and make sense of new information, such as providing visual aids or graphic organizers, or using techniques
that help students to link new information to existing knowledge.
Overall, learning theories can influence teaching strategies by providing educators with a framework for
understanding how students learn and by helping them to design and implement effective instructional
strategies that are tailored to the needs and characteristics of their students.
Behaviorism: Key Features
● Behaviorism is a theory of learning that emphasizes observable, measurable behavior. It is based on the
idea that behavior is shaped by the environment, through the use of reinforcement and punishment.
● Behaviorists believe that learning occurs through the formation of associations between stimuli and
responses. Positive reinforcement involves rewarding a behavior to increase the likelihood of it occurring
again in the future (preferred outcome). Negative reinforcement involves removing an aversive stimulus
to reduce the likelihood of a behavior occurring again in the future.
Example of Behaviorism
Let's say a teacher wants to use positive reinforcement to increase the likelihood of a student participating
in class discussions. Whenever the student speaks up in class, the teacher provides positive feedback, such
as praising the student for their contribution or asking follow-up questions to encourage further
discussion. Over time, the student begins to associate participation with positive feedback and is more
likely to participate in the future.
Constructivism: Key Features
● Constructivism is a theory of learning that emphasizes the active role of the learner in constructing
knowledge based on their experiences and prior knowledge. Constructivists believe that learning
involves building on existing knowledge and making connections between new information and prior
experiences.
● Knowledge is not simply transmitted from teacher to learner, but is actively constructed by the learner
through a process of meaning-making and reflection. Teachers in a constructivist approach act as
ix
facilitators, guiding students to discover knowledge for themselves, rather than simply imparting
information.
● Constructivists emphasize the importance of social interactions in learning, such as collaborative
problem-solving and discussion.
● Assessment in constructivism is often focused on the process of learning, rather than just the end
product, and may involve self-reflection, peer evaluation, and feedback.
Example of Constructivism
Let's say a teacher wants to encourage students to speak more in class discussions. Instead of calling on
individual students to answer questions or share their thoughts, the teacher takes a more constructivist
approach.
The teacher might start by asking students to brainstorm questions or topics related to the current lesson.
The teacher then facilitates a class discussion, encouraging students to share their questions and ideas
with one another.
As the discussion progresses, the teacher asks open-ended questions and provides feedback that helps
students build on each other's ideas. The teacher might also introduce different discussion techniques,
such as "think-pair-share," where students discuss a question with a partner before sharing their thoughts
with the class.
Throughout the discussion, the teacher acts as a facilitator, guiding the conversation without dominating
it. The teacher may also encourage quieter students to contribute by asking them to build on a previous
point or share their own perspective.
In this example, the constructivist approach emphasizes the importance of social interactions in learning
and encourages students to build their own understanding through discussion and reflection. By creating
a supportive and collaborative environment, the teacher helps students feel more comfortable speaking up
in class and encourages them to take an active role in their own learning.
Cognitivism: Key Features
● Cognitivism is a theory of learning that emphasizes the role of mental processes in learning, such as
perception, memory, and problem-solving. It is based on the idea that learning involves the active
processing of information by the learner.
● Cognitivists believe that learners construct knowledge by organizing and manipulating information in
their minds, and that this process involves the use of mental models, schemas, and strategies.
● Cognitivists emphasize the importance of prior knowledge and the learner's own understanding of the
material, as well as the need for active engagement and feedback in the learning process.
● Assessment in cognitivism is focused on the learner's understanding of the material, often through tests
and quizzes that measure knowledge acquisition and retention.
Example of Cognitivism
Example 1: The teacher can use cognitive strategies to help students overcome obstacles that prevent them
from speaking in class. For example, the teacher might encourage students to engage in self-talk, where
they mentally rehearse what they want to say before speaking. The teacher may also help students to
break down the task of speaking into smaller steps, such as brainstorming ideas or practicing with a
partner, to make it feel more manageable.
By using cognitive strategies, the teacher helps students to become more aware of their own thought
processes and develop greater control over their own learning. This can be especially helpful in situations
where students may feel overwhelmed or unsure of themselves, such as when speaking in front of a group.
x
By providing targeted support and guidance, the teacher helps students to build their confidence and
become more effective communicators.
Example 2: Let's say a teacher wants to help students develop their critical thinking skills through
reading. The teacher might begin by asking students to identify the main characters, plot points, and
themes of the text. The teacher would then guide students in developing their own interpretations of the
text, encouraging them to draw on their own experiences and prior knowledge.
The teacher might also introduce various reading strategies, such as highlighting and note-taking, to help
students organize and retain information. The teacher would then provide feedback and corrective
guidance to help students refine their understanding of the material.
Throughout the learning process, the teacher would emphasize the importance of active engagement and
reflection, encouraging students to ask questions, make connections, and draw their own conclusions
about the text. By providing a supportive and interactive learning environment, the teacher helps students
to construct their own understanding of the material, while also developing important cognitive skills that
can be applied to future learning experiences.
BDA Approach & Cognitivism
The Before-During-After (BDA) reading strategy is an effective way to build critical thinking skills through
reading within the context of cognitivism. The BDA strategy encourages active engagement with the text by
breaking the reading process into three stages:
1. Before reading: In this stage, students activate their prior knowledge and make predictions about the
text. Teachers can guide students to identify what they already know about the topic, create questions
they hope to answer while reading, and identify any unfamiliar words or concepts.
2. During reading: In this stage, students focus on comprehension and analysis of the text. Teachers can
encourage students to take notes, summarize key points, and make connections between the text and
their prior knowledge.
3. After reading: In this stage, students reflect on what they have read, evaluate their own understanding,
and draw conclusions about the text. Teachers can guide students to analyze the text, identify its central
ideas, and evaluate its significance.
By using the BDA strategy, students can build their critical thinking skills by engaging with the text in a
structured and deliberate way. Teachers can encourage students to think about the purpose of the text,
consider multiple perspectives, and evaluate the validity of arguments. The BDA strategy also helps students
recognize the role of prior knowledge in comprehension and develop strategies for monitoring their own
understanding.
xi
Student Participation Guidelines
In a language development setting, good facilitators are able to motivate their students to actively
participate in class as well as group discussions. In-class participation builds confidence and is a measure of
their engagement with the learning process. Apart from being an active listener, a student who is engaged, is
willing to communicate his/her ideas and have them critiqued by his/her teacher and peers. He/she is more
likely to continue his/her learning journey till the end of the FEA program. If you are able to create a learning
environment where all students are provided equitable opportunities to participate, you will find your
classrooms full, average percentage high and with minimal dropouts, consequently, minimizing the work
that you need to do to call and retain students.
GUIDELINES FOR STUDENTS PARTICIPATION IN CLASS:
Below are some best practises to help you improve participation rate in your classroom:
● 80:20 Participation: Language can only be developed by practicing the four strands. At FEA, we simply
encourage students to translate their existing knowledge into English by providing them with an
immersive and safe environment. An FEA facilitator is expected to maintain an 80 (student participation):
20 (facilitator cues) participation ratio in his/her class using various techniques.
● The Popcorn method is a useful tool that helps create an environment for discussion by eliminating the
facilitator from the center of discussions. In the popcorn method, each student can identify his/her peer
as the next person who will contribute his/her views to the discussion. It can also be used by the leaders
to support and provide opportunity to shy students who are hesitant to be part of the discussions.
● Equitable participation: Your class will have a mix of both extroverts and introverts. The extroverts will
be quick on the draw and eager to answer every question while the introverts will try and hide behind
their shadows. As an excellent facilitator, you will have to be patient with shy students and encourage
and motivate them to speak. Shy students need support in the form of extra time and cues to articulate
their thoughts.
● Keep overactive students in check: One of the main reasons for a facilitator not being able to provide all
students an opportunity to participate is the presence of overactive students who hog all the sound-bites
and they do not provide introverted students with an opportunity to get a leg-in. As an FEA facilitator, it
is your duty to keep extroverted students in check and to provide equitable opportunity to everyone.
● Cold Calls and Warm Calls: Cold calls is a method where non-participative students are directly asked by
the facilitator to respond to a question or to add his/her view to the views of his/her peers. Ample
opportunities are given to the shy students to contribute using scaffolding techniques. Warm calls are a
technique where students are informed in advance that they will be required to put forth their views to a
specific question or participate in a particular discussion. To help you execute the cold calling and warm
calling techniques, it will be useful if you create a list of students who you would like to hear from before
the start of every class. If any of these students raises his/her hand or expresses his/her interest to
participate in classroom discussion, you should be able to prioritize their responses.
● Probing Questions: A good facilitator is one who is able to use probing techniques to make the students'
thinking visible. He/she asks open-ended questions and encourages students to put forth their views. A
good facilitator knows that there is no one right answer to any question and asks students to justify their
responses using logical reasoning and evidence.
It is important that as an FEA facilitator, you follow the “No child left behind” policy. Which means that you
need to ensure that each student is engaged and participating in the learning process every single day.
STRATEGIES FOR ENHANCING CLASS PARTICIPATION:
In a classroom, students participation can be structured in three ways:
xii
1. Whole Group discussion:
A whole class discussion involves the participation of all students in the class. As a facilitator, you must:
● Monitor the extroverted students to ensure that they do not hijack the discussion.
● Pay attention to the details of the discussion and ensure that it does not go off topic and is completed in
time.
● Be skilled in steering the conversations towards a logical conclusion using probing techniques and
leading questions.
● Be able to ensure that the students who do not contribute ideas are listening actively and encouraged to
put their views forward.
2. Small-Group discussion and Briefing:
A small group discussion:
● Provides students more opportunities to participate and gather information from their peers
● Encourages students who are hesitant are more likely to open up and put forth their views
● Can be used as a tool to provide shy students the opportunity to practice in a small group setting before
presenting to a larger one
You should assign a group leader/TOTD who can maintain and oversee discussions, ensuring equitable
participation.
PARTICIPATION INDEX:
Each lesson will provide its own unique opportunities of classroom interactions. For your benefit, we have
calculated the discussion time for each lesson, based on which we have prescribed the numbers of
participation opportunities each student will have in that lesson. For eg.
40 min of discussion time 60 min of discussion time 80 min of discussion time
At an 80:20 ratio, students should At an 80:20 ratio, students should At an 80:20 ratio, students should
contribute 32 minutes of the contribute 48 minutes of the contribute 64 minutes of the
discussion. discussion. discussions.
Half the class should contribute Each student should contribute at Each student should contribute at
once and rest should contribute least two times. least three times.
twice.
Research suggests that an average person can speak 100-130 words per minute which is adequate for a
student to articulate his/her thoughts. Encourage students to think before they speak and to make the best
possible impact in the time available to them.
For each lesson, we have assigned an icon that prescribes the number of times each student should
participate. These emojis appear in each lesson of your FRB. Description of the icons is as follows:
Each student will contribute to the discussion at least once for approximately 1 minute.
Each student will contribute to the discussion at least twice for a talk time of 2 minutes.
Each student will contribute to the discussion at least 3 times for a talk time of 3 minutes.
xiii
Participation in small group discussions is above and beyond this index and is based on equitable
distribution of stage time.
This will indicate the equitable participation during the small group discussions.
STUDENT PARTICIPATION TRACKER:
We advise the use of participation slips to track the number of times each student participates in classroom
discussions. At the beginning of each class, provide each student with three participation slips with his/her
name written on it. After a student has contributed meaningfully to the discussion, the student will hand
back his/her participation slip to you. By the end of the class, each student should have handed back a
minimum number of slips as indicated by the number of fingers on the top right corner of the lesson. Please
do not take back a participation slip if a student has provided one word answer or provided short-word
phrases. Use probing techniques to help students contribute meaningfully to discussions so that they can
hand back the requisite number of the participation slips for that lesson.
xiv
Questioning Techniques
Questioning techniques are methods used to ask questions in order to facilitate learning and encourage
critical thinking. Some common questioning techniques (with example questions)that teachers and
instructors can use to engage learners and facilitate learning:
1. Open-ended questions:
● What do you think about this topic?
● How would you describe this concept?
● Can you give an example of when you encountered this problem?
2. Closed-ended questions:
● What is the capital of India?
● Who was the first person to land on the Moon?
● What is the formula for water (H2O)?
3. Probing questions:
● Can you explain that a little more?
● What specifically did you mean by that?
● How does this relate to what we just discussed?
4. Reflective questions:
● What was your experience like?
● How did you feel during that process?
● What did you learn from that experience?
5. Leading questions:
● Do you think that it's fair to assume that...?
● Don't you think that it would be better if we...?
● Wouldn't you agree that...?
6. Hypothetical questions:
● What do you think would happen if...?
● How would things be different if...?
● If you had to make a decision in that situation, what would you do?
Follow-up Questions
Follow-up questions are a powerful tool for teachers to clarify student understanding, foster critical
thinking, and promote active learning in the classroom. These questions are designed to encourage students
to expand on their initial answers and explore the reasoning behind their thinking. By asking follow-up
questions, teachers can create a supportive and engaging learning environment that encourages students to
engage in thoughtful and meaningful discussions.
Here are some tips on how to effectively use follow-up questions in the classroom:
1. Focus on understanding: Follow-up questions should be used to gain a better understanding of what
students are thinking and to help them clarify their answers. For example, if a student answers a
question with “I think it’s because of X”, a teacher could ask “Can you explain why you believe X is the
reason?”
2. Encourage critical thinking: Follow-up questions should encourage students to think critically and
examine their opinions. For example, for a student response, a teacher could ask “What makes you
believe that? Have you considered other possible answers or reasons?”
3. Be specific: Effective follow-up questions are specific and focused on a particular aspect of the student’s
answer. For example, if a student gives a general answer, a teacher could ask “Can you give me an
example to better understand your perspective?”
xv
4. Listen actively: Teachers should actively listen to student answers and be aware of the body language
and tone of voice used. This helps to build rapport and trust with students, which can encourage them to
be more forthcoming with their thoughts and ideas.
5. Encourage elaboration: Follow-up questions should encourage students to elaborate on their answers
and provide more detail. For example, if a student answers a question with a one-dimensional answer, a
teacher could ask “That’s one perspective, have you considered other factors that may have influenced
the outcome?”
6. Be flexible: Follow-up questions should be flexible and adaptable to the needs of individual students and
the overall learning objectives of the class. Teachers should be prepared to adjust their follow-up
questions based on the responses they receive and the needs of the class as a whole.
7. Create a supportive environment: Follow-up questions should be used to create a supportive and
engaging learning environment where students feel comfortable sharing their thoughts and ideas.
Teachers should strive to create a safe and inclusive classroom culture where students are encouraged to
participate in discussions and ask questions.
In conclusion, follow-up questions are a powerful tool for teachers to promote active learning and critical
thinking in the classroom. By using these questions effectively, teachers can create a supportive and
engaging learning environment where students are encouraged to participate in meaningful discussions and
explore the reasoning behind their thinking.
xvi
Creating SMART Goals for Success
SMART goals are a powerful tool for setting and achieving academic and professional objectives. The
acronym stands for Specific, Measurable, Achievable, Relevant, and Time-bound, and by following these
criteria, students can increase their chances of success in achieving their goals.
Here's how to create SMART goals for academic or professional success:
1. Specific: The goal should be clear, concise, and well-defined. The answer to the question “What do I want
to accomplish?” and “Why is it important?” should be evident in the goal. For example, instead of saying “I
want to improve my public speaking skills”, a specific goal could be “I want to give a 30-minute
presentation without referring to notes by the end of the quarter.”
2. Measurable: The goal should have quantifiable criteria that allows individuals to track their progress
and measure their success. For example, in the goal above, the measure of success is giving a 30-minute
presentation without referring to notes.
3. Achievable: The goal should be realistic, considering available resources and abilities. It’s important to
set a goal that can be achieved with effort and dedication.
4. Relevant: The goal should align with the individual’s values, priorities, and long-term plans. It should be
something that the student is motivated to pursue and that has personal significance.
5. Time-bound: The goal should have a specific deadline, which provides a sense of urgency and helps
students stay focused and on track.
Help your students become proficient at creating SMART goals for leading successful lives.
Monitoring progress of SMART Goal
To ensure that you are making progress towards your goals, it is important to regularly monitor the progress
of your SMART plan. Here are a few tips on how to do that effectively:
A. Set up a tracking system: To monitor progress, you need a system in place to collect and organize data
related to your learning outcomes. This could be a simple spreadsheet or a more advanced learning
management system. Choose a system that works for you, and make sure it is updated regularly.
B. Define key performance indicators (KPIs): Identify the specific metrics that you will use to track progress
towards your learning outcomes. These KPIs should be closely tied to the objectives outlined in your
SMART plan. For example, if your goal is to improve your grades, your KPI might be your percentage in
the final term exams.
C. Schedule regular check-ins: It is important to regularly review the progress of your SMART plan, so
schedule regular check-ins, such as weekly or monthly, to review your KPIs and ensure that you are on
track to meet your goals.
D. Make adjustments as needed: If you are not making the progress you expected, it may be necessary to
make adjustments to your plan. Consider factors such as changes in your study habits or the course
material, and revise your plan accordingly.
E. Celebrate successes: Don't forget to celebrate your successes along the way. Achieving milestones, no
matter how small, is a great way to stay motivated and on track.
By following these steps, students can effectively monitor the progress of their SMART plan and ensure that
they are making progress towards their learning outcomes. Monitoring progress is an ongoing process, so
work with them to be flexible and adjust their approach as needed.
xvii
Prologue to Focused Language Training
Non native speakers of the English language are usually handicapped by regional influences (Mother tongue
influences) in the way English is spoken. Common errors in spoken English are usually observed in the
following four distinct categories:
A. Pronunciation (eh/ae, oh/aw, ae/ai , ih/ee).

B. Common grammatical errors (Word order, Articles, Prepositions - to/ for, statement/ question, -ing
errors, Adverbs, Subject Verb Agreements)
C. s/sh and j/z/zh sounds.
D. Tenses (Simple, continuous and perfect)
These errors will be addressed during the advanced program in the following manner:
Module 1 to 4 Module 5 to 9 Module 10 to 14
A. Pronunciation (eh/ae, oh/aw, A. Pronunciation (s/sh and j/z/zh A. Pronunciation (eh/ae, oh/aw,
ae/ai, ih/ee) sounds) ae/ai, ih/ee)
B. Common grammatical errors B. Tenses B. Pronunciation (s/sh and j/z/zh
sounds)
C. Common grammatical errors
D. Tenses
Pronunciation Guide
Sounds Sample words
eh | ae Red, Bed, September, Help, Delhi | Rad, Bad, Bank, Fantastic, Dally
oh | aw Only, Note, Goat, Low, boat | On, Not, Got, Law, Bought
ae | ai Rad, Bad, Bank, Fantastic, Dally | Take, Face, Late, Name, Wait
Ih | ee Is, River, Live, Sit, Hit | Keys, Beach, Leave, Seat, Heat
s | sh Sip, Sue, Mess, Sun, Sell | Ship, Shoe, Mesh, Shun, Shell
j | z Jest, Major, Jug, Just, Magic | Zest, His, Rise, Praise, Wisdom
zh Measure, Vision, Casual, Treasure, Genre
● The following instructions have been designed to assist you in diagnosing and correcting the common
errors made by the students in your class.
● Please be advised that different groups of students (classes) may have different needs and therefore the
diagnosis needs to be customized for each individual class.
● All facilitators are requested to follow the following process to help their students become better
speakers of the English language.
xviii
When What How
MO: Day 1- 6 Familiarize yourself Record your observations on the feedback Recording
with common errors Template provided.
(frequently errors)
made by students in
his/her class.
assigned to them.
assigned to them.
M7: Day 6 - 7 Review 3 Record progress in SAB - Performance Review and

assigned to them.
M9: Day 4-7 Review 4 Record progress in SAB - Performance Review and
assigned to them.
M10: Day 1 - M14: Day Daily observations of Specific and individualized observations to be written
5 students discussions by on post it notes and shared with students. Assist the
Teachers of the day Teachers of the Day to share the specific and
(full class/small group) individualized feedback.
M15: Day 1-5 Final Review Record progress in SAB - Performance Review and
assigned to them.
(*) The progress review of struggling students should be scheduled at the back end to provide them with
more practice time.
xix
FLT Rubric
Class Participation
Excellent Good Satisfactory Needs Improvement

Criteria (4) (3) (2) (1)
The student The student

The student
participates participates The student rarely
participates
actively and regularly, but may participates or is
Frequency occasionally, but
consistently occasionally have consistently
often has periods of
throughout the periods of disengaged.
disengagement.
class period. disengagement.
The student offers The student offers The student offers

The student offers
insightful and relevant and contributions that
contributions that
Quality of thoughtful appropriate are mostly on topic,
are off-topic or not
Contributions contributions that contributions that but may be
relevant to the class
add to the class enhance the class superficial or not
discussion.
discussion. discussion. well thought-out.
xx
Response to feedback:
The student demonstrates a The student consistently

The student has a generally The student demonstrates a
Attitude consistently positive and open demonstrates a negative attitude
positive attitude towards negative attitude towards
towards attitude towards feedback, towards feedback, actively
feedback, but may at times be feedback, being defensive,
Feedback acknowledging its value and being rejecting or ignoring constructive
defensive or dismissive. dismissive, or non-responsive.
receptive to constructive criticism. criticism.
The student consistently puts in The student puts in some effort to The student puts in limited or The student puts in little or no
sustained and proactive effort to implement the feedback received, inconsistent effort to implement effort to implement the feedback
Effort implement the feedback received, but may not consistently follow the feedback received, or does so received, or actively resists
demonstrating a strong through or fully commit to in a superficial or ineffective making any changes or
commitment to improvement. improvement. manner. improvements.
The student consistently reflects

The student reflects on the The student reflects on the The student does not reflect on the
deeply and thoughtfully on the
feedback received, but may not feedback received, but the feedback received, or does so in a
feedback received and its
Reflection fully understand its implications reflection may lack depth or cursory or incomplete manner,
implications, and develops clear
or develop clear and actionable clarity, and plans of action may be and does not develop any plans of
and actionable plans of action to
plans of action. too broad or not actionable. action.
address it.
Vocabulary Building:
The student is able to use new The student is able to use some
The student is able to use new The student is unable to remember
Vocabulary vocabulary words appropriately new vocabulary words
vocabulary words appropriately and use new vocabulary words
retention most of the time, but may struggle appropriately, but has difficulty
and consistently over time. appropriately over time.
with some words. remembering others.
xxi
Building Vocabulary
Having a rich vocabulary is important for personal growth, effective communication, and success in various
domains of life. Some of the ways in which vocabulary benefits are through improved communication
(making it easier to express ourselves to convey thoughts and ideas), enhanced cognitive abilities (Studies
have shown that vocabulary size is positively correlated with general intelligence, problem-solving skills and
critical thinking), improved reading comprehension and increased opportunities in personal and
professional lives.
Keeping the benefits in mind, it is important for us to encourage students to learn new vocabulary and use
these newly learnt words in speech. This can be done through several methods:
● Provide opportunities for practice: Create situations where students can use the new words in
conversation, such as group discussions, debates, or role-plays.
● Encourage verbal repetition: Encourage students to repeat the new words multiple times, both in
isolation and in sentences.
● Create a positive atmosphere: Encourage and praise students when they use new words correctly and
provide constructive feedback when necessary.
● Lead by example: Use the new words yourself in conversation and correct students when they use them
incorrectly.
As a facilitator it is important that you yourself continue to build your own vocabulary and find
opportunities to use the vocabulary builder words in your classroom. To be able to assign contest points for
vocabulary usage, you would need to devise a method of identifying words used from the Vocabulary Builder.
xxii
Pronunciation Drill - Ready Reckoner
Pronunciation drills are an integral part of Focused Language Training (FLT) and are designed to improve
students' pronunciation. Certain lessons include a list of commonly mispronounced words in the Student
Activity Book (SAB). Facilitators are also encouraged to identify words mispronounced by their students and
add them to the list.
Facilitators should take every available opportunity to encourage students to become independent learners
and ask them to practice their pronunciation after class, especially on days when no word drill is prescribed
in the FRB. We recommend dedicating the first (Step 0 - Welcome) or last (wrap-up) five minutes of class for
the self directed pronunciation drill.
Lesson # Type Facilitator Led TOTD Led After Class Drill Leaders
M0:D4 ✓
M0:D5 ✓
M1:D1 ✓ ✓
M1:D2 ✓
M1:D3 ✓
M1:D4 ✓
M1:D5 ✓
M1:D7 ✓
M2: D2 ✓
M2:D3 ✓
Pronunciation (eh/ae,
M2: D5 ✓
M2:D6 ✓ ✓
M3: D1 ✓
M3: D2 ✓
M3: D4 ✓
M3: D5 ✓
M3: D6 ✓
M4: D1 ✓
M4: D3 ✓
M4: D5 ✓
M4: D6 ✓
xxiii
Lesson # Type Facilitator Led TOTD Led After Class Drill Leaders
M5: D2 ✓
M5: D3 ✓
M5: D5 ✓
M5: D7 ✓
M6: D1 ✓
M6: D3 ✓
M6: D4 ✓
M7: D3 ✓
M7: D5 ✓
M8: D1 ✓
M8: D3 ✓
M8: D4 ✓
M8: D5 ✓
M8: D6 ✓
M9: D1 ✓
M9: D3 ✓
M9: D4 ✓
M9: D5 ✓
M9: D6 ✓
M9: D7 ✓
M9: D8 ✓
M10: D1 ✓
M10: D5 ✓
M11: D1 ✓
M11: D3 ✓
M12: D1 ✓
M12: D3 ✓
M12: D5 ✓
M13: D1 ✓
M13: D4 ✓
M13: D6 ✓
M14: D1 ✓
M14: D3 ✓
M16: D3 ✓
Important Note for Trainers: The trainers should make sure that all facilitators know how to pronounce the
words in the given word list correctly.
xxiv
How to administer the pronunciation drill
To run a pronunciation drill, follow these steps:
1. Choose a list of words that your learners need to practice pronouncing.

2. Say each word slowly and clearly, emphasizing the correct pronunciation.
3. Have your learners repeat the word after you, trying to mimic your pronunciation as closely as possible.
4. Repeat this process several times, focusing on any words that your learners struggle with.
5. Once your learners are comfortable with the pronunciation of the words, you can have them practice
saying the words in sentences or in conversation to reinforce their pronunciation skills.
Remember to be patient and encouraging, and to provide plenty of opportunities for your learners to practice
their pronunciation.
xxv
Common Grammatical Errors - Ready Reckoner
During discussions with trainers, we have identified high-impact grammatical errors commonly made by
FEA students during communication. The Advanced program proactively addresses these errors through the
Focused Language Training (FLT) program, incorporating them into bite-sized learning instances throughout
the curriculum. The table below illustrates the distribution of grammatical concepts across Modules 1 to 9.
In each lesson, an extra benefit activity includes a quiz focused on the identified grammar concept. While the
concepts are explained in the classroom as needed, it is the responsibility of the students to complete the
quizzes at home. Facilitators are expected to remind and encourage students to complete the quizzes during
the last 5 minutes of the lesson (Wrap-up step) and through regular WhatsApp messages.
Module No Focus Area
1 Prepositions
2 Adverbs
3 Word Order and Question Formation
4 Articles and Subject Verb Agreements
5 Simple Tenses
6 Simple and Continuous Tenses
7 Simple and Perfect Tenses
10
11 All focus areas covered from Module 1 - 9

● Prepositions
12
● Adverbs
13
● Articles and Subject Verb Agreements
14 ● Tenses (Simple, continuous and present perfect)
15
xxvi
Contest - Ready Reckoner
Mod Weekly Points Contest Points Bonus Points
Attendance 5 pts
MOOC 5 pts
Enthusiastic participation
1 Elocution Speech 30 pts Master Teacher 5 pts
in FLT* 5 pts
Learning & using new
words from VB** 5 pts
Attendance 5 pts
MOOC 5 pts
Master Teacher 5 pts
2 Wordsmith Writing Contest 18 Pts Questioning Skills
in FLT 5 pts
(M2:D1) 1 pts
words from VB 5 pts
Listening Contest
Position Points
1 25
2 18
Attendance 5 pts 3 15
MOOC 5 pts 4 12
3 5 10 Master Teacher 5 pts
in FLT 5 pts
6 8
7 6
words from VB 5 pts
8 4
9 2
10 1
11 - 20 0
Attendance 5 pts
MOOC 5 pts
(Reading Score + Listening Score)
4 4 Master Teacher 5 pts
in FLT 5 pts
Max Points 25
words from VB 5 pts
Attendance 10 pts
MOOC 10 pts
Enthusiastic participation Writing 18 pts
5 Master Teacher 5 pts
in FLT 10 pts Speaking 30 pts
words from VB 10 pts
Attendance 5 pts
Assignment / MOOC 5 pts
6 Presentation 30 pts Master Teacher 5 pts
in FLT 5 pts
Attendance 5 pts
Extra Benefit Daily Task 5 pts
7 Story / Scene / Adv Writing 30 pts Master Teacher 5 pts
in FLT 5 pts
xxvii
Attendance 5 pts
Extra Benefit Daily Task 5 pts Writing 25 pts
Enthusiastic participation Listening (Quiz) 15 pts
in FLT 5 pts
Attendance 5 pts Script Writing 30 pts

Extra Benefit Daily Task Skit Presentation 30 pts
9 (7pg+/d) 5 pts The presentation and writing Master Teacher 5 pts
Enthusiastic participation points will be averaged for a max
in FLT 5 pts of 30 points
Attendance 5 pts
Classroom Participation 5 pts Presentation 25 pts
Enthusiastic participation Group Discussion 25 pts
in FLT 5 pts
Attendance 5 pts
Daily Task 5 pts Ka-Ching! Project Master Teacher 5 pts
11 Class Participation 5 pts Report 20 pts Paper swan
Providing & applying FLT Presentation 30 pts Activity - Day 1 5 pts
Feedback 5 pts
Attendance 5 pts
Daily Task 5 pts Master Teacher 5 pts
Ikigai Project 15 pts
12 Class Participation 5 pts Best infographics
Presentation 30 pts
Providing & applying FLT (Day 3 & 4) - 5 pts
Feedback 5 pts
Cover Letter (CL) 15 pts

Attendance 5 pts Resume (Res) 15 pts
Daily Task 5 pts Elevator Speech (ES) 20 pts
13 20 pts Master Teacher 5 pts
Class Participation 5 pts Job Interview (JI)
FLT 5 pts Max 35 points = (CL + Res + ES + JI)
2
Attendance 5 pts
14 Daily Task 5 pts Master Teacher 5 pts
Checklist Completion 20 pts
Class Participation 5 pts
Different attributes on different days. Please see the section on

15 ‘Assessment for Workplace Behaviors Module (M15)’ in the Master Teacher 5 pts
Interpreting the FHB Section above
In all modules and cups, daily points will be awarded for some desired behaviors. These behaviors are
valuable as they play a pivotal role in shaping personal and professional success. Our goal is to nurture these
behaviors until they become inherent traits. We urge you to continue collaborating with the students to
cultivate these habits into lasting attributes. Stay committed to encouraging students to wholeheartedly
engage in the specified activities and give their best effort.
*Actively engages in pronunciation drills, avoids mouthing or mumbling words, and works to correct
identified sound swaps.
**VB = Vocabulary Builder
xxviii
Contests and Certificates
The following digital certificates are awarded to the winners at the end of every module. These certificates
are meant to motivate students to compete amongst themselves and in the process improve their linguistic
and non cognitive skills. Facilitators are expected to download these certificates onto their computers and
award them promptly at the culmination of each contest, filling in the winning students name and adding
their digital signatures.
Elocution Contest - Winner (Team)

1 The Elocution Contest
The Wordsmith Writing Wordsmith Contest - Winner (Team)

2
The All Ears Listening All Ears Contest - Winner (Team)

3
The Elemental Cup
Page Turner Contest - Winner (Team) (Team)
4 The Page Turner Contest
Crescendo Contest - Winner (Team)

5 The Crescendo Contest Language Wizard Certificate - Greenhorn
Class King
Class Queen
Soliloquy Contest - Winner (Team)

6 The Soliloquy Contest
Denouement Contest - Winner (Team)

7 The Denouement Contest
SunoGraphy Contest - Winner (Team) The Scholastic Cup

8 The SunoGraphy Contest
Master Teacher Award - Module 8 (Team)
Goosebumps Contest - Winner (Team)

9 The Goosebumps Contest Language Wizard Certificate - Journeyman
Mr. Scholastic
Ms. Scholastic
Disputatio Contest - Winner (Team)

10 The Disputatio Contest Master Teacher Award - Module 10
The Lone Ranger Award
Ka-Ching! Contest - Winner (Team)

11 The Ka-Ching! Contest Master Teacher Award - Module 11 The Cup of Life
The Lone Ranger Award (Team)
Ikigai Contest - Winner (Team)
12 The Ikigai Contest Master Teacher Award - Module 12
xxix
Mubarak! Contest - Winner (Team)

13 The Mubarak! Contest Master Teacher Award - Module 13
Chalk the Talk Contest - Winner (Team)

14 The Chalk the Talk Contest Master Teacher Award - Module 14
Workplace Behaviors Contest - Winner (Team)

The Workplace Behaviors Master Teacher Award - Module 15
15
Contest Language Wizard Certificate - Expert
Certificate of Distinction
Certificate of Honors
16 Capstone
Certificate of Graduation
Certificate of Attendance
xxx
Note on Self Directed Learning (Module 14)
It may be that your class has some students who have decided that they will not study further as there is an
expectation that they will join the family business or will start their own venture. This note seeks to provide
the facilitator with some tools that will help them address their issue with students who express their
disinterest in the module.
Attaining higher education prior to assuming significant roles in family businesses or embarking on new
entrepreneurial ventures offers a multitude of advantages that shape individuals into effective leaders and
successful business owners.
● Higher education equips individuals with a comprehensive skill set and a deep understanding of various
disciplines. This knowledge base fosters strategic thinking, problem-solving, and innovative
decision-making, essential for steering family businesses toward growth and navigating the challenges
of startup entrepreneurship.
● Formal education provides exposure to diverse perspectives and networks. Interacting with a variety of
individuals from different backgrounds enhances adaptability, cultural intelligence, and global
awareness, which are crucial for expanding businesses across borders and thriving in a competitive
marketplace.
● Higher education cultivates discipline and perseverance. Completing rigorous academic programs
demonstrates a commitment to continuous learning and the ability to persevere through challenges –
qualities indispensable for effectively managing a business in the face of uncertainties.
● Business owners often find themselves responsible for hiring employees. Understanding the rigors of
selection into institutes of higher learning equips them with valuable insights into evaluating candidates,
enabling better-informed hiring decisions. This familiarity with the academic journey contributes to a
more holistic assessment of potential employees.
In conclusion, advanced education often leads to increased credibility. Earning degrees or certifications adds
a layer of legitimacy and expertise, bolstering confidence among stakeholders, clients and investors.
Below are several examples of notable Indians who assumed control of modest family enterprises and
subsequently converted them into substantial corporations by virtue of the skills cultivated through
education. These exemplify just a handful of success stories from a list that likely extends well into the
thousands. Their education empowered them to not only expand their businesses but also to embark on
transformative journeys. It's highly probable that without further education, they wouldn't have ventured
down the paths that ultimately defined their remarkable lives.
Azim Premji - Wipro:
Wipro Limited founded by Mohamed Premji in 1945, originally operated as a vegetable and refined oil
manufacturer in India under the name Western India Vegetable Products Limited. However, in the 1970s, the
company shifted its focus to the IT industry and became one of the leading IT services providers in India and
globally. This transformation occurred under the leadership of Azim Premji, the son of the founder. Azim
Premji's vision and willingness to diversify into technology-related services and solutions allowed Wipro to
establish itself as a prominent player in the IT sector.
Likewise, stress to the students that by embracing new ideas, technological advancements, and modern
business practices, they can drive their family businesses to new heights of success and relevance in the
contemporary world. Encourage them to view learning as an ongoing journey that equips them with the
knowledge and skills necessary to adapt, innovate, and steer their family businesses towards prosperity in
an ever-changing global landscape.
xxxi
Uday Kotak - Kotak Mahindra Bank:
Uday Kotak's journey from inheriting his family's cotton trading business to establishing Kotak Mahindra
Bank exemplifies the transformative power of higher education. Armed with an MBA from Jamnalal Bajaj
Institute of Management Studies, Kotak leveraged his financial acumen to reimagine his family's business
trajectory.
Recognizing the potential in the financial sector, he shifted gears, establishing Kotak Mahindra Finance Ltd.
in 1985. With his strategic insight and astute financial management, the company evolved into Kotak
Mahindra Bank. Uday Kotak's educational background equipped him with the skills to navigate the complex
financial landscape, enabling him to turn a small family enterprise into a prominent private sector bank. His
success underscores how higher education can empower individuals to reimagine and elevate family
businesses into influential players in the business world.
Kiran Mazumdar-Shaw - Biocon:
Kiran Mazumdar-Shaw's journey from her family's small business of industrial enzymes to establishing
Biocon showcases the transformative impact of higher education. With a postgraduate degree in Malting and
Brewing from the University of Ballarat, Australia, her scientific knowledge became the bedrock of her
success.
Recognizing the potential of biotechnology, she steered Biocon in a new direction. By leveraging her technical
expertise and visionary thinking, she transformed the company into a pioneering biopharmaceutical firm.
Under her leadership, Biocon developed innovative drugs and became a trailblazer in research and
development.
Kiran Mazumdar-Shaw's educational background equipped her with the skills to navigate the complex world
of biotechnology, enabling her to elevate a small family business to a global player in the pharmaceutical
industry. Her story underscores how higher education empowers individuals to envision and execute
groundbreaking shifts, reshaping the trajectory of family enterprises into influential market leaders.
Mukesh Ambani - Reliance Industries:
Mukesh Ambani's journey from inheriting his father's small trading business to shaping Reliance Industries
into a conglomerate is another testament to the transformative power of higher education. Armed with a
chemical engineering degree from the Institute of Chemical Technology and an MBA from Stanford
University, his educational foundation became a cornerstone of his success.
Recognizing the potential of the petrochemical industry, he strategically expanded Reliance's operations.
Leveraging his technical and managerial skills, he transformed the company into a global giant with
interests spanning petrochemicals, refining, telecommunications, and retail.
Mukesh Ambani's education endowed him with the knowledge and foresight to navigate complex business
landscapes, allowing him to elevate a modest family enterprise to an influential conglomerate. His story
underscores how higher education equips individuals with the tools to drive innovation, embrace new
sectors, and transform family legacies into thriving business empires.
Sunil Mittal - Bharti Enterprises
Sunil Mittal's journey from a small family business to the helm of Bharti Enterprises epitomizes how
education within India can drive transformative success. Armed with a Bachelor's Degree from Punjab
xxxii
University, Mittal initially engaged in the family's bicycle parts manufacturing venture. However, his vision
expanded when he recognized the potential in the telecommunications sector.
Determined to seize the opportunity, Mittal pivoted the family business into Bharti Enterprises, shaping it
into a telecommunications powerhouse. His strategic insights, honed by his Indian education, were
instrumental in catapulting Bharti Enterprises to prominence. Under his leadership, Bharti Airtel emerged as
a global telecommunications giant, revolutionizing the connectivity landscape in India and beyond.
Mittal's entrepreneurial prowess and adaptability underscore his success. He harnessed India's growing
market and leveraged his education-acquired skills to build Bharti Enterprises into one of the world's largest
mobile network operators. This tale of transformative success within India's educational ecosystem inspires
entrepreneurs to harness local education to fuel global innovation.
xxxiii
Module 10: Day 1: Make Merry

72 min 18 min NA

57 min (100%)/ 46 min (80%) 15 min 5 min

Vocabulary Builder Assessment of the Day: Lesson number in LMS
351
You have made a difference Focused Language Training:
Lend a helping hand ● Minimal Pair
Shaped our minds ● Common grammatical errors (Prepositions,
Parody Adverb, Word order, SVA and Articles)
● Tenses.
Materials required:
Link: A song for teachers

Maintain a grammar tracking chart, on the wall, beside the whiteboard and record high frequency errors
in all FLT grammar topics by your students.
Peer Feedback by TOTD

Empower the TOTD to observe pronunciation and grammatical mistakes made by their housemates while
conversing. The lesson provides cues on when and where to provide feedback.
Language Goals:
● Students will practice speaking, listening, writing and reading skills based on what
they have learnt from Module 1-9.
🎓🎯🤝
1
● Students will practice and understand that there are different styles of
communication (discussion, debate, and dialogue) that can be adopted in a work
🎯🤝
setting.
● Students will understand that identifying and adopting the proper communication
style in any given setting enhances the chances of success.
🎓🎯🤝
● Students will understand that maintaining a healthy relationship with
classmates/coworkers makes the work environment healthy and productive.
🎓🎯🤝
● Students will identify the length, breadth, and depth of their network. 🎯🤝
Focus Language Training:
● Share feedback on following topics:

1. Minimal pair (Pen/ Pan/ Pain).
🎓🎯🤝
2. Common grammatical errors (Word order, Articles, Prepositions - to/ for,
statement/ question, -ing errors, Incorrectly using the word' be, Adverbs')
● Students will celebrate the learning journey, success and growth of the class through
music.
🤝
● Students will discover the joy of writing and performing English songs. 🎓🎯🤝
● Students will strengthen their language by practicing ’Minimal Pair & s/sh and
j/z/zh sounds’.
🎓🎯🤝
● Students will take ownership of receiving and working on facilitator and peer
feedback.
🎓🎯🤝
Points
Attendance 5 pts
Classroom Participation 5 pts Presentation 25 pts Master Teacher -Module 10 5
Enthusiastic participation in FLT 5 Group Discussion 25 pts pts
pts

5 min
2
Step 1 (S/W) Motivate students who are still working on their Mid-Term Report Cards to complete their
1 min reflections before the next class begins. Encourage students who are having difficulties
TTE: 6 min preparing their Report Cards to meet with you after class.
Note for the facilitator: Some students may have a better understanding of their own
strengths, weaknesses, and priorities for growth. By tapping into their self-awareness and
critical thinking skills, they may have created a report card that will help them prioritize
their individual learning goals. On the other hand, some students may struggle to
articulate their learning goals. In such cases, pair struggling students with those whom
you believe have done a good job with their report cards for guidance.
10 min Module 9 and review their focus areas. Encourage them to make connections between their
TTE: 16 min priorities and the Modular Goals outlined in SRB Part A. The goal is for them to identify the
specific skills they will develop during this module to further their personal growth. Inform
students that this module will finish in 7 days. (6 min)
Ask Students to read the Lesson Objectives silently from SRB Part A and make connections
to their own interest in becoming good communicators. (3 min)
Ask each house to identify their candidate for the TOTD as per convention. Inform the TOTD
to observe pronunciation and grammatical mistakes made by their housemates while
conversing and provide one-on-one feedback in steps 8 & 9. (1 min)
Step 3 (S-W) Question of the Day: Music is a universal language, and one does not need to understand
5 min the lyrics to enjoy good music. Music that is pleasing to the ear offers numerous benefits,
TTE: 21 min including its positive impact on heart health. Research shows that when music is played,
blood flows more easily, and it can also reduce the heart rate, lower blood pressure,
decrease stress and elevate mood. How can listening to English music have a positive
impact on
● Employment Capital?
● Social Capital?
Debrief: Listening to English songs offers significant benefits for non-native speakers, both
in terms of employment and social development. By immersing themselves in English
lyrics, they expand their vocabulary, improve pronunciation, and enhance listening
comprehension. This linguistic proficiency opens doors to better job opportunities and
effective communication in a globalized world. Moreover, understanding English songs
fosters cultural understanding, empathy, and facilitates social connections, making it a
powerful tool for personal growth and social integration.
Step 4 Start the class by acknowledging and highlighting the efforts put in by individuals and
(AS/S-W) teams to win the ‘Scholastic Cup’ . [Note: Please use specific instances - For example, Rohit's
9 min excellent research skills and Sapna's outstanding teamwork were instrumental in the
TTE: 30 House of Achievers winning the Scholastic Cup.] (3 min)
Inform the students that Module 10 marks the beginning of a new contest called the 'Cup of
Life'. This contest will run through Module 16. Additionally, Module 10 also marks the start
of the Disputatio Contest. Encourage students to refer to SRB Part B to understand the
behaviors that can earn them points for the contest. Draw their attention to the points
awarded for Class Participation. (2 min)
3
Ask them to review SRB Part C for participation guidelines to earn daily points. Inform
students that the contest will start from the next class (M10:D2). (4 min)
Note for the Facilitator: Use this opportunity to encourage students to actively participate
in classroom discussions and activities. Identify students who have been less participative
and directly communicate your expectations to them. Additionally, address the highly
active students and encourage them to support their team members, enabling the house to
maximize their points.
Step 5 Remind the students that in the previous module, they learned that a large percentage of
(AS/S-W) students who complete their education lack the necessary skills to be productive in the
10 min workplace. This poses a challenge for most corporations, as they struggle to find qualified
TTE: 40 min individuals. Encourage and motivate the students to actively work towards acquiring
employability and social skills that align with their desired career path, as doing so will
give them a competitive edge over their competition. (1 min)
Inform the students that in the upcoming six modules, they will learn about the
employment process. They will learn how to prepare themselves and align their skills with
employer expectations. Additionally, they will gain insights into what is required to
succeed in competitive exams. Ask students if they are familiar with the employment
process. Take a few responses (2 min).
Ask students to complete SAB Part B and identify the chronological order of steps in the
employment process (4 min).
Debrief: After students have completed the exercise, share the correct order. Inform them
that there is some flexibility like employment documents can be customized and finalized
after jobs that interest them have been identified. Inform students that in this cup, they
will learn and prepare themselves for some of the processes they identified in the sliding
puzzle. (3 min).
Step 6 Inform the students that their hard work and dedication in the first nine modules of the
10 min advanced program have paid off, as they have acquired a significant number of skills. Now,
TTE: 50 min it's time to have some fun and explore the learning potential that music offers. The
remaining class time will be dedicated to singing and writing English songs. During the
songwriting process, they will have the opportunity to apply their knowledge of the English
language and vocabulary. While singing, it is crucial for them to focus on diction and
pronunciation. (2 min)
Engage the students by asking them about the genre of music they typically enjoy listening
to. Request a few students to showcase their talent by singing a verse from their favorite
song. Encourage other students to join in and showcase their musical skills by playing
instruments. (8 min)
Note: The facilitator can further generate excitement by sharing their favorite genre of
music or singing a verse from their favorite song.
Step 7 Play the song ‘A Song for Teachers’ once so that students can familiarize themselves with
15 min the song. Inform students that there are a lot of fantastic phrases in the song. Challenge
TTE: 65 min them to identify all of them. (5 min)
House Activity
Ask students to sit with their houses discuss (5 min):

● possible experiences the song writer may have had to write a song like this.
● are you able to connect or relate to any of the experiences discussed in your group.
4
Whole Class Activity
Ask them to see the lyrics in SRB Part D, and request students to sing along playing their
musical instruments rhythmically and clearly (5 min).
Step 8 Learning Reflection: House Activity:

30 min
Ask students to organize themselves in a their houses and choose one of the following (10
TTE: 95 min
min):
● Select a song that they want to sing

OR
● Write a song/poem (Allow students to write a parody if they so desire)
Move around in the classroom to provide help if needed.
After 10 mins are over, request each house to perform their song, playing their musical
instruments, if any (4 min / house x 4 = 16 min).
Feedback: Allow TOTD to give one-on-one feedback to their housemates. The TOTD should
share their observations on any pronunciation and grammar mistakes made by their
housemates during today's discussions. (Feedback time per student = 1 min) After receiving
feedback, each student should document the feedback in SAB Part B and then complete the
'Your Reflection' section on their plans to address the feedback. (Reflection time: 2 min)
Note for the facilitator: Ensure that not more than 2 TOTDs are away from the musical
performance in this step.
After all students have performed, ask them to vote for : (4 min)
● the most creative performance
● the most energetic group
● the most entertaining performance
Your lesson is well received if students understand that immersing themselves in an

English environment will improve their language skills. Listening to English music,
watching movies and reading books will improve their vocabulary, pronunciation and
listening comprehension.

5 min
TTE: 100 min Allow students to use this time to complete pending feedback / reflection of step 7.
Identify 5 students and provide one on one feedback on their Goosebump writing
submissions (1 min/student).
Extra Buckle up! Prepare today for a productive tomorrow

Benefits Pronunciation Drill: Write down the additional recorded errors on the whiteboard (or send
it to them via whatApp) and request students to add them to their word list in the SAB Part
A.
Ask them to practice, record and send the word list in their WhatsApp group before the
next lesson.
TOTD must ensure that all students complete their extra benefit and should provide
assistance if required.
5
Build Your vocabulary* - Enrich your conversation (2 min/word)
▢ Case study ▢ Erstwhile ▢ Employ ▢ Stakeholders ▢ Bottleneck
Grammar Practice Quiz: Tenses and Articles

● Quiz on Simple Tenses : SAB Part C.
● Quiz on Articles : SAB Part D.
6
Module 10: Day 2: Communication At Work


46 min (100%)/37 min (80%) 15 min 10 min

Vocabulary Builder Assessment for the day: Speaking Lesson number in LMS
352
Case study Focused Language Training:
Erstwhile ● Minimal Pair
Employ ● Common grammatical errors (Prepositions,
Stakeholders Adverb, Word order, SVA and Articles)
Bottleneck ● s/sh/j/zh sounds
● Tenses.
Materials required:
Video: Debate, Discussion, and Dialogue Video: The science and beauty of Aurora (5 min)
Book: A Century Is Not Enough (Saurav Ganguly) Video: The Great Barrier Reef (5 min)
Video: Grand Canyon (5 min)
Video: Mariana Trench (5 min)
Prepare 40 slips for a class of 20 (2 slips per enrolled student). Write the name of one natural wonder on
one slip. Ensure that you prepare an equal number of slips for each Natural Wonder.

words (e.g. if a student mispronounces ‘Ship’, add both sounds to the wordlist - ‘Ship’ and ‘Sip’). At the end
of the class, ask students to add 2-3 words to the wordlist of M10:D5 (SAB Part A).
Whenever you get the opportunity, share feedback with students. Feedback can be provided individually
or in small groups (if students are making similar errors). You can also use post-it-notes to provide
feedback if you are confident that the student will be able to understand what needs to be done.
Feedback on pronunciation drill recordings
While students are watching the videos (Step 3A [10 min] and Step 4B [5 min]), the facilitator should review
the pronunciation drill recordings sent by students on WhatsApp. Use post-it-notes to inform students of
pronunciation mistakes they need to correct.
7
Empower TOTDs to observe pronunciation and grammatical mistakes made by their housemates while
● Students will become familiar with their new house members. 🎓🎯🤝
● Students will understand that good communication skills are essential to succeed
in any setting.
🎓🎯🤝
● Students will understand that communication gaps can occur and need to be
managed during a discussion.
🎓🎯🤝
● Students will know the scope and rules of the Disputatio Contest.

5 min
Step 1 (AS) Ask students to read the Lesson Objectives silently from SRB Part A and make connections
5 min to their own interest in becoming good communicators.
TTE: 10 min
Step 2 (S-W) Question of the Day: Module 10 marks the beginning of the Cup of Life, a fresh contest that
5 min entails the dissolution of the old houses and the creation of new ones. It is possible that
TTE: 15 min you may not have much in common with some of your new house members, and in rare
cases, you may even be paired with someone with whom you have a strained relationship.
Such situations can pose potential barriers to effective communication. How can you
effectively handle the challenges associated with interacting with new people and how
can the art of effective communication work in your favor:
● At work?
● Socially?
Debrief: In the workplace, we often lack the luxury to choose our colleagues. In fact,
heterogeneous groups are often favored as diversity is beneficial for organizations,
leading to a broader range of ideas, richer discussions and more robust plans. However,
dealing with individuals who have different ways of thinking can be challenging and
necessitate the utilization of emotional intelligence. It is crucial to develop the capacity to
comprehend others' perspectives and relate them to your own. This skill is vital in a
professional setting. Moreover, your ability to connect with diverse individuals also has a
positive impact on your social circle, granting you access to a wider range of ideas and
perspectives.
Step 3A Inform the students that they will be watching videos about the Natural Wonders of the
(AS/S-W) world. Then, ask the students if they know what a Natural Wonder is. Additionally,
15 min prompt them to identify any phenomena they can think of that can be considered as
TTE: 30 min Natural Wonders.
Debrief: Inform students that Natural Wonders are awe-inspiring, exquisite natural
formations. India has many landforms and water bodies that are considered natural
wonders, such as the Amarnath Caves in Kashmir, the Loktak Floating Lake in Assam, and
the Living Tree Bridges of Cherrapunji in Meghalaya. These wonders possess unique
8
characteristics and appeal. For example, a mountain can be considered strong, while an
ocean can be considered life-giving. (2 min)
Inform students that they will now watch videos of the world’s foremost natural wonders.
Hand out the slips (with the names of the natural wonders) such that each student gets 2
slips with the names of different wonders. Instruct the students to watch the videos
corresponding to the natural wonders listed on their slips and to identify the
characteristics of the wonder they feel most connected to. The videos can be accessed
from the M10:D2 folder. (10 min)
Once students have watched the videos, ask them to reflect on the following in SAB Part A:
● If you had a choice to be one of these wonders, which one would you be?
● What characteristics do you relate to?
● What makes you say that?
Step 3B (S-W) Ask students to talk about which Natural Wonder they could identify with. Ask them to
14 min justify their reasoning. (Use the whiteboard to make a table and note down the responses)
TTE: 44 min (10 min)
Inform students that they will be allocated to the new houses based on the characteristics
that they have chosen for themselves. Sort students into houses.
Next, ask each house to identify their candidate for the TOTD. Inform the TOTD to observe
pronunciation and grammatical mistakes made by their housemates while conversing
and provide one-on-one feedback in Steps 5 & 6.
Note for the facilitator: If students are not uniformly placed in the house based on their
choices, the facilitator may allocate a different house to them. While conducting this
process, ensure that each house has members who haven't been teammates in the
previous cups.

(AS/S-W) Inform the students that they will now begin collaborating with their new housemates.
13 min Explain that they will be engaging in a thought experiment designed to stimulate
TTE: 57 min discussion and showcase conflicting perspectives. Ask each house to organize themselves
in a quiet section of the classroom to read and discuss SRB Part B, and follow the steps
given below ([Instructions: 2 min]+11 min = 13 min):
● Read and understand the case study (4 min)

● Assign / select roles as per the case study. (If the house has 5 members, the TOTD will
be the moderator ensuring that each member has an opportunity to express
themselves) (2 min)
● Prepare discussion points based on your role in the university and departments
contributions to students’ success or failure report as per the audit report (5 min).
● TOTD should observe pronunciation and grammatical mistakes made by their
housemates while conversing.
9
Step 4B Once each house is ready for the discussion, ask them to engage in a formal discussion to
(AS/S-W/S) understand the perspective of the other participants and find solutions to improve the
33 min academic performance of students at the university. By the end of the discussion, each
TTE: 90 min department should have identified action items that their department will implement to
achieve the desired goals. (10 min)
Note for the facilitator: While students are discussing, the facilitator should spend some
time with each group and observe the quality of the discussion. The facilitator should
check if they have adopted the roles assigned to them.
After each house has completed their discussions, ask them if they were able to find
solutions to the problem.
Based on students’ responses, discuss the following questions (4 houses x 4 = 16
min)+[Buffer: 2 min] = 18 min):
For response - ‘No’ For response - ‘Yes’
● Where was the bottleneck? ● What was the solution?

● What methods did you employ but ● What challenges did you overcome
didn’t get the success? that allowed you to solve the
● How was the relationship between the problem?
house members? (Cues: Were some ● What personal qualities did your
house members too aggressive while house members bring to the table to
sharing their viewpoints while others solve the problem?
were quiet) ● What communication style did your
● What do you think would have been a house adopt?
better approach?
Note for the facilitator: Allow the Teachers of the Day to make observations on the Focus
Language Training parameters.
Debrief: Inform students that collaborative approach is the best way of resolving
conflicts. Ask students to watch a video on ‘Debate, Discussion and Dialogue’ to
understand the difference between discussion, debate and dialogue. The video is available
in the M10:D2 folder. Inform students that the video will be discussed in the next class (5
min).
Your lesson is well received if students understand that in a discussion, different people
will have different perspectives. Discussions need to be conducted in a spirit of
cooperation and mindfulness, so that a solution that is workable for all parties can be
found.
Step 5 (S-S) Allow TOTD to give one-on-one feedback to their housemates. The TOTD should share their
5 min observations on any pronunciation and grammar mistakes made by their housemates
TTE: 95 min during today's discussions. (Feedback time per student = 1 min) After receiving feedback,
each student should document the feedback in SAB Part B and then complete the 'Your
Reflection' section on their plans to address the feedback. (Reflection time: 2 min)
Note for the facilitator: For students who are awaiting their peer feedback or whose
reflection has been completed, provide one on one feedback to 5 students on their
Goosebump writing submissions (1 min/student = 5 students).
10
5 min Allow students to use this time to complete pending feedback / reflection of step 5.
TTE: 100 min
Use this time to complete the one on one feedback to students on their Goosebump writing
submissions.
Extra Benefits Build Your vocabulary* - Enrich your conversation (2 min/word)
▢ Characteristics ▢ Demonstration ▢ Serene
▢ Expansive ▢ Spontaneous
Encourage students to embark on an extraordinary journey by reading the

autobiography, Saurav Ganguly, of an inspirational cricketer and captain. Discover his
triumphs, setbacks and unwavering determination. His remarkable story will ignite your
own passion, inspire you to overcome obstacles, and unleash the champion within. Share
the links to the book ‘A Century is not Enough’ with students.
Grammar Practice Quiz: Articles

11
Module 10: Day 3: Success At Work


22 min (100%)/ 18 min (80%) 30 min 5 min

353
Characteristics Focused Language Training:
Demonstration ● Minimal Pair
Serene ● Common grammatical errors
Expansive (Prepositions, Adverb, Word order, SVA and
Spontaneous Articles)
● Tenses.
Materials required:
Video: 5 Ways to Build Great Work Relationships

● Students will be introduced to the Cup of Life award that will run from Modules
10-15.
🤝
● Students will understand that a healthy relationship with classmates/co-workers
can make their work more enjoyable and productive.
🎓🎯🤝
12

5 min
TTE: 8 min
undertaken the role of the TOTD in the current cycle. Remind that the students along with
teacher of the day will be responsible for the Focused Language Training in this module.
Inform the TOTDs to observe pronunciation and grammatical mistakes made by their
housemates while conversing and provide one-on-one feedback in Steps 7 and 8.
Step 2 (S-W) Question of the Day:

7 min
Do you know that in many companies emotional intelligence is more highly valued than
TTE: 15 min
Intelligence quotient. Why is this? Take a few responses.
Debrief 1: Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate
emotions - this is true for self and of the emotions of others. Imagine a world where a
person does not have the ability to connect with the emotions of others - anger, sadness,
etc.
What are the benefits of working to develop high EI on:
● Social Capital?
Debrief 2: A person who scores highly on EI has the ability to build rapport with others and
does well in a team. Good Rapport allows for friendly and harmonious relations which is
conducive for collaboration and teamwork. A person with high EI has more friends and his
positive energy is a magnet that attracts others towards him / her and builds social
capital.
Step 3 (AS) Announce that students are going to participate in ‘The Cup of Life’ contest from module 10
18 min to module 15. Ask students to read the learning objectives of The Cup of Life from SRB Part B
TTE: 33 min (5 min).
Next, ask students to read the list of undesirable behaviors from SRB Part C that will result
in negative points for both themselves and their team. They should also see snapshots of
the certificates and awards to be won during the Cup of Life in SRB Part D. (5 min)
Inform students that this module is about Effective Communication and the weekly contest
will test their communication skills. Ask students to read the contest rules from SRB Part E.
Provide clarifications to student questions. (8 min)
13
Step 4 (S-W/S) After students have understood that effective communication is essential to the Cup of Life,
13 min ask them to share differences identified between discussion, debate and dialogue from the
TTE: 46 min video shared in M10:D2 (5 min).
House Activity:
Ask students to sit in a circle with their housemates and discuss the following. (8 min):
Note for the facilitator: While students are reading the contest rules in step 3, write the text
below on the whiteboard.
Looking back at the time you spent with your house during the Scholastic Cup:
● How would you describe the relationship between all housemates?
● If the relationship with housemates was strong, what behaviors contributed to its
strength?
● What is the one thing you will do to strengthen your bond with your housemates for
the Cup of Life?
Debrief: After sharing the discussion question, inform students that open communication,
listening and responding to one another are important in building trust and respect. They
should practice this during classroom and team discussions.
Step 5A After the house discussion is over, ask students to read an article from SRB Part F on
(AS/S-W) ‘Building Good Work Relationships’ and then watch the video ‘5 ways to build great work
15 min relationships’. ([Article = 5 min] + [Video = 2 min] = 7 min) Encourage students to make notes
TTE: 61 min in SAB Part B on their key takeaways from the article and video (3 min). (Share the link of
the video on WhatsApp group).
Next, ask students to discuss the following question (5 min):
● What points did the author make to build a good work relationship?
● Looking back at your answers in Step 4, how did these attributes contribute to the
relationship you built with your housemates?
Step 5B Let students read the article on ‘How to Build Good Work Relationships’ from SRB Part G (7
(AS/S-W) min).
12 min
Learning Reflection: Once students have read the entire article, discuss the following
TTE: 73 min
questions (5 min):
● Based on the article, how do you develop a good work relationship? How will you use
these pointers to strengthen your bond with your Cup of Life housemates?
● Think about any person in this class with whom you have had a difficult relationship
and identify ways to strengthen that relationship.
While students are discussing, remind them that trust, respect and open communication
are key elements of a discussion. They should practice this during the discussion.
Stem 6 (S-S) House Activity:

17 min
Now that students are familiar with strategies on building good work relationships, ask
TTE: 90
them to use six thinking hats strategy and prepare a plan to win the weekly contest in the
Learning Dashboard section of the SAB (Learning Dashboard | Module 10 | Goal Setting |
Day 3. (17 min).
14
Your lesson will be well received if your students are able to work as a cohesive group in
their new teams and are able to create a well thought out plan to win the contest. The
plan should reflect the thoughts of all team members.
each student should document the feedback in SAB Part A and then complete the 'Your

5 min Allow students to use this time to complete pending feedback / reflection of step 7.
TTE: 100 min
Use this time to continue providing one on one feedback to students on their Goosebump
writing submissions (1 min/student).

Inform students that their final group discussion and individual presentation will be
assessed using the Disputatio rubric. Encourage them to read it after the class from SAB
Part C

▢ Networking ▢ Rebuttal ▢ Acquaintances

▢ Numbness ▢ Nurture

Encourage students to continue reading the biography (‘A Century is not Enough’) by
Saurav Ganguly.
Grammar Practice Quiz: Adverb

● Quiz on Adverb : SAB Part D
15
Module 10: Day 4: Networking


59 min (100%)/ 47 min (80%) 20 min 10 min

354
Networking
● Minimal Pair
Rebuttal
Acquaintances
(Prepositions, Adverb, Word order, SVA and
Numbness
Articles)
Nurture
● Tenses.
Materials required:
Link: Video - 6 degrees separation (1:31 sec)

● Students will understand that it takes just 6 degrees to theoretically connect to any
person in the world.
🎯🤝
● Students will identify the length, breadth, and depth of their personal network. 🎯🤝
16

5 min
Step 1 Ask students to read the Lesson Objectives silently from SRB Part A and make connections
3 min (AS) to their own interest in becoming good communicators.
TTE: 8 min
The teacher of the day will run the word drills and assist with grammar when required.
housemates while conversing and provide one-on-one feedback in Steps 3 and 4.
Step 2 (S-W) Question of the Day: Networking refers to the process of establishing, building, and
5 min nurturing relationships with people. How can a strong network enrich your life
TTE: 13 min
● At work?
● Socially?
Debrief: Having a strong network has a positive bearing on career prospects, both in terms
of the current job and new opportunities. You can think of your network as people who
respect you and are eager to help. These are people who provide you with the information
you need to grow and open new doors when needed. However, no one will help you without
reason and you are expected to reciprocate the benefits you receive. Personal networks
feed into professional networks, therefore you should have good rapport with as many
people as possible and be a part of multiple social networks.
The richer your social capital, the greater your employability capital. One such network is
your peer network in FEA. This is a network you should nurture for years to come.
Step 3 (S-W) Keeping in mind the value of a healthy network and our goal to increase our employability
32 min capital, let us recall the steps of the hiring process. Ask students to review the Hiring
TTE: 45 min Process SRB Part B. Inform them they will learn about the importance of networking in
this lesson. (2 min)
Ask students (5 min):
● Which dream personality do you want to meet?

● How can you make it happen?
After the discussion, ask them to watch a ‘6 Degrees Separation’ video. The video is
available in the M9:D4 folder. After watching the video, ask students to practice the See |
Think | Wonder routine:
See (5 min):
● Ask students to share what they saw in the video. Encourage them to mention specific
details or examples that stood out to them.
● Have students describe any visual representations or diagrams used in the video to
explain the concept of 6 degrees of separation.
17
● Prompt them to recall any statistics or research findings mentioned in the video
related to the topic.
Think (10 min):

● Encourage students to share their thoughts and interpretations about the video
content. Ask them to reflect on the significance and implications of the concept of 6
degrees of separation.
● Prompt students to consider how the concept of 6 degrees of separation relates to
real-world networking scenarios and social connections.
● Ask students to think critically about the factors that enable or hinder the
establishment of connections between individuals.
Wonder (10 min):

● Ask them to generate questions that arise from watching the video. These could be
related to the reliability of the research, the potential impact of technology on
networking, or the role of social media in expanding social connections.
● Encourage students to think about how the concept of 6 degrees of separation might
influence their own lives and interactions.

1. Write the questions on the board. This will also enable you to remove yourself from the
central position and provide students a structure for their discussions.
2. Allow the Teacher of the Day to make observations on the focused language training
parameters.
Step 4 Ask students to read an the example article 6 Degrees of Separation: A Student’s
(AS/S-W) Perspective from SRB Part C. (8 min)
20 min
After the students have read the article, ask students to engage in the following discussing
TTE: 65 min
using the fishbowl format ([Discussion: 10 min]+[Transition: 2 min]):
● Group 1: ask two of the houses to discuss the ideas presented in the article
● Group 2: ask the other two houses to discuss behavior changes they need to make to
maximize the benefit of a strong network.
Note for the facilitator: Allow the Teacher of the Day to make observations on the focused
language training parameters. Exempt them from participating in the discussion.

15 min
Ask students to organize themselves in their houses. Inform them that the Disputatio
TTE: 80 min
contest involves them making a presentation and participating in a GD. Ask them to read
and understand the Rubric in SAB Part C of M10:D3. Circulate amongst the houses and
monitor the quality of discussion. (10 min)
After the students have discussed the Rubric, encourage them to ask clarifying questions.
(5 min)
Note for the facilitator: If excess time is left over, ask them questions to assess their
understanding.

10 min
Ask students to ideate and discuss online and offline networking avenues that can be used
TTE: 90 min
for achieving career / business objectives.
18
Note for the facilitator: As students mention networking avenues, manage the discussion
by asking students how that avenue can be used for professional networking (ie. If students
mention Facebook, ask them how it can be used for business networking purposes. Ensure
that a diverse range of avenues is discussed, including web based platforms (Linkedin,
Twitter / threads, instagram, etc) and industry associations (FICCI, ASSOCHAM, Rotary
Club, etc).
Close this step by asking students to research various networking opportunities and
platforms and assess their suitability for their individual career development
perspectives.
Your lesson is well received if students understand the importance of networking for
career development or starting a business. They should be enthused about wanting to
learn more about the various avenues for networking available for their career of
choice.

5 min
Allow students to use this time to complete pending feedback / reflection of step 7.
TTE: 100 min
Use this time to continue providing one on one feedback to students on their Goosebump
writing submissions (1 min/student).
▢ Receptivity ▢ Contemplating ▢ Malice ▢ Adverse
Encourage students to continue reading the biography (‘A Century is not Enough’) by
Saurav Ganguly. Ask them to respond to you via WhatApps, how much they have read and
their thoughts about the book.
Grammar Practice Quiz: Preposition

Preposition Quiz : SAB Part B.
19
Module 10: Day 5: Discussion, Debate & Dialogue


35 min (100%)/ 28 min (80%) 32 min 5 min

355
Receptivity Focused Language Training:
Contemplating ● Minimal Pair
Malice ● Common grammatical errors (Prepositions,
Adverse Adverb, Word order, SVA and Articles)
● Tenses.
Materials required:
Video: Conflicts in the Workplace: Sources & Solutions (4 min)
Video: 7 Common Types of Infographics (3 min)
Maintain a grammar tracking chart, on the wall, beside the whiteboard and record high frequency errors in
all FLT grammar topics by your students.

● Students will identify differences between discussion, debate, and dialogue (3D’s of
communication).
🎓🎯🤝
● Students will identify where and when to use 3D’s of communication at work. 🎯🤝
● Students will be able to engage in dialogue to get things done in a work environment. 🎯🤝
20

5 min
Step 1 (AS) Ask students to read the Lesson Objectives silently from SRB Part A and make connections to
3 min their own interest in becoming good communicators.
TTE: 8 min
teacher of the day will be responsible for the Focused Language Training in this module. The
teacher of the day will run the word drills and assist with grammar when required. Inform
the TOTDs to observe pronunciation and grammatical mistakes made by their housemates
while conversing and provide one-on-one feedback in Step 6.
Step 2 (S-W) Question of the Day: Yesterday, we explored the importance of building a robust network
5 min and highlighted communication and respect as fundamental elements for nurturing it.
TTE: 13 min Dialogue, discussion and debate are three forms of communication. How can mastering
these 3D’s of communication help you:
● At work?
● Socially?
Debrief: Each of the three forms of communication - dialogue, discussion, and debate - has its
own time and place. To master these forms, one must understand their unique
characteristics. We will delve deeper into this topic in today's lesson. Regardless of the form
you choose, it is essential to engage in the exchange of ideas with respect, avoiding malice or
confrontation. Confrontation has no place in either work or social environments. The art of
building friendships lies in addressing potentially challenging situations and resolving them
in a positive, friendly, and harmonious manner.
Step 3 Tell students that they will learn how to resolve a conflict in today’s class. They will begin the
(AS/S-W) class by watching a video ‘Conflicts in the Workplace: Sources & Solutions’. Inform students
20 min that the video provides 3 examples of workplace conflicts and they should evaluate each
TTE: 33 min conflit for causes and remedies. The video can be accessed from Folder M10:D5. (5 min)
Ask students to evaluate the first conflict and discuss: (5 min)

● What was the conflict about?
● Why did the lady get upset?
● How could the man have put across his point so that the lady wouldn’t react negatively?
Ask students to evaluate the second conflict and discuss: (5 min)

● What was the conflict about?
● Why did the bearded man get upset? What character traits of the bearded man resulted
in him becoming upset?
● If you were the person who had been asked to operate the machine (when the bearded
man was at lunch), how would you have handled the situation to avoid conflict?
Note for the facilitator: While students are discussing, identify 4-5 students who contributed
least to the discussion. Ask these students to share (5 min):
● If they were ever involved in a conflict in a formal setting (at school, at work, at a social
engagement)?
21
● What was the conflict about and what could they have done differently to defuse the
situation?
Step 4 After the discussion, ask students to deepen their understanding of the three D's of better
(AS/S-W) communication by reading the article titled 'The 3Ds of Better Conversations: Dialogue,
15 min Debate, and Discuss' from SRB Part B. (10 min)
TTE: 48 min
Once students have finished reading the article, prompt them to reflect on situations where
they have utilized each of the three D's when communicating with others. Have students
explain why they considered a particular method to be the most appropriate or
inappropriate given the circumstances. (5 min)
Step 5 Learning Reflection: Now that your students have gained an understanding of the
(AS/S-W/S) distinctions between discussion, debate, and dialogue, it's time to put that knowledge into
30 min practice through a visually appealing infographic. Inform your students that they will
TTE: 78 min showcase their comprehension by creating an infographic. To aid them in this task, ask
students to watch a video on '7 Common Types of Infographics'. (5 min)
House Activity:
After students have watched the video, assign each house and infographic type to present
their understanding. (15 min):
House Infographic Type
Aurora Borealis Flowchart

Grand Canyon Comparison
The Great Barrier Reef List
The Mariana Trench Visual Article
While creating their infographic, ask students to focus on the guiding questions below:
● What is discussion, debate and dialogue?

● Where and when do we use each one of them?
Once students are ready with their infographic, ask TOTDs from each house to present to the
entire class ([Presentation: 2x4 = 8 min]+ [Transition: 2 min] = 10 min).
Your lesson will be well received if students are able to articulate the main differences
between the 3D communication by way of a well designed/structured infographics.

12 min
Inform students now that they understand the differences between the various styles of
TTE: 90 min
communication (discussion, debate, and dialogue), they have an opportunity to practice
their learning through role plays. In these role plays, each team member will bring a
different perspective, which may or may not be compatible with another's point of view.
Mini Case Study (12 min) :

Topic: Your office has now become used to working from home and is contemplating
continuing work from home even though the pandemic is over.
22
Perspectives: Your team represents various stakeholders (Head of marketing, HR, finance,
employee representative) to discuss or debate this idea and to make recommendations to the
management.
Role of TOTD: Ask the TOTD to observe the discussion and assess their team members' verbal
communication using focused language training parameters.
Note to the Facilitator: Allocate time for each house to observe the quality of discussions.
Ensure that each student is true to their role (eg. An employee may want to work from home
(convenience) while the HR manager may want them to work from the office). They should
be able to justify their position.

5 min
TTE: 100 min
Use this time to continue providing one on one feedback to remaining students (if any) on
their Goosebump writing submissions (1 min/student).

Pronunciation Drill: Share the prescribed wordlist with the class. All students must practice,
record and send a recording of their pronunciation drill via WhatsApp before the next
lesson. Ask students to add the additional words identified from M10:D2 to the wordlist in
SAB Part A.
TOTD must ensure that all students complete their extra benefit and should provide
assistance if required.
▢ Contentious ▢ Hone ▢ Presumption
Encourage students to continue reading the biography (‘A Century is not Enough’) by Saurav
Ganguly. Ask how much of the book they have read and when they expect to finish it.
Grammar Practice Quiz: Mixed Verb Tenses

Mixed Verb Tense Quiz : SAB Part C.
23
Module 10: Day 6: Group Discussion


39 min (100%)/ 31 min (80%) 20 min 5 min

356
● Contentious Focused Language Training:
● Hone ● Minimal Pair
● Presumption ● Common grammatical errors
(Prepositions, Adverb, Word order,
SVA and Articles)
● Tenses.
Materials required:
Video: The Big Fight (8:27 min) Extra Benefit Video: Big Fight Continuation (3:22 min)
Video: Discussion Role Play (4:42 min) Extra Benefit Magazine: Pick any from these 3
Arrange 4 different coloured paper sheets. Assign one color to each house (for e.g. Red to Aurora Borealis,
blue to Mariana Trench, etc.) Cut each color sheet into square blocks equal to the number of members in that
house (for e.g. - if Aurora Borealis has 5 members, cut the red sheet into 5 square blocks). On each square
block of the same color write down the numbers 1-5, representing the discussion topics (for e.g. - the #1 will
represent ‘Can India afford to boycott Chinese products?’, #5 will represent ‘Problems with infrastructure
project development’ etc.)
Note for the Facilitator: If there are 16 members in your class, please make sure that only 4 topics are
discussed. Use discretion and create equitable teams based on the numbers of students in your class.
class, ask students to add 2-3 words to the wordlist of M11:D1 (SAB Part A).
24
Pronunciation Drill whatsapp submissions:

While students are watching the videos in steps 3A and 3B, review the Pronunciation drill submissions of
students. Provide feedback during Wrapup to students who need to improve their sounds.
● Students will learn and practice some tricks and tips of being constructive in a group
discussion.
🎓🎯🤝

5 min
TTE: 7 min
The teacher of the day will run the word drills and assist with grammar when required.
housemates while conversing and provide one-on-one feedback in Step 3A and 3B.
Step 2 (S-W) Question of the Day: A group discussion occurs when more than two people come together
5 min to discuss a topic, whether it's a team meeting at work, a classroom discussion, a
TTE: 12 min conversation among friends, or a serious talk with parents. These group settings provide
numerous opportunities to enhance our communication skills. How can you utilize your
time with your family to develop group discussion skills and enhance your:
● Social Capital?
Debrief: There is no support system quite like family. Those who can communicate openly
with their parents have greater chances to develop their communication and discussion
skills. It is not advisable to avoid discussing contentious issues with parents using the
excuse of a generation gap or the presumption that they won't understand or agree.
Engaging in constructive discussions with family about fields of study, career choices, and
personal decisions (relationships, marriage, etc.) can help you hone your skills.
Step 3A Start the class by asking students to watch the video titled “The Big Fight” from the Folder
(AS/S-W) M10: D6. Inform students that this is a clip from an NDTV debate. (9 min).
17 min
After students have watched the video, discuss (8 min) -
TTE: 29 min
● Which of the 3Ds was this video a reflection of, or would you categorize it as
something else?
● Why were some of the participants not following discussion protocols?
25
● If you were one of the participants, what would you have done to bring the discussion
back on track?
Debrief: Highlight the fact that discussion at times became an argument that benefitted no
one. Conclude the discussion by highlighting that it's easier to find differences than
commonalities, and that our communication with others is very often influenced by our
differing opinions. However, productive discussions prioritize the benefits for the group
rather than individual differences.
Note for the facilitator: Allow the teacher of the day to make observations on the focus
language training parameters.
Step 3B Ask students to watch the video titled “Discussion Role Play” and note how the discussion is
(AS/S-W) different from the one in the Big Fight video. (5 min )
11 min
Once students have watched the video, discuss (6 min)
TTE: 40 min
1. How is the discussion style different in both the videos? What were some skills
demonstrated by the speakers of the 2nd video?
2. What are some do’s and don’ts of a constructive discussion?
Note for the facilitator: Allow the teacher of the day to make observations on the focus
Step 4 (S-W/S) House Activity:

23 min Learning Reflection: After observing examples of a discussion that resulted in conflict and
TTE: 63 min a productive discussion, inform the students that they will now have the opportunity to
practice the dos and don'ts of a Group Discussion (GD). Instruct students to sit with their
housemates and follow the points below :
● Select a topic for group discussion from SRB Part B (2 min) - Facilitator to ensure that
each house has a different topic.
● Think, organize thoughts, make notes in SAB Part A (3 min)
● Engage in a GD with your housemates (practice GD do’s and don’ts) (5 min)
● Reflect on performance using the Disputatio rubric (M10:D3 Part C) (5 min)
TOTD should moderate the discussion and ensure that each member of their houses
contributes to the group discussion productively and positively.
Once the houses have discussed, ask TOTDs to summarize the discussion. (2x4 = 8 min)
Note for the facilitator: While the students are discussing their topic, circulate to ensure
that they are engaging in a healthy discussion.
Your lesson is well received if students are able to demonstrate and implement the
learning from the Discussion Roleplay video.
26
Step 5A (S-W) Inform students that contest groups will be formed by allocating one member from each
12 min house to a different contest group. Therefore no 2 members of a house will be in the same
TTE: 75 min contest group.
Create a similar table as below on the whiteboard to assign students to contest groups:
GD Topic 1 GD Topic 2 GD Topic 3 GD Topic 4 GD Topic 5
The Mariana
Member 1 Member 2 Member 3 Member 4 Member 5
Trench
The Aurora
Borealis
The Great Barrier

Reef
Grand Canyon Member 1 Member 2 Member 3 Member 4 Member 5
Provide the TOTD with the coloured slips assigned to their house. Then, ask each student
from each house to pick one slip. As the students pick their contest groups, request them to
write their names on the appropriate coordinates on the whiteboard.
Note for the facilitator: In case of an unequal number of students in a house (example 5
students are in one house and other houses have only 4 students), use your discretion to
facilitate contest group formation.
Next, let the students know that they will need to select from the assigned roles given to
their group in SRB Part C. Instruct them to review SRB Part C and choose their
role/perspective so that each student in the group has a different role/perspective.
Note: Explain any one role to help students understand what they need to do (2 min).
Note for the facilitator: If time permits, allow the students to meet and identify the roles
each student wishes to take on during the discussion. If time doesn’t permit, ask them to do
this task after the class is over.
Step 5B (AS) Inform the students that they will begin the contest by researching the topic assigned to
15 min them. Remind them to use only reliable and authentic websites for gathering information.
TTE: 90 min Encourage them to be open to new ideas while considering how they will use the
information to create compelling discussion points. Encourage everyone to have fun.
Students can use SAB Part B to make notes on their research.
each student should document the feedback in SAB Part C and then complete the 'Your

5 min
TTE: 100 min
27
Disputatio Contest and the Cup of Life.
Ask selected students, whom you want to provide feedback on their pronunciation drill
recordings, to stay back.
Extra Benefits Buckle up! Prepare today for a productive tomorrow*

Ask students to watch the ‘Big Fight Continuation’ video which demonstrates even heated
arguments that revolve around personal opinions can be resolved by listening to and
appreciating the other person's perspectives. Inform students that this video will help them
in working with group members they may not have the best working relationship with.
Provide the link for the video on WhatApp.
▢ Showcase ▢ Rebuttal ▢ Biodegradable ▢ Lobby ▢ Bat
Share the link to the magazines with students. Ask them to select one from the selection
provided. Inform them that one magazine is a technology magazine, another is about
wildlife and the 3rd is about business. All 3 contain interesting information that will
broaden students' awareness.
Grammar Practice Quiz: Word Order

Word Order Quiz : SAB Part D.
28
Module 10: Day 7: The Disputatio Contest

78 min 23 min NA

52 min 5 min

357
Showcase
● Minimal Pair
Rebuttal
Biodegradable
(Prepositions, Adverb, Word order,
Lobby
SVA and Articles)
Bat
● Tenses.
Materials required:
Certificate: Master Teacher Award -Module 10
Certificate: The Disputatio rubric
Certificate: Module 10-Lone Ranger Certificate.pptx
Certificate: Module 10-Team Certificate.pptx
Ask students to get Volume 1 of their SAB’s containing their Learning Dashboard for module 6. This will be
required to complete the learning dashboard for this module.
● Students will participate in the Disputatio Contest through a presentation and group
discussion.
🎓🎯🤝
● The facilitator will announce the winners of the Disputatio Contest and the class will
celebrate each other's accomplishments.
🤝
29

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently from Part A of SRB.
3 min
Ask each house to announce their candidate for the Teacher of the Day as per convention.
TTE: 8 min
certificate. Inform students that you will announce the name of the Master Teacher -
Module 10 before the end of this class.
Step 3 Inform the students that the time has come for them to showcase their communication
(AS/S-W) skills. The contest will be held in a group discussion format, and each student is expected to
12 min discuss the assigned topic from the perspective of the role they have been assigned, as per
TTE: 20 min SRB Part C of M10:D6. Each student will have 10 minutes to prepare their perspective, and
they will have 1 minute each to share it with the group.
Remind that the winning team and the best performer will be awarded digital certificates .
Note for the facilitator: Cold call students to understand if they know their respective
assigned roles. At the end, encourage students to have fun and put on a grand show (2 min).
Ask students to select a quiet corner of the room and start their prep using SAB Part A (10
min).
Note for the facilitator: Decide on the order in which the presentation will progress. Inform
students which group will go first, then second and so on. Write the order on the
whiteboard for the benefits of groups.
Step 4 (S-W) Share the structure of the group discussion (2 min):

52 min Contest GD Format
TTE: 72 min
Round Action Duration
Round 1 Share opening statements 1 min / person = 4 min / group

(presentation)
Round 2 Discussion and building common 5 min / group

understanding
Once students have understood the structure, start the contest ([Contest time: 45 min] +
Buffer [5 min] = 50 min).
● Round 1: Each team member presents their argument for a maximum of 1 minute. At
the end of the assigned minute, the facilitator will call time, and the student needs to
stop their opening statement. Other members of the group should take notes in SAB
Part B to track the perspective they would need to deal with during the discussion
round. While one student is presenting, other students will listen intently, and no
interruption will be permitted. (4x1 min = 4 min/group) (4x5 = 20 mins).
● Round 2: After listening to the views of all members of one group, the group should
discuss the views of all members to reach a common understanding, keeping the best
interest of each stakeholder in mind to make actionable decisions (5X5= 25 min).
30
● While one group is busy presenting and discussing, the other housemates will have the
important task of supporting and nurturing their house members. You will be expected
to focus your attention on your housemate who is on the hot seat and evaluate their
performance on the Disputatio Contest Rubric and the FLT Rubric given in Appendix 7 of
the SAB. You may divide the task, with some members evaluating the Disputatio rubric
while the others focus on FLT.
● At the conclusion of the discussion, detach your assessment along the perforation and
hand it over to your teammate who you have just scored.
Note for the Facilitator: While students are at task, use the Disputatio Rubric in the
Facilitator Resource Section at the end of this lesson to assess the individual presentation
and group discussion.
Step 5 (S-S) Ask students to sit with their housemates. Ask students to use the next 10 minutes to review
10 min the peer feedback received and to get verbal clarifications from the person whose feedback
TTE: 82 min they are interested in understanding better.
Note for the facilitator: When students are discussing, the facilitator uses the Disputatio
rubric to assign scores, update the excel, and to declare the team and Lone Ranger winner.

10 min Ask students to review their 4-week Language Development Plan prepared at the end of
Module 6 (L#316) from SAB (Learning Dashboard Module 6). This plan represents the
TTE: 92 min
Reading proficiency they would have liked to have achieved by Module 10. Ask students to
use ‘SAB Learning Dashboard | Module 11 | Language Development Reflection’ to assess
whether they have made the required investments and achieved their desired
competencies as per the plan.
Note for the facilitator: When students are at task, update the excel for student scores, and
to declare the winning team for the Disputation Contest and the Lone Ranger award.
Step 7 End the class by announcing the name of -

8 min ● the Master Teacher - Module 10. (provide the reasons for your selection to lay the
TTE: 100 min groundwork for future desirable behaviors)
● the winner of the Lone Ranger Award
● the winning house of the Disputatio contest
Congratulate the winners on their exceptional performance and that earned them the
digital certificate.
Extra Benefits Build Your vocabulary* - Enrich your conversation (2 min/ word)
▢ Determinant ▢ Adhere ▢ Ka-Ching!

Encourage students to continue reading their selected magazine.

Prepositions Quiz : SAB Part C.
31
Facilitator Resource Section
Disputatio Rubric Format
Parameter Excellent (4-5 points) Good (2-3 points) Needs improvement (0-1
s point)
Speaks clearly but sometimes Speaks a few words clearly and

Speaks clearly with appropriate
Prosody sounds monotonous which sounds monotonous which is
pitch and tone modulation.
makes it difficult to understand. difficult to understand.
Ideas are based on the role that Ideas are based on the role that Ideas aren't based on the role
Cohesion was assigned and are well was assigned but are not well that was assigned and are not
organized. organized. organized.
Arguments are sufficiently Arguments are backed by

backed by examples and they examples, however they are Arguments are not supported
Evidence
are relevant to the point being irrelevant to the point being by examples.
made. made.
Rebuttal Able to competently connect Somewhat able to connect the Unable to connect the
and the discussion points raised by discussion points raised by discussion points raised by
connectio others to rebut/connect his/her others to rebut/connect his/her others to rebut/connect his/her
ns own points. own points. own points.
● Structuring of ideas
● Repetition
● Use of fillers The ideas are not well
Content, The ideas are well structured,
● Vocabulary structured, key points are
presentati key points are specific, and the
repeated, fillers are frequently
on and vocabulary is appropriate for
Inappropriate use of 3/4 of the used and the vocabulary is not
preparatio advanced level students.
above points = 2 points. appropriate for advanced level
n
students.
Inappropriate use of 1/2 of the
above points = 3 points.
32
FLT Rubric Format (Language)
Parameter Details Advance (4-5) Intermediate (2-3) Beginner (0-1)
Targeted Sounds Rarely makes errors in

Makes some errors in pronouncing Struggles pronouncing the targeted
Pronunciat (Eg. SHip/Sip/Zip/ pronouncing the targeted sounds
the targeted sounds. Is able to sounds. Is unable to realize and
ion maJor/meaSUre/ and is able to correct most of realize and correct some mistakes. correct these mistakes.
pEn/pAn/pAIn) them.
Common Grammatical Errors
(Word order, Articles, Prepositions -

to/ for, Adverbs, statement/ question, Rarely makes common Make some common grammatical Make lots of common grammatical
Grammar -ing errors, Incorrectly using the word' grammatical errors and is able to errors. Is able to realize and errors. Is unable to realize and
be') correct most of them. correct these mistakes. correct these mistakes.
(Tenses: Simple, continuous and

perfect)
33
Module 11: Day 1: Read to Excel


32 min (100%)/ 26 min (80%) 35 min 5 min

This lesson requires computer resources for research.
Vocabulary Builder : Assessment of the day: Reading Lesson number in LMS:
Determinant
Adhere
● Minimal Pair
360
Ka-Ching!
(Prepositions, Adverb, Word
order, SVA and Articles)
● Tenses.
Materials required:
Square sheets of paper measuring around 6 inches by 6 inches (15 cm)
For the activity in step 5, prepare square sheets of paper measuring around 6 inches by 6 inches (15 cm).
This is the standard size for origami projects.
you are confident that the student will be able to understand what needs to be don

Pronunciation Drill: Allocate students to different sound groups based on the pronunciation errors they
make while speaking. Additionally, identify three students (one for each sound group) who have
demonstrated good pronunciation to lead Pronunciation Drills. Empowered these students to become
Pronunciation Drill Leaders.
Sound Groups red/rad/raid sip/ship/not/note major/razor/measure
34
Language Goals:
● Students will practice and understand the impact of skills that they learned from
Module 1-10 on their ability to earn more.
🎯🤝
● Students will plan, prepare and practice presentation skills. 🎓 🎯
Non-cognitive Goals/Work skills:
● Students will understand that complete and accurate information is required to

make good decisions.
🎓 🎯🤝
● Students will be exposed to research reports and ways to organize them. 🎓 🎯
● Students will know that text, graphs, and tables add to the information content
and visual appeal of a written piece.
🎓 🎯

🎓 🎯🤝
2. Common grammatical errors (Word order, Articles, SVA, Prepositions - to/ for,
statement/ question, -ing errors, Incorrectly using the word' be')
4. Tenses (Simple, continuous, and perfect)
● Students will read, understand and follow instructions independently. 🎓🎯

● Students will understand that reading is an essential skill to be successful at work. 🎯
● Students will understand that their ability to comprehend written text will be a key
determinant of their earning power.
🎯
j/z/zh sounds’.
🎓🎯🤝
● Students will take ownership of receiving and implementing peers and facilitator
feedback.
🎓🎯🤝
Contest Points:
Attendance 5 pts
Daily Task 5 pts
Ka-Ching! Project Report 20 pts Master Teacher - Module 11 5 pts
Presentation 30 pts Create paper swan (Day 1) 5 pts
Providing and applying FLT
Feedback 5 pts
35

5 min
Step 1 (AS) Ask students to read the ‘Modular Goals’ silently from Part A of SRB. After having read the
10 min modular goals, ask them to focus their attention on the highlighted keywords and consider
TTE: 15 min the value of what they will learn and make connections with their learning personal goals.
Inform students that this module will finish in 7 days. (6 min)
Ask each house to identify their candidate for the TOTD as per convention. Inform that the
students, along with the Teacher of the Day, will be responsible for the Focused Language
Training in this module and will observe pronunciation and grammatical mistakes made
by their housemates while conversing and provide one-on-one feedback in steps 4 & 6. (1
min)
Step 2 (S-W) Question of the Day: Start the day by informing students that the ability to follow
5 min instructions and deliver on them precisely is an important skill for success. Instructions
TTE: 20 min are given and taken at every aspect of our lives and there is no escaping its importance. In
this module, we will explore ways to enhance our ability to deliver on instructions given to
us.
Ask students what are the various types of instructions you may encounter:
● In school?
● At work?
● Socially?
Debrief: One of the key contributors of everyday success is your ability to follow
instructions. As discussed, this is true in all areas of life (academic, professional and
social). Your ability to follow instructions will determine how well you perform at your
school (taking exams, sports, co-curricular activities etc.), your success at work (Finishing
tasks, contributing to your team, and problem solving etc.) and your contribution to your
society (lending a helping hand, filing tax returns, applying for official documents, etc.).
Step 3 (S-W) Inform the students that this module will focus on enhancing their ability to comprehend
15 min and follow instructions effectively. Let them know that the module will involve completing
TTE: 35 min a project with daily defined milestones. Ask them to refer to SRB Part B for the Module
Project Plan and the daily goals they must achieve on specific days.
Note for the facilitator: Discuss the Module Project Plan with the students to ensure they
fully understand the expectations.
Once the students have a clear understanding of the contest's process, assign one project to
each house from SRB Part C.
Project Topics:
1. Do you have enough capacity for Schooling in your locality? If yes, how much?
2. Is your school's English curriculum equipping you for the trending jobs?
36
3. What is a healthy nutritious diet for different age groups? Is your family getting a
proper nutrition diet?
4. Is the bullet train network a beneficial proposition for India?

15 min
Daily Task: Contest Project
TTE: 50 min
Instruct students to collaborate with their house members and brainstorm a plan to
achieve their daily goals. Before they begin their work, they should conduct some
preliminary research to understand the scope of the assigned project. They should then
proceed to create an outline of their project's parameters to focus their efforts. For
example, if they are doing the project on schooling capacity, they can begin by defining the
area of their locality among other information relevant to their projects. Students should
document their outline in SAB Part B.
Note for the facilitator: Allow the Teacher of the Day to make observations on the Focused
Step 5 Inform the students that they will now be participating in a competition designed to test
20 min their ability to follow instructions. Their task is to create a paper Swan using the Japanese
TTE: 70 min art form of origami. Please ask them to carefully follow the points below to compete in this
activity (2 min):
● Read and follow the instructions given in SRB Part D to create the paper Swan. (3 min)
● Each student will get 10 minutes to complete the challenge.
● The first two students who finish the activity will earn 5 bonus points for their
respective houses.
Let students begin the activity. (10 min).
After the students have completed the task, take some time to discuss the following points:
(5 min)
● Whether the Swan they made closely resembled the image provided in the last step.
● If they were able to complete the task within the stipulated time frame. If not, ask them
to share any challenges they faced.
● Encourage them to discuss any errors they made or any steps they had to undo. Explore
the reasons behind these errors.

20 min After the discussion, inform the students that in the previous activity, they followed
TTE: 90 min instructions given to them. Now, it is time to see if they can create clear and precise
instructions that will enable someone else to accomplish specific tasks or objectives. (1 min)
Ask the students to organize themselves within their houses and follow the instructions
below (also given in SAB Part D) (16 min):
● Select or receive from your facilitator the activity for which you need to create
instructions (the full list is available in SAB Part C).
● Create a set of complete and precise instructions for the assigned activity (8 min).
● Scramble the instructions and have the TOTD write the scrambled instructions on the
left column of SAB Part D (3 min).
37
● Next, pass your SAB to the team assigned to unscramble the instructions.
● The team assigned to unscramble the instructions will do so in the right column of the
same table (5 min).
[Facilitator’s Note: Teams may be assigned as follows]
Team Scrambling Team Unscrambling
The Mariana Trench The Great Barrier Reef

The Great Barrier Reef The Grand Canyon
The Grand Canyon Aurora Borealis
Aurora Borealis The Mariana Trench
After the activity, allow students to discuss how easy or difficult it was for them to create
detailed and precise instructions. Invite one or two students who found it difficult to share
their experiences, and also encourage one or two students who found it easy to do the same.
(3 min).
Debrief: Inform the students that their ability to use logic to identify the correct sequence of
instructions is evidence of an organized thought process, which is essential for success at
work. This exercise highlights the significance of clear and coherent communication when
providing instructions, ensuring tasks are carried out effectively and efficiently.
Your lesson is successful if the students are able to demonstrate competency in

instruction following by substantially completing the Swan origami activity and
instruction giving through the creation of an organized and complete set of
instructions for others to follow.
Step 7 Allow TOTD to give one-on-one feedback to their housemates. The TOTD should share their
each student should document the feedback in SAB Part E and then complete the 'Your
Step 8 Wrap Up, allow students to leave the class. Ask students to review SRB Part E to know the
5 min scheme for accumulating contest points.
TTE: 100 min
Pronunciation Drill: Write down the additional recorded errors on the whiteboard for each
of the sound groups (or send them via WhatsApp) and request students to add them to their
word list in SAB Part A, based on the sound group they have been assigned. Ask them to
practice, record, and send the word list in their WhatsApp group before the next lesson.
The TOTD must ensure that all students complete their extra practice and provide
assistance, if required.
38
▢ Skeptical ▢ Authentic ▢ Validate ▢ Reliable
● Quiz on Articles : SAB Part F.
Module Project Plan
● Students (as a group) will prepare their project on the topic that will be/has been assigned.
● The group will prepare for their project throughout the week and present on the final day.
● The project report will have three sections; Executive summary, key finding, and Raw data and that
will have to be submitted on day 6.
● The group project report will be assessed using the Ka-Ching! rubric.
● Each student will earn individual points for the group presentation based on the Elocution rubric.
● The winning house and the Lone Ranger award will be decided on the highest scores of the group
project report and individual performances.
Note: Students will adhere to the following framework as they work on their projects with their houses.
● Read and understand the assigned topic.

M11: Day 1 ● Ideate and create an outline for the project.
● Assign responsibilities
● Revise the outline of the project.

M11: Day 2
● Identify the reliable resources to collect the data.
● Read and collect the data from the reliable resources that they identified on day 2.
M11: Day 3
● Evaluate and validate the collected information.
● Continue Research
M11: Day 4 ● Organize the data
● Prepare summaries, graph, and table
● Identify and finalize the main points, supporting evidence, and flow of the project
report.
● Identify tables, charts and graphs to be used in the project report.
M11: Day 5
● Identify the information that will form part of the various sections of the project
report.
● Allocate work responsibilities.
M11: Day 6 ● Present the report as a group
39
Module 11: Day 2: Validating Information


17 min (100%)/ 14 min (80%) 48 min 5 min

This lesson requires computer resources for video activities and research.
Vocabulary Builder Assessment of the day: Written Lesson number in LMS:

Presentation and Speaking
361
Skeptical
Authentic Focused Language Training:
Validate ● Minimal Pair
Reliable ● Common grammatical errors
● Tenses.
Materials required:
Video: How to Evaluate Sources for Reliability (3:48 min)
Comic: Flash Gordon


While students are watching the videos and conducting research for their contest project (Step 3A [5 min]
and Step 3B [30 min]), the facilitator should review the pronunciation drill recordings sent by students on
WhatsApp. Use post-it-notes to inform students of pronunciation mistakes they need to correct.

40
● Students will understand that the quality of their decision making is impacted by the
accuracy of the information they have.
🎓🎯
● Students will understand that information gathered online and from social media is
not always accurate and they need to verify information before using.
🎓🎯🤝

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently from Part A of SRB. Once they have
3 min read the objectives, ask them to focus their attention on the highlighted keywords and
TTE: 8 min consider what they should direct their energies (focus) on to gain maximum benefit from
the lesson.
housemates while conversing and provide one-on-one feedback in steps 3A and 5.
Step 2 (S-W) Question of the Day: In today's world, there is an abundance of information available on
5 min the internet, including medical advice. It's quite common for people to turn to the internet
TTE: 13 min for solutions to their medical problems instead of consulting a doctor. However, it's
essential to prioritize authentic information, and seeking advice from a qualified medical
professional should always be the preferred option.
How will developing the expertise to identify and gather authentic information help you:
● At work?
● Socially?
Debrief: Mastering the skill of identifying and utilizing authentic information at work will
significantly improve your decision-making abilities, making them more reliable. With the
vast sea of information available online, it's crucial to distinguish between accurate and
unreliable sources. Identifying accurate information is both a challenge and a skill.
Step 3A Inform students that there are various ways to validate information from the internet,
(AS/S-W) such as sourcing it from official websites and ensuring that the author is qualified.
17 min Ask students (10 min):
TTE: 30 min
● What sources do you rely on for authentic information?
● How do you verify the reliability of the information you seek?
[If students are unsure, offer examples: Identifying the author of the source,
considering possible bias, viewing multiple perspectives of the same event, reading
skeptically and critically, and cross-checking the evidence with other reputable
sources.]
41
Debrief: The internet offers a vast array of sources to access information. However, it's
important to recognize that not all information available online is reliable. Being skeptical
and employing critical thinking are essential for obtaining accurate information. (2 min).
Ask students to watch a video on the rationale behind verifying online information
contained in websites, blogs, etc. Share the link of the video 'M11:D2_How to Evaluate
Sources for Reliability'. (5 min)

30 min Daily Task: Contest Project
TTE: 60 min
Inform the students that it is time for them to apply their learnings from the video. Ask
them to review the project outline they made in the previous class and consider making
any last-minute adjustments. Next, have them work together to identify reliable sources of
information, review the data on those websites, and write down the URLs of selected
websites in SAB Part A. Then, instruct them to transcribe the information they need from
the selected sources into the SAB.
Note for the facilitator: Assign the responsibility for the research activity to the TOTD.

13 min
Once students have returned from their group, inform them that they will be assessed on
TTE: 73 min
two different rubrics for this module. The Ka-Ching! Rubric will assess their project reports
and the customized Elocution Rubric will be used to assess their individual presentation. (1
min)
Ask students to review with their housemates the Ka-ching rubric in SRB Part B. Encourage
them to ask questions to clarify their doubts. (7 min).
Next, ask students to review the Elocution Rubric in SRB Part C. Inform students that this
Rubric is the same as the one they used in Module 1. (5 min)
Note for the facilitator: Assign the responsibility of discussing the rubrics to the TOTD.
Please ensure that all students understand both the rubrics.

17 min
Encourage students to take some time to reflect on their current practices of obtaining and
TTE: 90 min
identifying relevant information. Then, ask them to prepare a comprehensive plan,
utilizing the Six Thinking Hats technique, to enhance their ability to identify and effectively
utilize authentic, publicly available information for better decision-making. Instruct them
to document their plan in the Learning Dashboard section of the SAB. (Learning Dashboard
| Module 11 | Goal Setting | Day 2. (17 min)
Note for the Facilitator:

● As students are working with their groups, the facilitator should actively move around
to assess the quality of the discussions. Additionally, the facilitator should emphasize
the importance of asking questions as it significantly improves the quality of
information received from any source.
● Allow the Teacher of the Day to make observations on the Focus Language Training
parameters.
Your lesson is well received if students are able to distinguish between a good search
technique and an ineffective one. This would include the references to identifying
42
reliable sources of information (authentic websites, credibility of author, etc.) while
making their plans.

5 min
TTE: 100 min
Use this time to work with any student whom you think requires your assistance.
▢ Chasms ▢ Hearsay ▢ Credentials ▢ Desk-research
Encourage students to read by embarking on thrilling space adventures with "Flash

Gordon," a classic comic series. Motivate them to join the brave Flash, Dale, and Dr. Zarkov
as they battle villains across exotic planets. Share the link to the comics on WhatsApp.
Grammar Practice Quiz: Tenses
● Quiz on Tenses : SAB Part C
43
Module 11: Day 3: Creating Meaning


41 min (100%)/ 33 min (80%) 25 min 5 min

This lesson requires computer resources for research and AV.
Vocabulary Builder: Assessment of the day: Written Lesson number in LMS:

Chasms
Hearsay
Credentials
● Minimal Pair
362
Desk-research ● Common grammatical errors
● Tenses.
Materials required:
Video: Note Taking - Part 1
Prepare 4 slips mentioning the task as per the table below and give them to the TOTD of the respective houses
during the step 7 activity.
Groups Task
The Mariana Trench Will present their data without writing (mental note)
The Great Barrier Reef Will present their data in tabular (table) form
The Grand Canyon Will present their data in tally marks form
Aurora Borealis Will present their data using bar graphs
(e.g. if a student mispronounces ‘Ship’, add both sounds to the wordlist - ‘Ship’ and ‘Sip’). At the end of the class,
ask students to add 2-3 words to the wordlist (SAB Part A).
Whenever you get the opportunity, share feedback with students. Feedback can be provided individually or in
small groups (if students are making similar errors). You can also use post-it-notes to provide feedback if you
are confident that the student will be able to understand what needs to be done.
44
Pronunciation Drill
● Students will learn different techniques of data collection and identify techniques
that best suit the project they have on hand.
🎓🎯🤝
● Students will be able to differentiate between fact and opinion. 🎓🎯🤝

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently from Part A of SRB. Once they have read
3 min the objectives, ask them to focus their attention on the highlighted keywords and consider
TTE: 8 min what they should direct their energies (focus) on to gain maximum benefit from the lesson.
housemates while conversing and provide one-on-one feedback in steps 3 and 5.
Step 2 (S-W) Question of the Day: Having accurate information is crucial for our job performance. During
5 min schooling, we are provided with a formal environment where educational experts carefully
TTE: 13 min select and present information to us. However, at work, this support is no longer available,
and we must take charge of finding our own information. How can we develop skills to
collect and process the right information for our needs, and how will it contribute to our
success:
● at work?
● with friends?
Debrief: At work, most of our information comes from conversations with other people,
reading books and reports, or from the internet. With the large amounts of available
information, it is crucial to be able to select what is most relevant. While selecting
information, we should start with basic preliminary validation exercises, such as
researching the credentials of the author, assessing the reputation and authenticity of the
source, and cross-checking whether other sources also provide the same perspective. This
helps differentiate between facts and opinions - facts being universal truths while opinions
vary from person to person, influenced by thoughts and personal preferences.
45
Step 3 (S-W) Inform students that they will be participating in a simple activity to better understand the
9 min difference between reliable information and hearsay.
TTE: 22 min
Write the following topics on the whiteboard and ask students to share what they know
about :
● Bermuda Triangle
● Black Hole
As students discuss their current perspectives on these natural phenomena, record their
responses on the whiteboard. Guide the discussion by asking probing questions such as:
● How did you acquire this information?

● Is the information based on facts or fiction?
● What factors lead you to believe it?
Note for the facilitator: Allow the Teacher of the Day to make observations on the Focus
Step 4 Next, inform students that they will learn about data collection. Ask them to read an article
(AS/S-W) on ‘Methods to Collect Data’ from SRB Part B, which will introduce them to some commonly
12 min used data collection techniques. (8 min)
TTE: 34 min
Encourage students to ask at least one question that will allow them to extend their
knowledge about the concept. Make it a student-led discussion by encouraging other
students in the class to provide answers. The facilitator should address these questions if
other students are unable to provide satisfactory answers. (4 min).
Step 5 (AS/S-W) House Activity:

17 min
Inform students that they will now conduct desk research to validate and extend their
TTE: 51 min
existing knowledge on the Black Hole and Bermuda Triangle. Before starting their research,
they should apply the insights from the article they have just read on data collection
techniques and identify the most appropriate methods for the task at hand. Remind them to
ensure that the information they collect is authentic, reliable, and factual. (10 min)
Once students have researched their topic, ask TOTDs to present their findings (4 min).
After students have finished their presentation, have a general discussion on what steps
they took to ensure that the information they presented was authentic, reliable and factual
(3 min).
Your lesson is well received if students mention that they undertook the following
exercises during their research.
● cross checked the credentials of the author
● the reputation and authenticity of the source
● Explored additional sources for the same information
Ask probing questions to get a sense of how many students worked towards ensuring that
their information was authentic, reliable and factual.
46
Step 6 (S-W) Inform students that collecting authentic information is vital, and equally crucial is the skill
14 min of recording it in interesting, understandable, and memorable ways. Inform them that they
TTE: 65 min will now participate in a thought experiment by recording and presenting data in different
ways. (1 min)
Provide each TOTD with chits containing the assigned tasks for each house (refer to the
prerequisite section of this lesson). (1 min)
Once the students are aware of their tasks, announce a poll, and ask each student to respond
individually and orally. Each house should attentively record and present their data
according to the instruction slip given to the TOTD. For instance, if a team is assigned to
present their data in Tally format, they should create a table of tally marks to represent the
poll responses. (2 min)
Note for the facilitator: Conduct ICQs (Instructional Clarification Questions) to ensure that
all students understand the task. Remind the Mental Note group that they are not allowed to
record their information; otherwise, the experiment would fail.
Poll (oral): Out of the options given below, which one of the following is your favorite food
item? (10 seconds per student x 20 students = 4 min):
● Pizza
● Maggie/ Noodles
● Momos
● Pani Puri/Chaat
Individual Activity:
After students have responded and heard all responses, ask all students to finalize their data
as per the format assigned on the writeboard (4 min).
Once students have presented their data, ask students to discuss (1 min):
● Which house’s data was most/least accurate?

● Which house’s data was most/least visually appealing?
● Which house’s data was easy/difficult to understand?
Close the step by reiterating that charts/tables/graphs help readers to visualize and
understand the data. Inform students that in the next class they will learn some methods to
organize their project data visually. (1 min)
Step 7 (AS/S-W) After ensuring that students understand the importance of using visual data presentation,
5 min introduce the significance of note-taking as a crucial skill that complements data collection
TTE: 70 min and organization. Request them to watch a video on ‘Note-Taking Part-1’. The video is
available in the M11:D3 folder. (3 min)
Following the video, initiate a discussion by asking students if they have utilized the ‘Split
Page’ method or the ‘Question Evidence & Conclusion’ (QEC) method for preparing their
school/college notes. Encourage students to discuss how and when these note-taking
techniques can be beneficial for their studies. (2 min)
Note for the Facilitator: Emphasize the value of practicing these note-taking methods in their
schools, colleges, or any other study program they are involved in. Encourage them to
enhance their learning experience through effective note-taking.
47
20 min Daily Task: Contest Project
TTE: 90 min
Instruct students to review the information from the reliable sources they identified and
noted in their SABs on M11:D2. Encourage them to identify any additional information they
would need to make a compelling presentation.
Next, remind students to continue their research based on the work allocated to them by
their house members. Emphasize the importance of validating the information presented in
these websites, organizing it using the techniques learned today, and recording it in SAB
Part C.

5 min
TTE: 100 min
Use this time to work with any student whom you think requires additional support.
Ask students to read the article on CNN Poll: ‘Biden continues to hold a nationwide advantage
in the final days of the 2020 race’ from SAB Part D so that students come prepared for the
next class.
Teacher of the day must ensure that all students complete their extra benefit activities and
should provide assistance, if required.
Say it Right - articulate your words correctly (5 min)
Pronunciation Drill: Write down the additional recorded errors for each sound on the
whiteboard and add the Pronunciation Drill Leaders to add them to their list. Empower the
Pronunciation Drill Leader to conduct the pronunciation drill with their cohort of students.
▢ Segment ▢ Proportion ▢ Chronological ▢ Adage
Adverb Quiz: SAB Part E.
48
Module 11: Day 4: Visual Data


17 min (100%)/ 14 min (80%) 53 min 5 min


Segment
Proportion
Chronological
● Minimal Pair
363
Adage ● Common grammatical errors
● Tenses.
Materials required:
Video: Note Taking - Part 2
Video: Journey of Water
Ensure that you have chart papers for the step 3 activity.
● Students will learn to organize information in different formats; text, graph and
table.
🎓🎯
● Students will practice organizing and representing their project data using suitable
formats.
🎓🎯🤝
class, ask students to add 2-3 words to the wordlist of M11:D5 (SAB Part A).
49

5 min
housemates while conversing and provide one-on-one feedback in steps 3A, 3B and 4.
Step 2 Question of the Day: "A picture is worth a thousand words". This adage implies that complex
5 min ideas can be conveyed through a single image, as pictures are more effective at conveying
TTE: 13 min information than words. In what ways can your proficiency in representing information
through easy-to-understand pictorial forms benefit you:
● In school?
● At work?
● Socially?
Note for the facilitator: Encourage students to identify various formats used to represent
data pictorially, such as tables, charts, graphs, maps, graphic organizers, and drawings,
among others.
Debrief: Visuals are more effective than lengthy texts in conveying information. Employing
visuals to present data and ideas enables readers to make connections, facilitating better
information retention. Moreover, it serves as an excellent strategy to emphasize key points
in your presentation. Some common ways to represent data visually include tables, charts,
graphs, maps, graphic organizers and drawings.

(AS/S-S)
Ask students to read the article on ‘Data Visualization and its Techniques’ in SRB Part B for
13 min
more perspectives on data visualization. (6 min)
TTE: 26 min
After reading the article, instruct students to organize themselves into their houses to
discuss and identify techniques best suited to represent the data they have collected for this
module's contest. Have the TOTD manage this discussion with the objective of soliciting
equitable participation. (7 min)
Note for the Facilitator: Spend some time with each house and observe the quality of their
discussions. If during the discussion, you become aware that a particular house has not
collected data, advise them to search for statistical data to enhance their presentation.
50
Step 3B Ask students to read the CNN article on US elections from SAB Part A. Inform them that this
22 min is the same article they read yesterday, but with the data reorganized into chunks to help
TTE: 48 min students evaluate it using data visualization techniques. Ask each house to analyze the data
earmarked for them. Inform them that they will make a 1-minute presentation using a chart
paper to present their findings. (10 min)
After the students have prepared their presentations, request the TOTD to nominate one
member to present their house's graphs/tables. After each presentation, allow other groups
to provide feedback. Facilitator to fill in the gaps as required. ([Presentation: 1.5 x 4 = 6 min]+
[Feedback: 1 x 4 = 4 min] + [Transition: 2 min] = 12 min).

22 min
Emphasize to students the significance of developing advanced note-taking skills to identify
TTE: 70 min
and organize vital information clearly and accurately. Help them understand that these
skills are valuable not only for taking notes during teachers' lectures and summarizing
subject textbooks but also for creating project reports and conducting internet research. Ask
students to watch Part 2 of the video they saw yesterday, which covers additional
note-taking techniques. The video is available in the M11:D4 folder. (4 min)
After students have watched the video, ask them to share some of the methods on note
taking they learnt in Part 1 and Part 2 of the videos. Encourage them to discuss and compare
the techniques, highlighting the ones they find most effective and applicable to their own
research and studies. Facilitator to fill in the gaps as required. (5 min)
Practicing Note Taking:
Inform students that they will practice their note-taking skills using a Grade 7 Geography
video on the 'Journey of Water.' The video is short, easy to understand, and allows practicing
note-taking using multiple methods. Instruct students to:
● Watch the video and make notes in SAB Part B on its content and information. (The video
is available from the M11:D4 folder) (7 min).
● Use suitable techniques to organize the information.
● No rewind or replay of the video is allowed (consider it a live presentation with no
opportunity to ask for repetitions).
After watching the video preparing notes, have students pass their notes (SAB) to their
housemates and have a general discussion on the completeness and the quality of notes
taken by each member. Students should provide feedback that will help each member
improve their note taking abilities (6 min).
Step 5 Daily Task: Contest Project

20 min
Inform students that they will now apply their knowledge from the articles 'Methods of Data
TTE: 90 min
Collection' and 'Data Visualization Techniques' and video on 'Note-taking' to their project.
Ask students to continue their research for the Ka-Ching! Contest, ensuring the collection of
authentic, reliable, and factual information related to their assigned topic from M11: D1.
Students should use SAB Part C to document today's work.
51
Note for the facilitator: Monitor students' work and evaluate their application of data
collection, data visualization techniques and note-taking techniques. If you notice any
students struggling with these concepts, kindly ask them to stay back after the class for
additional support and guidance.
Your lesson is well received if students demonstrate an understanding of data collection &
visualization techniques and note-taking methodologies while working on the note-taking
activity (Journey of Water) and their research project.
each student should document the feedback in SAB Part D and then complete the 'Your

5 min
TTE: 100 min
Extra Benefits Build Your vocabulary - Enrich your conversation (2 min/word)
▢ Factual ▢ Concise ▢ Divvy ▢ Raw Data
Ask students if they have been reading the Flash Gordon comics given to them on Day 2.
Encourage students to continue reading books and develop the habit of reading.
Grammar Practice Quiz: Preposition
Preposition Quiz: SAB Part E.
52
Module 11: Day 5: Writing a Report


10 min (100%)/ 8 min (80%) 62 min 5 min

This lesson requires computer resources for research.

Factual
Concise
● Minimal Pair
364
Divvy
Raw Data
● Tenses.
Materials required:
Magazine: Magazine 2
For step 6, please have the following resources ready:
● 4 coloured chart papers
● Glue/Tape

Pronunciation Drill
53
● Students will extend their knowledge on the various techniques of making notes. 🎓🎯
● Students will understand that there are various sections in a project report, each
providing different information.
🎓🎯🤝
●
….
Students will learn to organize their project data in a report. 🎓🎯🤝

5 min
housemates while conversing and provide one-on-one feedback in steps 3 and 5.
Step 2 (S-W) Question of the Day: In the previous class we discussed that note taking is the skill of
5 min identifying, recording and organizing relevant information from various sources, such as
TTE: 13 min lectures by teachers or information in textbooks. The key to successful note-taking lies in the
ability to discern what is important and present it concisely and comprehensibly. How can
the ability to identify important & relevant information help you succeed:
● in school?
● at work?
Debrief: Teachers and professors often spend significant time explaining complex concepts.
Note-taking plays a crucial role in effectively capturing and organizing relevant
information in an understandable and easy to use format. Similarly, it is impossible to
remember everything in our textbooks and note taking allows us to identify useful
information that we must remember. In professional settings, taking comprehensive
meeting minutes, which are summaries of key discussions, is essential. The better your notes,
the more valuable your contributions at work.
Step 3 Inform students that a report consists of various sections, which facilitate easy access to the
(AS/S-W) required information. Ask students to read the article 'Organizing Reports' from SRB Part B.
20 min While reading the article, encourage students to utilize their knowledge of note-taking and
TTE: 33 min annotation to identify and mark important information that will assist them in writing their
project reports. Encourage students to experiment with multiple note-taking techniques
based on the concepts learned earlier in this module. (15 min).
After students have read the article, ask them to discuss among themselves the relevance of
various sections in a report and its implications for their own contest project report. (5 min)
54

20 min
TTE: 53 min
Inform students that it is now time to conclude the data collection exercise for the contest
project and make decisions on the graphs, charts, and tables to be included in their project
report. Stress the importance of including data to support their recommendations in their
final presentation. Encourage students to carefully select data visualization techniques that
effectively convey their message and findings.
Request students to hold a team meeting to discuss their research findings, finalize the main
points to be presented, thoroughly analyze supporting evidence, and collaboratively
establish a logical flow for the project report. Instruct students to use SAB Part B to
document all essential information, main points, and supporting evidence to be included in
their project reports. Encourage them to decide on the overall structure of their project
report, taking inspiration from the article they read on Organizing project reports.
Step 5 (S-S) Remind students that in this module, they have learnt about the science of report writing,
37 min the importance of using visual representations, and the art of note-taking. In previous
TTE: 90 min modules, they learned about creating drafts, refining their work, and proofreading. To win
this module’s contest, they will need to demonstrate an understanding and application of all
these skills. Announce that it is now time to start writing their report for the Ka-Ching!
Contest.
Inform students that the report for this contest will be written on a chart paper. Advise
students to feel free to divvy the workload among all members of the team. To save time, they
may use Appendix 8 of SAB to write their individual sections. Once they have completed their
respective texts, instruct them to tear the pages along the perforated lines and stick them to
the chart paper in the correct order.
Ask students to follow the instructions below:
● Gather all information collected in the previous classes.

● Read and think about what is important and should be included in the report.
● Report should have the following sections.
➢ Report Title
➢ Executive Summary
➢ Intro, body and conclusion
➢ Appendix or appendices (for supporting/raw data)
● Use charts/tables to make the report visually appealing and data understandable.
● The complete analysis/report should be between 600-650 words.
● Once the report is written, use the checklist after the ‘Organising Reports’ article to
ensure it meets the goals of a Report.
Note for the facilitator: Encourage students to ask clarifying questions. Use ICQs to ensure
that all students know what should be done, after which ask students to begin the report
writing process. Move around in the classroom and provide help to the houses as needed.
55
each student should document the feedback in SAB Part C and then complete the 'Your

5 min
TTE: 95 min

▢ Run-Through ▢ Elevate ▢ Potential ▢ Consistency ▢ D-day
Send students the link to the Magazines from folder M11:D5. Ask students to discover the
boundless world of knowledge and inspiration through reading!. Inform then that the folder
contains 3 magazines on Wildlife, Entrepreneurship and Technology. Ask them to read on
whatever topic they are interested in.
Grammar Practice Quiz: SVA Quiz
SVA Quiz: SAB Part D.
56
Module 11: Day 6: Run-Through

83 min 7 min 20 min

5 min (100%)/ 4 min (80%) 78 min 20 min


Run-Through
Elevate
Potential
● Minimal Pair
365
Consistency ● Common grammatical errors
D-day (Prepositions, Adverb, Word
● Tenses.
Materials required:
Video: How to introduce the next speaker (3 min)

● Students will evaluate their final report using the Ka-Ching! rubric. 🎓🎯🤝
●
…
Students will plan and prepare for their contest presentations. 🎓🎯🤝
57

5 min
Step 1 Ask students to read the ‘Lesson Objectives’ silently from Part A of SRB. Once they have
the lesson.
housemates while conversing and provide one-on-one feedback in steps 4, 5A and 5B.
Step 2 (S-W) Question of the Day: When an actor is offered a movie role, they embark on an extensive
5 min research journey to understand the attributes of the character they will be portraying.
TTE: 13 min This in-depth research then guides the actor in deciding the appropriate acting style for the
role. Once the research phase is completed, the actor dedicates time to practice dialogue
delivery, focusing on mastering their lines with proper prosody and expressive delivery.
During the filming process, they are expected to give multiple takes until the director is
satisfied. This cycle of research, practice, delivery, and improvement is essential for their
success as an actor. How can you use this cycle to help you perform better:
● In school?
● At work?
Debrief: Achieving one's potential requires thorough preparation and practice. This
principle applies not only to actors but also to individuals in various fields, such as
sportspeople, students, and professionals. By embracing the cycle of research, practice,
delivery, and improvement, individuals can enhance their performance and increase their
chances of success.

20 min
Inform students that today is the final day to work on their project report and to finalize it.
TTE: 33 min
Ask them to ensure that their project report is complete. (10 min)
Next, ask students to review their work using the Ka-Ching! Rubric (SAB M11:D2 Part B) to
ensure completeness and then proofread it to ensure that it is error free. (10 min)

(AS/S-S)
Inform students that one of the most awkward parts of a group presentation is when one
10 min
person finishes and the next person is preparing to start. To add a touch of professionalism
TTE: 43 min
to presentations, it's essential to have a proper introduction when transitioning between
speakers. Before they start practicing their presentations, ask them to see the video on
‘How to introduce the next speaker in a group presentation. The video is available in the
M11:D6 folder. (4 min)
After watching the video, allow each house time to discuss their understanding of its
content with their peers. Encourage them to decide how they can apply the insights from
the video to make their own presentations sound more polished and professional. (6 min)
58
Step 5A (S-S) Daily Task: Contest Project

25 min
TTE: 68 min Next, instruct the students to begin practicing their oral presentations individually. After a
few rounds of solo practice, encourage them to pair up, with one student presenting and the
other providing feedback using the parameters outlined in the Elocution Rubric.
Note for the facilitator: While the students are engaged in their practice sessions, review
reports of two houses using the Ka-Ching! Rubric. Select one group whose report you have
reviewed and have them sit in a semi-circle to provide real-time feedback. As you conduct
the review, make an effort to minimize any disruption to their practice.
Step 5B (S-S) Daily Task: Contest Project

22 min
TTE: 90 min Encourage each house to conduct a full dress rehearsal of their presentation before the end
of the day. While one member is presenting, the other members of the team should use the
Elocution Rubric to score and provide feedback based on the presentation parameters. This
exercise offers an excellent opportunity for students to elevate their final performance by
observing and learning from their fellow presenters' strengths and providing constructive
feedback with suggestions for improvement.
Note for the facilitator: Review the project reports of the remaining two houses using the
Ka-Ching! Rubric. As with the previous step, provide them with real-time feedback,
ensuring minimal disruption to their practice.

5 min
Ka-Ching! Contest and the Cup of Life.
59
▢ Plagiarism ▢ Strive ▢ Apprehensive ▢ Perseverance ▢ Unleash
Ask students if they started reading any of the magazines whose links were provided
yesterday. Ask them if any article or editorial appealed to them they would like to
recommend to their colleagues. Encourage them to continue building their reading habit
and explore a variety of texts.
Grammar Practice Quiz: Question Formation
Question Formation Quiz: SAB Part B.
60
Module 11: Day 7: The Ka-Ching! Contest


55 min 10 min

Vocabulary Builder: Assessment of the day: Speaking Lesson number in LMS:
Plagiarism
Strive
● Minimal Pair
366
Apprehensive
Perseverance
Unleash
● Tenses.
Materials required:
Certificate: Master Teacher Award_M-11
Certificate: Module 11-Ka-Ching! Certificate.pptx
Certificate: Module 11-Lone Ranger Certificate.pptx
Ask students to get Volume 1 of their SAB’s containing their Learning Dashboard for module 7. This will be
● Students will participate in the Ka-Ching! Contest and present their research. 🎓🎯🤝
● The facilitator will announce the winners of the Ka-Ching! Contest and the class will
🤝
61

5 min
5 min
TTE: 10 min
certificate. Inform students that you will announce the name of the Master Teacher before
Inform students that today is the day when they will find out the winners of Ka-Ching!
Contest and Lone ranger award. Encourage students to put their best forward and work
together as a team. Build excitement.
Step 2 (S-S) Ask students to organize themselves into their houses. Encourage them to take this time to
10 min complete any last-minute rehearsal they may wish to undertake or to discuss any final
TTE: 20 min strategies they have in mind. (10 min)
Step 3 (S-W) Request groups to present their Research Report ([Presentation: 10 min / house x 4 = 40 min]
55 min + [Transition: 5 min] = 45 min).
TTE: 75 min
While one group is presenting, the facilitator and students should assess the presenter
using the Elocution Rubric in SAB Part A. Each house will be allocated 1 house for peer
review. Each speaker will be evaluated separately.
Facilitator’s Note: Peer feedback may be assigned as per the table below:
Presenting Team Peer Feedback
The Mariana Trench The Great Canyon

The Great Canyon The Great Barrier Reef
The Great Barrier Reef Aurora Borealis
Aurora Borealis The Mariana Trench
After each group presentation, students and the facilitator should share their feedback
based on the Elocution Rubric (Feedback: 2.5 min / house x 4 = 10 min).

15 min
Ask students to review their Language Development Plans prepared at the end of Module 7
TTE: 90 min
from SAB (Learning Dashboard Module 7). This plan represents the language proficiency
they would have liked to have achieved by Module 11. Ask students to use ‘SAB Learning
Dashboard | Module 11 | Language Development Reflection’ to assess whether they have
made the required investments and achieved their desired competencies as per the plan.
(15 min).
Note for the facilitator: When students are at task, update the excel for student scores, and
to declare the winning team for the Ka-Ching! Contest and the Lone Ranger award.
62
Step 5 (S-W) Announce the name of -
5 min
● the Master Teacher - Module 11. (provide the reasons for your selection to lay the
TTE: 95 min
● the best performer for the Lone Ranger Award
● the winning house of the Ka-Ching contest.
certificate.

5 min
TTE: 100 min

▢ Pretend Passion ▢ Ikigai ▢ Spontaneous

▢ Veterinarian ▢ Telltale signs
Ask students if they started reading any of the magazines whose links were provided
yesterday. Ask them if any article or editorial appealed to them they would like to
recommend to their colleagues. Encourage them to continue building their reading habit
and explore a variety of texts.
Grammar Practice Quiz: Question Word Order
Question Word Order Quiz: SAB Part B.
63
Module 12: Day 1: Reason for Being


27 min (100%)/ 22 min (80%) 21 min 5 min

This lesson requires computer resources for AV.
Vocabulary Builder: Assessment of the day: Lesson number in LMS:

Speaking & Writing
Pretend Passion
Ikigai Focused Language Training:
● Minimal Pair
370
Spontaneous
Veterinarian ● Common grammatical errors
Telltale signs (Prepositions, Adverb, Word order, SVA
and Articles)
● Tenses.
Materials required:
Video: 7 successful people tell WHY they love their jobs

64
Language Goals:
● Students will practice speaking, writing, listening and reading skills that they
learnt in Module 1-11 to identify appropriate employment opportunities.
🎯
● Students will prepare and practice presenting information with visual appeal. 🎓🎯
Non-cognitive Goals
● Students will understand that all of us have a purpose to exist that we should
explore in our daily life.
🎓🎯🤝
● Students will explore Ikigai to link their interest with well paying employment
opportunities and societal contribution.
🎓🎯🤝
● Students will explore developing career paths with the help of pretend passion. 🎯
● Students will appreciate that passion is an ingredient in any journey to
excellence.
🎓🎯
● Share feedback on following topics:

🎓🎯🤝
2. Common grammatical errors (Word order, SVA, Articles, Prepositions - to/ for,
● Students will explore their ‘Reason for being’ in the world. 🎓🎯🤝
● Students will be able to connect ‘Ikigai’ framework to career options. 🎓🎯🤝
j/z/zh sounds’.
🎓🎯🤝
feedback.
🎓🎯🤝
65
Contest Points:
Attendance 5 pts
Daily Task 5 pts
*Ikigai Project 15 pts Best infographics (Day 3 & 4) -
Presentation 30 pts 1 house** 5 pts
Providing and applying FLT
Feedback 5 pts
*The Ikigai project will be judged as a team. Each individual member will be assigned the team score.
** The points will be awarded to the house.

5 min
Step 1 (AS) Ask students to read the ‘Modular Goals’ silently from Part A of SRB. After having read the
TTE: 15 min the value of what they will learn and make connections with their learning personal goals.
Inform students that this module will finish in 6 days. (5 min)
Ask each house to identify their candidate for the TOTD as per convention. Inform that the
students, along with the TOTD, will be responsible for the Focused Language Training in this
module and will observe pronunciation and grammatical mistakes made by their
housemates while conversing and provide one-on-one feedback in steps 3B, 4 & 6. (1 min)
Now, ask the students to recall the steps of the hiring process from M10:D1. Inform them
that, in this module, the aim is to cover the first step of the process, which will help them
define their career goals. Ask the students to review SRB Part B to refresh their memory of
the hiring process. (1 min)
Step 2 (S-W) Question of the Day: Ask students if they believe that they can make their own luck or are
7 min resigned to their own fate? Take a few responses.
TTE: 22 min
Debrief: If a person believes that they can create their own luck, then they must also believe
in their ability to become whatever they wish to be. On the other hand, if they believe that
their fate is predetermined, then it implies that they see themselves as being born for a
specific reason. In either case, life holds a purpose, and every individual has the potential
to achieve something significant. Now, encourage the students to delve deeper into this
concept by contemplating what they might be destined to accomplish in life and the
investments they must make to attain their goals:
● Academically?
● Professionally?
● Socially?
Debrief: Each one of us is born with unique interests and talents, which serve as guiding
signs toward our passions and strengths. Certain things come naturally to us, while others
may require more effort to develop. Some people are athletic and can naturally become
sports people. Others are gifted artists. Some have compassion and are natural caregivers.
Our talents and interests are telltale signs of what we enjoy doing and can become good at.
66
When making career choices, it's essential to take these natural inclinations into account,
as they can lead us to fulfilling and rewarding paths. By acknowledging our natural talents
and interests, we increase the likelihood of finding a career that aligns with our true selves.
It allows us to tap into our full potential and find joy in what we do.
Step 3A (AS) Inform students that they are going to participate in another thought experiment which
14 min will help them evaluate their passions and interests. Ask students to see SAB Part B, one
TTE: 36 min sector at a time, starting from 1. Encourage them to reflect on the questions and jot down
the first thoughts that come to their minds within the corresponding sector. Emphasize that
spontaneity is key. (10 min)
Once they have answered all the questions, ask the students to take some time to evaluate
their responses and see if any common themes or recurring patterns emerge. Ask students
to write the common theme in the space provided in SAB Part B. (4 min)
Step 3B House Activity

(AS/S-S)
Ask students to consider whether the common theme that emerged during the
11 min
self-reflection exercise is something they would like to pursue in their lives.
TTE: 47 min
Next, instruct students to watch a video titled '7 successful people tell WHY they love their
jobs' Encourage them to use the pie diagram in SAB Part B to take notes on specific aspects
that the speakers identify as making their work joyful. Ask students to access the video
from the M12:D1 folder. (6 min)
After the students have watched the video, initiate a discussion for each section of the pie,
where they can share their notes and thoughts. During the discussion, encourage students
to explore how the insights from the video align with their own interests and passions
identified through the self-reflection exercise. (5 min)
Step 4 Ask students to see the ‘Ikigai’ diagram and read the questions in SAB Part C. (1 min).
(AS/S-W)
Next, instruct them to write their responses to each of the following questions directly in
14 min
the Ikigai diagram: (8 min)
TTE: 61 min
● What do you Love? What aspects of your life make you come alive?
● What are you Good at? What unique skills do you have (talent that comes most
naturally to you) ? How can these competencies help you succeed in your career
choice?
● What does the world Need? What change would you love to be part of in this world?
What would you be willing to give your life for? To what extent are the
competencies you need to develop holding you back?
● What can you be Paid for? What service, value or offering could you bring that can
be of real value to others - something people need and are happy to pay for?
Once students have written their responses, ask to discuss their responses. During the
discussion, encourage students to express their insights, passions, and aspirations as they
explore the intersection of their loves, talents, impact on the world, and potential for
financial gain to discover potential career paths or pursuits that align with their ‘Reason
for Being’ (5 min)
67
Step 5 (S-W) Inform students that in this module’s contest, they will work on a ‘Pretend Passion’ project.
10 min Share the following details with students: (SRB Part C)
TTE: 71 min
● Each house will select a profession to work on.
● The house will research their selected profession throughout this module and
document their findings in their SAB.
● At the end of the Module, each house will present their findings in the form of a
Career Tree and deliver a 5 min group presentation.
● The Career Tree will be assessed using the Ikigai Infographic Rubric.
● Each student will earn individual points for the presentation based on the Elocution
Rubric.
● The winning house and the Lone Ranger award will be decided based on the highest
scores of the group project and individual performances.
Once students have read the details, allow them to ask clarifying questions (2 mins).

(AS/S-S/W) House Activity
19 min
In this module, each house will select a "Pretend Passion" to work on. It's important to
TTE: 90 min
create a supportive environment, and the facilitator and TOTD should ensure that all
participants can express their opinions without being aggressive or dominating the
discussion. Inform students that they can not select any occupation in the medical
profession as their Pretend Passion.
As a starting point, encourage students to initiate the discussions by sharing the
occupation or passion they identified during the self-reflection in SAB Part B. Once all
members of the house have presented their preferred job, allow them to engage in a
discussion and work together to arrive at a common "pretend passion" that the entire house
would like to explore collectively. Encourage each member of the house to present strong
arguments in favor of their preferred pretend passion. (6 min)
If students are unable to agree on a common profession, ask them to select from the list
given in SAB Part D, which includes a range of exotic new-age occupations expected to be in
high demand in the near future. Allow students to use computers/phones to research these
listed occupations. (5 min)
Once each house has decided on a "Pretend Passion," they must share their top reasons for
selecting that occupation as their pretend passion with the rest of the class. The TOTDs
should give the quietest student the opportunity to speak for the house. (1 x 4 = 4 min)
After the discussion, ask students to document their choice of profession and the reasoning
behind choosing their Pretend Passion in the SAB Part D. (4 min)
Your lesson is well received if students are able to make persuasive arguments for their
pretend passion based on their interests and talents.
TTE: 95 min during today's discussions. (Feedback time per student = 1 min)
After receiving feedback, each student should document the feedback in SAB Part E.
Grammar related feedback should be practiced by writing sentences in the space provided
under TOTD feedback. Encourage each student to select a buddy who will support and
correct your grammar errors.
68
Step 8 Wrap Up, allow students to leave the class. Ask students to review SRB Part D to know the
5 min scheme for accumulating contest points.
TTE: 100 min
Extra Benefit Say it Right - articulate your words correctly (5 min)
Daily Task:
practice, record, and send the word list in their WhatsApp group before the next lesson.
Build your vocabulary - Enrich your conversations (2 min/word)
▢ Astrophysicist ▢ Ambitious ▢ Patent ▢ Toll gate
Grammar Practice Quiz: Verb Tenses
● Quiz on Articles : SAB Part F.
69
Module 12: Day 2: Pick your Passion


38 min (100%)/ 30 min (80%) 20 min 10 min


Speaking & Writing
Astrophysicist
Ambitious Focused Language Training: 371
Patent ● Minimal Pair
Toll gate ● Common grammatical errors
● Tenses.
Materials required:
Video: The power of passion - Richard St. John
The facilitator should review the pronunciation drill recordings sent by students on WhatsApp during Step
3B when students are watching the video on the Power of Passion. Use post-it-notes to inform students of
pronunciation mistakes they need to correct.

70
● Students will understand why it is important to be passionate about the work you
do.
🎯🤝
● Students will understand that, “what they are good at = what they like to do +
passion”.
🎓🎯
● Students will brainstorm ideas and plan their pretend passion project. 🎓🎯🤝

5 min
the lesson.
housemates while conversing and provide one-on-one feedback in steps 3A, 3B and 4.
Step 2 (S-W) Question of the Day: Employers don't pay for your time, but for the value you bring to your
5 min work with that time? This value is greatly influenced by your hard work and skills.
TTE: 13 min Interestingly, your skills are heavily dependent on your interests because you tend to be
more engaged and learn faster when you are working on things that truly interest you.
How you can make your time more productive:
● In school?
● At Work?
● With Friends?
Debrief: It's important to understand that the level of interest you have in a particular
activity directly impacts the joy you experience while doing it. And the more joy you feel,
the more motivated you become to excel in that activity. It's a positive, self-fulfilling cycle.
When it comes to academics, achieving better results doesn't always mean studying longer
hours; rather, it involves finding genuine interest in the subjects you are studying. This
often requires exploring beyond the prescribed academic curriculum and connecting the
subject's skills to your personal interests. The same principle applies to your work and
other areas of life.
Step 3A (S-W) Begin the class by sharing your personal story on how you have been supported/not
23 min supported by your family on your career goals (5 min).
TTE: 36 min
After sharing the story, ask students to discuss(10 min):
● Have any of you also faced similar pressures from your family regarding your career
choices?
71
● How are you currently dealing with these pressures?
● When envisioning your future, how many years do you see yourself working in your
chosen field?
● Do you believe you can sustain doing something you don’t enjoy for extended periods?
Once you have received responses to these questions, instruct the students to discuss
potential solutions to breaking through barriers and pursuing their passions. (8 min)
Step 3B Inform the students that they will be watching a video on the 'Power of Passion', which may
(AS/S-W) provide insights to help them answer the last question. The video can be accessed from the
17 min folder M11:D2. (7 min)
TTE: 53 min
Next, ask them to hold a whole class discussion with their peers on what they understood
by the word ‘Passion’. Appoint a TOTD to be the mediator and lead the discussion (8 min)
Debrief: Share with the students the powerful message from the video that "stress is not
working 15 hours at a job you like; stress is working for 15 minutes at a job you dislike."
Emphasize the significance of choosing the right career or profession and how it can
impact one's well-being. Discuss with the students that true fulfillment and excellence come
from pursuing work that ignites their passion. Encourage them to explore and discover
what they are truly passionate about, as that will lead them to do great work and
experience genuine satisfaction in their careers. (2 min)

15 min
Inform students that their group project will be evaluated using the Ikigai Rubric. Empower
TTE: 68 min
the TOTD to lead the discussion on the Ikigai Rubric in SRB Part B with their housemates.
Allow for an interactive session, encouraging students to seek clarifications during the last
few minutes of the allocated time. (10 min)
Next discuss the Ikigai Elocution Rubric from SRB Part C which will be used to evaluate
individual presentations. Empower the TOTD to lead this discussion also. (5 min)

22 min Daily Task: Inform the students that excellence is achieved when "Like+Passion" come
TTE: 90 min together. Let them know that the next activity will involve exploring their "Pretend
Passion". Ask students to work through the following steps (2 min):
Before: Ask students to refer to the 'Cards on Passion' in SRB Part D and reflect on what
their responses could be for each card. Ask students to pen down their responses in the
'Before' section of SAB Part A. (5 min).
Note for the Facilitator: Share your own journey to becoming an FEA facilitator using the
cards in SRB Part D to illustrate how the equation 'Like + Passion = Good at (excellence)' has
influenced your own career / aspirations. (5 min)
After: Once students have documented their 'During' section, have them create their own
cards on their "Pretend Passion." Ask them to utilize the grid provided in SAB Part A's 'After'
section for this activity.(10 min).
72
Note for the facilitator: While students are at task, oversee the work of the students and
help those struggling to complete the grid. You will have more time in the next step to
provide one-on-one support.
Your lesson will be considered successful if students can create meaningful cards on
their "Pretend Passion" and provide strong justifications for their choices. Although they
are working with 'pretend passion' and not their actual passions, they should still be able
to demonstrate a clear understanding of what passion entails.
After receiving feedback, each student should document the feedback in SAB Part B.
Note for the facilitator: While the TOTD is providing feedback, check students cards on
Pretend Passion and provide feedback. Prioritize starting with students whom you
observed were facing difficulties in creating their own cards. Cover as many students as
time allows.

5 min
TTE: 100 min
Use this time to work with any student whom you think requires your assistance with their
pretend passion cards.
Encourage students to thoroughly review the Ikigai Infographic Rubric once again. If any
aspect of the Rubric is unclear, they should first seek clarifications from their housemates,
utilizing the power of peer learning. Only after attempting to resolve their doubts with
their peers, they should approach the facilitator for further assistance.
Inform students that the upcoming module will cover important employment documents,
specifically Resume & Cover Letter. On M13:D1, each student must bring a copy of their
employment documents to the class. For students who have not yet created their resume,
they should utilize the next 4 days to develop one. This will enable them to fully engage and
take advantage of the learning opportunities provided in the upcoming module.
▢ Monetary ▢ Thrive ▢ Bankable ▢ Aggregate
73
Module 12: Day 3: Show me the Money


15 min (100%)/ 12 min (80%) 40 min 10 min


Speaking & Writing
Monetary
Thrive Focused Language Training: 372
Bankable ● Minimal Pair
Aggregate ● Common grammatical errors
● Tenses.
Materials required:
Video - Satya Nadella (4 min)
Pronunciation Drill
Pronunciation Drills should be conducted by the Pronunciation Drill Leaders. If the leaders are absent,
74
● Students will understand that ‘passion + purpose = profession’ (Monetary value). 🎯🤝

● Students will understand that ‘passion - purpose = hobby’ (Time pass). 🎯🤝
● Students will understand what it means to be ‘bankable’ when it comes to their
work.
🎯

5 min
the lesson.
housemates while conversing and provide one-on-one feedback in steps 3, 4B and 5A.
Step 2 (S-W Question of the Day: Many of us fail to realize that passion and profession go hand in hand;
5 min they are like two sides of a coin. However, most of us are comfortable pursuing our passion
TTE: 15 min as a hobby or leisure-time activity, while only a few consider transforming it into a
profession.
In what ways can you turn your passion into a profession so that it becomes financially
rewarding
● Academically?
● Professionally?
● Socially?
Debrief: The issue with our approach to academics is that we often overlook the real-world
value it offers. We study subjects merely because they are part of the curriculum. However,
consider this - cricket, for example, involves elements of science, math, physical education,
history, law, and more. The same applies to every other activity or occupation in the world.
Understanding and linking these disciplines to our own passions and aspirations make
these subjects worthwhile and so much more interesting.
Step 3 Inform students that one of the key ways to make their passion bankable is by
(AS/S-W) continuously improving their skills. Passionate individuals are lifelong learners who value
10 min their time and efforts. Ask students to watch an interview with ‘Satya Nadella’, the CEO of
TTE: 25 min Microsoft, to reinforce this idea. The video can be accessed from the 'M12:D3 folder'. (5 min)
After students have watched the video, share the following quote from the video:
75
‘When you choose to learn something, ensure the learning enriches you in some ways”
Next, initiate a brainstorming session and encourage the students to discuss the aspects
they need to consider while deciding what they should learn and how much time they
should devote to that learning. (5 min)
1. Be an active listener during this conversation and gently steer the discussion towards
the concept of applied learning, which empowers individuals to use their knowledge to
create value in their lives and the lives of others. Conclude the discussion by sharing
that Learning that is not applied is neither useful nor bankable.
2. Allow the Teacher of the Day to make observations on the Focused Language Training
parameters.
Step 4A (AS) Emphasize that a crucial step in embarking on any learning journey is to assess the
10 mins current status. There are tools available to aid in this self-evaluation process.
TTE: 35 min
Ask students to use SAB Part B to reflect on their behaviors and attitudes concerning
parameters that hold value in a workplace (the workplace of students are their
educational institutions). Emphasize the importance of being fair in this self-assessment
process, as it allows them to gain a more accurate understanding of their strengths and
areas for improvement. This balanced approach to self-reflection leads to more
meaningful growth and personal development in their learning journey. (10 min)
Step 4B Next, have students identify behaviors in which they have scored ‘Below Standards’ (2 or
(AS/S-W) lower) and instruct them to create a comprehensive improvement plan using the Six
20 mins Thinking Hats technique. Have them document their plan in the Learning Dashboard
TTE: 60 min section of the SAB (Learning Dashboard | Module 12 | Goal Setting | Day 3). (15 min).
Note for the facilitator: During the preparation phase, closely monitor students as they
work on their improvement plans. Observe their engagement, effort, and creativity in
addressing the areas for improvement. Identify students who demonstrate a thorough and
thoughtful approach to their plans, showcasing a proactive attitude towards their
professional growth.
Afterward, select a few students (who demonstrate a thorough and thoughtful approach to
their plans) to share their reflections and improvement plans with the entire class.
Encourage these students to provide a summary of their thought process and approach to
crafting their plan, allowing others to learn from their experiences and insights. (5 min)

1. During the sharing session, be an active listener and provide positive feedback and
encouragement to students who share their plans. Recognize the effort they put into
identifying areas for improvement and their proactive approach to creating a plan.
Use this opportunity to reinforce the importance of continuous growth and learning in
the workplace.
2. Allow the Teacher of the Day to make observations on the Focus Language Training
parameters.
Step 5A (S-S) Learning Reflection:

20 min Daily Task: House Activity
TTE: 80 min
Ask students to sit with their houses to explore their selected pretend passion using the 'Six
Thinking Hats' framework. The objective of this exercise is to encourage them to discuss
and
pose thought-provoking questions about their chosen pretend passion, seek answers
through
76
research, and establish meaningful connections between their passion and their life goals.
Emphasize the importance of this practice exercise in effectively understanding and
exploring their passions. Ask students to divide their research work and document their
conclusions in SAB Part C (15 min):
Hats Guiding Questions
Blue Hat What pretend passion have you selected for yourself? Why?
(Managerial/Proces
s Control Hat)
White Hat What is the level of your existing knowledge about your
(Information/Facts selected pretend passion?
Hat) ● Who would be my prospective employers?
● What is the expected salary?
● What skills are required to perform at the job?
● What would my work environment look like?
Yellow Hat What excites you the most about pursuing your pretend
(Optimistic/ Positive passion?
Hat) How do your skills and strengths align with this pretend
passion?
Allow the Teacher of the Day to make observations on the Focus Language Training
parameters.
Step 5B (S-S) Following the discussion, task each house with creating an infographic that showcases the
15 min collective views of its house members. Encourage the houses to be bold and creative in
TTE: 90 min designing their infographics, allowing their ideas to come to life visually (15 min).
Announce that during the next class, 5 bonus points will be awarded to the most
informative and creative infographic. Advise students that they should start working on
part of the infographic today and complete the remainder in the M12:D4 after discussing
the remainder of the hats.
Your lesson is well received if students can effectively evaluate and justify their Pretend
Passion using the thinking hats technique in a clear and structured manner, providing
strong and well-thought-out rationale for their chosen Pretend Passion.
After receiving feedback, each student should document the feedback in SAB Part D.
Note for the facilitator: While TOTDs are sharing feedback, please identify 2-3 students who
may have struggled to apply the three thinking hats in Step 5A. Take some time to talk to
them to understand their confusion about the role of each thinking hat. As the thinking
hats are used extensively in the program, it is essential that students fully grasp the
application of each hat in different situations. In your feedback, make sure to:
77
1. Ascertain the students' understanding of the thinking hats.
2. Share simple, relatable, and multiple examples to illustrate the thinking hats'
concepts.
3. Request the students to explain the concept back to you to confirm their
comprehension.

5 min
TTE: 100 min
Continue providing feedback to students you were counseling in Step 6
whiteboard and ask the Pronunciation Drill Leaders to add them to their list. Empower the

▢ Endeavour ▢ Blue-Collar Worker ▢ Preserve ▢ Federal
Prepositions Quiz: SAB Part E.
78
Module 12: Day 4: Connecting Passion to Mission


25 min (100%)/ 20 min (80%) 43 min 5 min


Speaking & Writing
Endeavour
Blue-Collar Worker
Preserve
● Minimal Pair
373
Federal ● Common grammatical errors
● Tenses.
Materials required:
Video: Howard Schultz, CEO of Starbucks (5 min)

● Students will understand that excellence is a journey, not a destination. 🎓🎯

● Students will understand that successful people contribute to society beyond
themselves.
🎯🤝
79
● Students will understand that they should aim much higher than their own
aspirations and collective aspirations of everybody they know.
🎓🎯🤝
● Students will ascertain how their pretend passion contributes to society. 🎯🤝

5 min
the lesson.
housemates while conversing and provide one-on-one feedback in steps 3, 5 and 7.
Step 2 (S-W) Question of the Day: Every individual possesses unique gifts and talents that have the
5 min potential to make a lasting impact on society. However, only a minority of people fully
TTE: 13 min utilize these gifts and talents to reach their maximum potential and contribute
meaningfully to the community. What can you do to use your passion to contribute to
society:
● Academically?
● Professionally?
● Socially?
Debrief: Passion serves as the driving force that motivates us to excel in our chosen fields.
When we are passionate about what we do, we are more inclined to explore new
possibilities and strive for excellence, knowing that our contributions can positively
influence society. For instance, in the teaching profession, a passionate teacher
understands the needs of their students and invests their full potential and efforts in
helping them grow. On the other hand, a teacher lacking passion may lack enthusiasm for
their students' growth. Having a sense of purpose ignites and sustains our passion,
enabling us to make a meaningful difference in the lives of others.
Step 3 Transition by advising students that being inquisitive and asking questions is another
(AS/S-S) essential way to strive for excellence. When we actively seek answers and engage in
27 min thoughtful inquiry, we open ourselves up to new possibilities and insights. Curiosity fuels
TTE: 40 min our learning process and allows us to deepen our understanding of the subjects that
interest us the most or the task at hand.
Daily Task: House Activity
Request students to review and reflect on their Pretend Passion they explored using 3
Thinking Hats in SAB Part C of M12:D3. Encourage them to think about the various
80
perspectives they considered during the previous exercise and how it has shaped their
understanding of their chosen passion. (4 min).
Next, instruct them to continue the discussion and evaluation of their pretend passion by
utilizing the remaining thinking hats (Black, Green, and Red). These hats will help them
analyze potential challenges, generate creative ideas, and identify potential risks or
drawbacks related to their passion. Ask students to use SAB Part A to document their
thoughts. (13 min):
Hats Guiding Questions
Black Hat What challenges or obstacles might you face in pursuing this
(Critical/Judgment pretend passion?
Hat) Identify potential risks or drawbacks associated with this
career choice.
Green Hat Brainstorm different approaches to enhancing your

(Creative/Innovativ knowledge and skills in this area.
e Hat) Explore innovative ways to apply your existing expertise to
this profession.
Red Hat How do you feel about your chosen pretend passion, and what
(Emotional/Intuitive emotions does it evoke?
Hat) Consider how this choice aligns with your values, interests,
and aspirations.
Once the discussion is over, ask students to continue working on the infographic they
started creating M12:D3 to add the Red, Black and Green thinking hats in SAB Part C of that
day (10 min).
Note for the facilitator: Allow the teacher of the day to make observations on the focused

15 mins
Let students know that they are going to research additional details on their Pretend
TTE: 55 min
Passion. Inform them that the deeper their research, the better are their chances of
winning the Ikigai Contest. Ask students to organize themselves in their houses and divide
the research work as per the table below. Provide additional instructions to members 4 and
5 advising them to look at multiple websites for cost and salary details as different
institutions have different costs/pay structure. Students can use SAB Part B to document
their research (8 min).
House Members Attribute of Pretend Passion
Member 1 Prerequisites, Qualifying exams & Qualification

Member 2 Personal Qualities
Member 3 Duration
Member 4 Expenses/Costs
Member 5 Salary
Note for the Facilitator: If there are fewer than 5 members in a house, distribute the work
so that all 5 attributes are covered.
81
After students have completed the above research, ask them to identify 5 alternative
career options in the field of their Pretend Passion. E.g. The medical profession can have
the following professions - MBBS Doc, Surgeon, Ayurvedic Doctor, Nurse, Compounder,
Pharmacist, Radiologist, Paramedic, Therapist, etc. (7 min).
Step 5 Tell students that successful people often think about their life goals. Ask students to watch
(AS/S-W) a video about Howard Schultz, CEO of Starbucks. Students can access the video from the
15 min folder M12:D4. (5 min)
TTE: 70 min
Once students have watched the video, discuss (10 min):
● Howard Schultz talks about Starbucks being his love. Why do you think he says this?
● When you love something/someone, how do you act/behave with respect to that
person/thing? (Facilitator’s key: Time spent, well-being, protection, growth)
● Do you feel this way for your own life goals? If yes, what efforts do you think you will
need to put in to achieve your life goals?
● In the video, Howard emphasizes that "No goal is too big". Take a moment to reflect on
this statement and discuss what he is trying to convey to you. Consider how this
message might influence your actions and behavior towards your life goals.
Step 6 (S-W) Ask students to see the Ikigai framework in SRB Part B (Also reproduced in the Facilitator
10 min Resource Section below).
TTE: 80 min
Explain each concentric circle of the framework to the students. Discuss that each
individual's Ikigai is unique and personal to them and is a combination of four elements:
● What you love (Passion)

● What you are good at (Profession)
● What you can be paid for (Vocation)
● What the world needs (Mission)
Highlight that the true essence of Ikigai is when these four elements intersect. When this
alignment is achieved, you discover a deep sense of purpose and fulfillment in your life.
Ikigai provides you with a clear direction and meaning, making your journey through life
more meaningful and satisfying.

10 min
House Activity
TTE: 90 min
After the discussion, ask students to sit with their house members and discuss the
following question:
Hats Reflective Questions
Red Hat In 50 years, as you reflect on the contributions you have made to your
(Extend) family, society and country through your Pretend Passion “what emotions
and feelings do you hope to experience?” Explain.
Note for the facilitator: Allow the teacher of the day to make observations on the focused
82
Your lesson is well received if students can effectively demonstrate their
understanding of the interconnection between the four elements of Ikigai. Their
responses should reflect a genuine appreciation for the significance of societal welfare
in shaping a person's sense of self-worth and the meaningfulness of their work.
Additionally, students should recognize that their income is a reward for the value
they add to society.
Note for the facilitator: While students are discussing, the facilitator should review all
infographics and identify the best one, using the following 3 parameters - 1. Visually
appealing, 2. Comprehensiveness, 3. Structure and organization of thought. See Facilitator
Resource Section for Sample Infographic.
After receiving feedback, each student should document the feedback in SAB Part C.

5 min
TTE: 100 min
Identify students who need counseling/assistance and help them as required.
Extra Benefit Build your vocabulary - Enrich your conversations (2 min/word)

*Not
▢ Luxury ▢ Flourish ▢ Detour ▢ Endeavour
From the article:
▢ Insurmountable ▢ Mock ▢ Stature ▢Venture
Adverb Quiz: SAB Part D.
83
84
Module 12: Day 5: Plan your Success


20 min (100%)/ 16 min (80%) 42 min 5 min


Speaking & Writing
Luxury
Detour Focused Language Training: 374
Flourish ● Minimal Pair
Endeavour ● Common grammatical errors
Article: Insurmountable, (Prepositions, Adverb, Word
Mock, Stature, Venture order, SVA and Articles)
● Tenses.
Materials required:
‘Career Tree’ Poster of the Medical Profession - prominently displayed, preferably next to the whiteboard.
4 coloured chart papers for poster activity in steps 5A-5D

Pronunciation Drill
85
● Students will understand that everyone faces challenges in their pursuit of their
passion and it is up to the individual to overcome them.
🎓🎯
● Students will understand the elements of a Career Tree and start creating one for
their Pretend Passion.
🎓🎯🤝

5 min
the lesson.
housemates while conversing and provide one-on-one feedback in steps 2, 3 and 5A-5D.
Step 2 (S-W) Question of the Day: After completing our formal education, each of us needs to commit to
5 min taking the next steps towards our desired goals. However, on this journey, we may
TTE: 13 min encounter various challenges, including factors beyond our control like our birth karma,
which might lead us to take detours from our intended path. To achieve happiness and
overcome these constraints, it is essential to persevere and bring our lives back on track.
How can we progress towards our goals while navigating through these challenges:
● At school?
● At Work?
● With friends
Debrief: Time and financial limitations have often hindered many individuals from
achieving their aspirations. Some might face pressure to take up immediate employment,
leaving little room to extend their education. Others might lack the financial means to
pursue the necessary qualifications. However, these challenges can be overcome by taking
small, deliberate steps in the desired direction. You are all living examples, as enrolling in
FEA demonstrates your commitment to acquiring critical skills for your success. By
dedicating your valuable extra time to self-development, you are already on the right
path. Yet, remember that this is just the beginning of the journey. Continue investing in
yourself as a lifelong learner, seeking the right avenues for further growth and learning.
Your unwavering commitment to self-improvement will empower you to overcome
obstacles and progress towards your goals with determination and purpose.
86
Step 3 Inform students that barriers and challenges are inevitable when pursuing our dreams
(AS/S-W) and passions. However, it is up to us to find ways to overcome them and achieve success.
20 min Inform them that they are going to read about successful people who fought against all the
TTE: 33 min odds to overcome extreme challenges to achieve their goals.
Inform students that each house has been assigned two articles to read, focusing on the
remarkable journeys of these individuals. Encourage students to immerse yourselves in
the stories and visualize the immense strength of character demonstrated by the
protagonists in overcoming their challenges. Ask students to try and relate these
experiences to their own personal circumstances and aspirations.
Ask students to access the article in SRB Part B (10 min).
House Read about (Approx 500 words)
Grand Canyon Intro + Neeraj Chopra & Narayana Murthy

Aurora Borealis Intro + Narayana Murthy & Nawazuddin Siddiqui
Great Barrier Reef Intro + Nawazuddin Siddiqui & Dr. Abdul Kalam
Mariana Trench Intro + Dr. Abdul Kalam & Neeraj Chopra
Drawing inspiration from the stories they read, invite one student from each house to
share the challenges they expect to face and overcome in pursuit of their Pretend Passion
(2 min x 4 min = 8 min).
Step 4 (AS) Daily Task: Inform students that they are going to continue their research on their Pretend
15 min Passion. Ask TOTDs to share the 5 alternate career options that their house identified and
TTE: 48 min documented in SAB Part B M12:D4. (2 min)
After TOTDs have answered, inform students that they will now research each of these 5
career options for prerequisites & qualifications required, personal qualities, Duration to
completion, total cost and salary expectations. Ask students to document their research in
SAB Part B. (13 min)
Note for the facilitator: An example of alternate career options in the field is as per the
table below.
Passion: Health Care - helping people recover from their physical and mental illnesses.
Members Alternate Professions Research Points
Member 1 Veterinary Doctor

Each member should research all:
Member 2 Nurse
Member 3 MBBS Doc Prerequisites, Qualifying Exams &
Qualification, Personal qualities,
Member 4 Surgeon
Duration,Cost, Salary
Member 5 Pharmacist
Step 5A (S-W) Learning Reflection:

5 min Ask students to organize themselves in a circle with their house members.
TTE: 53 min
87
Remind them of the Visualization Techniques they learned in Module 11 and inquire if they
are familiar with 'Career Trees', which offer an effective way to visualize information
about career options within a profession. Allow a few students to share their thoughts.
Draw their attention to the Career Tree for the medical profession displayed next to the
whiteboard (also in SRB Part D). Prompt them to evaluate the various components of the
diagram, such as roots, trunks, branches, leaves, thorns, and flowers. Encourage students
to use SAB Part C to take notes on any useful information that will aid them in creating the
Career Tree for their Pretend Passion.

1. In the following steps, students will create each part of their Career Tree. The
facilitator should pay attention to the work of each house and get a feel for the quality
of the research and the Career Tree they are creating. Your objective during these
visits is to determine whether the class has understood the concepts well and if the
students are comfortable with each aspect of the career tree. Avoid providing direct
assistance to any house in developing their Career Trees. Instead, you may ask pointed
questions to guide them in the right direction and help them course correct if needed.
2. Allow the Teacher of the Day to make observations on the Focused Language Training
parameters. (5A-5D)

14 min
Inform students that they will now start working on the ‘Career Tree’ that will be used to
TTE: 67 min
adjudicate the winner of the Ikegai contest. Ask students to work with their housemates to
create a Career Tree aligned to the parameters of the Ikigai Infographic Rubric.
Trunk of the tree: (Personal Qualities)

Ask students to pay attention to the trunk of the tree (Give students 30 secs to observe the
information given in the trunk of the tree):
See - While looking at the trunk of the tree, Ask students what do you see (Students should
only talk about what they see including the shape of the trunk, the color, information
given in the trunk and any other attributes that they feel are important).
Think -
Q. 1 - Ask students to think about the words given inside the tree trunk and make
connections with how these are relevant to the medical profession.
Q. 2 - Why do you think that the personal attributes of a medical caregiver are
given/written in the trunk of the career tree?
Note for the facilitator: If students are unable to make the connection that these are
personal qualities required in a person who wishes to be a medical caregiver, give them a
hint that they have been researching about things like prerequisites & qualifications
required, personal qualities, Duration to completion, total cost and salary expectations
and these words relate to one of these items they have been researching.
Wonder - Ask students how these words are linked with personal attributes of a medical
practitioner/caregiver.
Inform students now that they understand how to make a trunk in a career tree, they
should create the trunk of their own career tree based on their Pretend Passion. Ask
students to read the instructions for Trunk given in SRB Part C before starting their work
(5 min).
88
Step 5C (S-S) Branches of the tree (Alternate Career Options):
12 min
Ask students to pay attention to the branch of the tree (Give students 30 secs to observe the
TTE: 79 min
information given in the branches of the tree).
See - Describe what you see when you look at the branches (ignore the thorns, flowers and
leaves)
Think - Ask students how these words are related to the medical profession and why they
have been listed as a branch of the career tree?
Wonder - I wonder if there is any correlation between the caregiving profession and the
size of the branch. Ask students to share their views.
Debrief: The size of the branch depicts the time that needs to be invested to be able to
successfully complete the program. The longer the time, the longer it takes to complete the
program.
Ask students to continue to build on their career tree and add branches to their trunk. Ask
students to read the instructions for Branches given in SRB Part C before starting their
work (5 min).
Step 5D. (S-S) Roots (Foundation)

11 min
Ask students what role do roots play in a tree? Take a few responses.
TTE: 90 min
Debrief: Roots provide the foundation. The stronger and deeper the roots, the more
resilient the tree. In a career tree, roots represent your own foundations that will enable
you to continue on your journey to your career goals despite the challenge you may
encounter. It also represents prerequisites, and qualifications/skills that need to be earned
and qualifying exams to become eligible to continue with the journey. Ask students to look
at the roots of the career tree and review the prerequisites for the various career paths of
the medical profession (5 min).
Ask students to continue working on the root section of their career tree. Ask students to
read the instructions for Roots given in SRB Part C before starting their work (5 min).
Your lesson is well received if students are able to make their Career Tree (Trunk,
Branches, Roots) according to the discussions that the class has had today. In the trunk
of the tree students should be able to identify the personal qualities of a person working
in that profession. The branches should represent alternative career opportunities and
their lengths should represent the time taken to complete the program while the roots
should provide information on pre-qualifications/prerequisites to take up those
programs.
After receiving feedback, each student should document the feedback in SAB Part D.

5 min
TTE: 100 min
89
points will contribute to their house points, enhancing their chances of winning the Ikigai
Contest and the Cup of Life.

⬚ Stimulate ⬚ Metaphorically
Additional Practice Question Tag (Difficulty level: Intermediate)

Ask students to complete the quiz on Question Tag in SAB Part E.
90
Module 12: Day 6: The Ikigai Contest

72 min 18min 20 min

67 min NA


Speaking & Writing
Stimulate
Metaphorically Focused Language Training: 375
● Minimal Pair
● Tenses.
Materials required:
PPT: Module 12- Lone Ranger Certificate.pptx
PPT: Module 12-Team Certificate.pptx
PPT: Master Teacher Award -Module 12- Certificate.pptx
Ask students to get Volume 1 of their SAB’s containing their Learning Dashboard for module 1-9. This will be
Familiarity with Rubrics:

As the facilitator, it's essential to score the presentations in real-time while students are presenting. Each
student will have approximately 1 minute to present, and within that short timeframe, you must carefully
observe and evaluate all parameters outlined in the rubric. It is crucial that you thoroughly familiarize
yourself with the rubric beforehand, ensuring you are well-prepared to efficiently assess each
presentation. Your attentiveness and preparedness will play a pivotal role in providing fair and accurate
evaluations of the students' performances.
91
● Students will participate in the Ikigai Contest and present their research on their
pretend passion.
🎓🎯🤝
● The facilitator will announce the winners of the Ikigai Contest and the class will
🤝

5 min
3 min
TTE: 8 min
Inform them that they will finalize and present their infographic. Based on how they
perform in the contest, both individually and as a house, the winners of the Ikigai Contest
and Lone Ranger award will be announced. Build excitement.
Step 2A (S-W) Inform the students that in the previous class they constructed the Trunk, Branches and
2 min the Roots of their Career Tree, today they will complete the tree by adding Leaves, Thorns
TTE: 10 min and Flowers to it. After students have completed their Career Tree, each house will be given
5 mins to present their Career Tree. The facilitator will evaluate the infographic using the
Ikigai Infographic Rubric and the presentations on the Elocution Rubric.
Step 2B (S-S) Leaves of the tree (Support System):

13 min
TTE: 23 min Ask students (4 min):
Recall: What role do leaves play in a plant/tree? (Once students have answered, explain
that leaves play a vital role in a plant's growth and well-being. They are responsible for
photosynthesis, a process that enables plants to convert sunlight into energy, facilitating
their growth and ensuring they thrive in their environment.)
Reflect: Direct students' attention to the leaves in the career tree and ask them to take a
moment to reflect on their own support systems that will enable them to realize their
dreams. Give students around 30 seconds to observe the information given in the leaves of
the tree.
Respond: In the pursuit of your career goals, what type of support system do you need to
nurture your aspirations and flourish in your endeavors? Encourage students to openly
discuss the support they require to achieve their dreams. Emphasize that each student's
support system may vary based on their passions, circumstances, and aspirations.
92
Ask students to continue to develop their career tree and add Leaves to it. Ask students to
read the instructions for Leaves given in SRB Part C of Day-5 before starting their work (9
min).
Step 2C (S-S) Thorns (Challenges):

13 min
TTE: 36 min Ask students (4 min):
Recall - Start by asking students what comes to mind when they see thorns on a plant or
tree. After students have shared their thoughts, explain that thorns are often associated
with pain when we accidentally get pricked by them. Metaphorically, thorns represent the
challenges and setbacks we may encounter in our lives.
Reflect - Direct students' attention to the thorn section of the career tree and ask them to
take a moment to reflect on their own personal thorns that could potentially hinder them
from achieving their dreams. Give students around 30 seconds to observe the information
given in the thorns of the tree. (SRB Part D of M12:D5)
Respond: Encourage students to openly discuss the challenges they need to overcome to
achieve their career goals. Emphasize that each student's journey is unique, and they
should customize the thorns on their career tree to match their individual circumstances.
Ask students to continue developing their Career Tree and add Thorns to it. Ask students to
read the instructions for Thorns given in SRB Part C of M12:D5 before starting their work (9
min).
Step 2D (S-S) Flowers & fruits (Accomplishment):

12 min
TTE: 48 min Ask students to share their thoughts and associations when they think of flowers and
fruits of a plant or tree. Encourage them to express their feelings, qualities and attributes
related to these natural elements. (2 min)
Debrief: Flowers symbolize beauty that pleases our eyes and delights our senses with their
fragrance, while fruits represent the selfless nourishment they provide to others. Flowers
also signify the continuation of the plant's life cycle as their pollen allows for the seeding of
future generations. Similarly, achieving your career goals can be seen as the flowers and
fruits of your career tree. Ask students to reflect on how accomplishing their goals will not
only benefit them but also have a positive impact on their family, future generations and
society as a whole. (2 min)
Next, instruct students to write down the qualification or degree they would get for each
branch of their tree. Additionally, ask them to note down the estimated costs of completing
the qualification or degree and their salary expectations upon achieving their career
goals. They should present the costs and salary expectations in the form of a range, based
on information obtained from different websites. Before they start their work, remind
them to review the instructions for Flowers & Fruits provided in SRB Part C of M12:D5. (8
min).
93
Step 3 (S-W) Once the houses have completed their Career Tree project, ask the first house to present
27 min their Pretend Passion. Remind students that each house will have 5 minutes for their
TTE: 75 min presentation, with each member getting 1 minute to contribute. Let the students know that
there are two copies of the Elocution Rubric available in Appendix 9 of the SAB for them to
score other houses' performances.
When all the students are ready, create excitement in the class as you kick off the contest.
([Presentation: 20 min] + [Transitions: 5 min]).
Note for the facilitator: While the houses are presenting, the facilitator should actively
score each presenting student using the Elocution Rubric provided in the Facilitator
Resource Section after this lesson. Encourage students to utilize the rubric to score the
presentations of other houses as well. Emphasize that this exercise will help them focus on
the specific elements outlined in the rubric, ultimately benefiting their own communication
skills.
Step 4 Learning Reflection: Ask students to review their Language Development Plans prepared
15 min at the end of Module 8 from SAB (Learning Dashboard Module 8) and the reflection made
TTE: 90 min after Module 11 ((Learning Dashboard Module 8). These plans represent the language
proficiency they would have liked to have achieved by Module 12 and their ongoing
priorities. Ask students to use ‘SAB Learning Dashboard | Module 12 | Language
Development Reflection’ to assess their progress(15 min).
Note for the facilitator: While students are working on their task, please collect the Career
Tree charts from all four houses. Use the Ikigai Rubric to evaluate and assign scores to each
house's Career Tree. Update the scores for both the Career Tree and the presentation on the
excel spreadsheet to determine the winners.
Step 5 Announce the name of -

5 min
TTE: 95 min ● the Master Teacher - Module 12. (provide the reasons for your selection to lay the
● the winning house of the Ikigai contest.
certificate.

5 min
TTE: 100 min
Ask students to bring two copies of their current resumes to the next class. These resumes
will serve as a starting point to help them understand how to craft an effective resume that
will catch the eye of the employer / recruiter. If any student does not have their own
resume, request them to bring a resume of a family member or a friend who is not part of
FEA. This way, they can still participate in the learning process and benefit from the
94
module on creating effective employment documents (Resume & Cover Letter) and job
interview skills.
Build your vocabulary - Enrich your conversations (2 minutes/day)
▢ Accolades ▢ Align ▢ Aptitude ▢ Affix
From the Rubric:

▢ Leisure ▢ Construe
Grammar Practice Quiz: SVA
SVA Quiz: SAB Part A.

Ikegai Infographic Rubric
Parameters Excellent Good Needs improvement Score

(5-4 points) (3-2 points) (1-0 points)
Content Covers the topic in depth Information clearly relates Information relates to the __ / 5
and includes all to the main topic. It includes main topic. Team has done
challenges, benefits, toll some challenges, benefits very shallow research on
gates and any other and toll gates. challenges, benefits, etc.
variable.
Attractiveness Makes excellent use of Makes good use of color, Makes use of color, design, __ / 5
color, design to enhance design to enhance the but labeling is not clear and
the presentation. presentation. legible.
Clarity The infographic was easy The infographic was easy to The infographic was not __ / 5
to understand and understand but required easy to understand and
required very little some explanation. required a fair amount of
explanation. explanation.
Total Score __ / 15
95
Elocution Rubric
Elocution Rubric
Criteria Excellent (5-4 pts) Good (3-2 pts) Fair (0-1 pts) Score
Content
Overall The presentation has a __/5

Structure The presentation has a The presentation has a
clear and well-organized
generally organized poorly organized structure,
structure, including an
structure, but could benefit making it difficult for the
engaging introduction, a
from greater clarity or audience to follow and
well-structured main body
engagement in the understand the
that flows smoothly from
introduction, or improved presentation, and leaving a
one point to the next, and a
organization and coherence sense of confusion or
conclusion that ties
in the main body. unfinished business.
together the main points.
Supporting Provides clear, relevant and __/5

evidence Provides mostly relevant Provides minimal or weak
convincing anecdotal /
and convincing supporting supporting evidence for
supporting evidence for all
evidence for main points in main points in the
main points in the
the presentation presentation
presentation
Delivery
Articulation Generally clear in speech, Struggles with __/5

Clearly enunciates words
(clear but may have occasional pronunciation and
and phrases, effectively
pronunciation difficulties with articulating words, causing
puts thoughts into words
& enunciation) pronunciation speech to be unclear
Accent and Properly emphasizes Generally demonstrates __/5

Emphasis Struggles with accent and
syllables, demonstrates appropriate accent and
(proper stress emphasis, leading to a
clear understanding of emphasis, but may have
on syllables) confusing or unclear speech
accent and pronunciation occasional errors
Voice Modulates voice effectively, Occasionally modulates __/5

Rarely modulates voice,
(tone & pitch avoiding monotony and voice, but may have
leading to a monotonous
modulation) enhancing the impact of difficulty avoiding
and unengaging speech
speech monotony
Gesture (facial __/5

expressions, Uses appropriate body Occasionally uses
Rarely uses appropriate
hand language, facial appropriate gestures, but
gestures, leading to a flat
movements & expressions, and gestures may struggle to effectively
and unengaging speech
body to enhance speech convey meaning
language)
Total Score __/30
96
Module 13: Day 1: Envisioning Your Future


43 min (100%)/ 34 min (80%) 22 min 5 min

This lesson requires computer resources for AV. If possible, and after consultation with your parallel
facilitator, have your students work in the room with the computers.

Speaking & Writing
Accolades
Align Focused Language Training: 380
Aptitude ● Minimal Pair
Affix ● Common grammatical errors
Rubric: Leisure, Construe (Prepositions, Adverb, Word
● Tenses.
Materials required:
Video: Intro - Creating Vision Board (part-1)
Video: Explaining Quadrants - Creating Your Vision Board (Part-2)
Video: Benjamin’s Example - Creating Your Vision Board (Part 3)
Please ensure that students bring one copy of their current resume to the class.
Resume
Please ensure that the students affix the copy of their resume in the blank space given in SAB Part B. Their
resume will be used today and in upcoming lessons.

Empowering TOTDs to undertake FLT Evaluation and Feedback

Empower TOTDs to observe pronunciation and grammatical mistakes made by their housemates during
conversations. The TOTDs can use post-it notes while observing and provide feedback to the students at the
97
end of the class. Let students know that how they respond to providing and receiving feedback from the
facilitator and TOTD will influence their end-of-module contest points.
Contest Points:
Attendance 5 pts Cover Letter (CL) 15 pts

Daily Task 5 pts Resume (Res) 15 pts
Class Participation 5 pts Elevator Speech (ES) 20 pts
FLT 5 pts Job Interview (JI) 20 pts Master Teacher - Module 13 5 pts
Max 35 points = (CL + Res + ES +

JI)
2
Language Goals:
● Students will practice speaking, writing, listening, and reading skills learned
in Module 1-12.
🎯
● Students will learn to articulate their value proposition by way of an elevator
speech that creates a lasting impression on the employer.
🎯🤝
● Students will learn to link their career goals with the employment process
(through the MOOC ‘Essential Skills for your Career Development’).
🎯
● Students will learn to prepare a resume that highlights their abilities/skills
learned during all phases of their lives.
🎯
● Students will understand the importance of linking their cover letters, resume
and interview prep to the job profile they are applying for.
🎯
● Students will understand the importance of being prepared for an interview. 🎯
Share feedback on the following topics:

🎓🎯🤝
2. Common grammatical errors (Word order, SVA, Articles, Prepositions - to/ for,
4. Tenses (Simple, continuous, and perfect)
98
● Students will learn to create their own vision board to identify career options that
align with their interests and aptitude.
🎯
● Students will ascertain the completeness of their current resumes based on a
checklist.
🎯
● Students will strengthen their language by practicing ’Minimal Pair & s/sh/j/z/zh
sounds’.
🎓🎯🤝
feedback.
🎓🎯🤝

5 min
Step 1 (AS) Ask students to read the ‘Modular Goals’ silently from SRB Part A. After having read the
TTE: 15 min the value of what they will learn and make connections with their personal goals. Inform
students that this module will finish in 8 days.
Ask students to read the ‘Lesson Objectives’ silently from SRB Part A. After having read the
objectives, ask them to focus their attention on the highlighted keywords and consider
what they should direct their energies (focus) on to gain maximum benefit.
Inform students that in this module, they will be provided with articles, videos and
exercises from the MOOC ‘Essential Skills for your Career Development’ that will help them
bridge the distance between their career goals and the employment process. If they wish to
complete the full MOOC, they can access it from FutureLearn.
Let the TOTD know that in this module, they have the primary role of observing their
housemates on FLT parameters and providing feedback. The end-of-module contest points
for their houses will be influenced by how seriously they take their role. If they neglect
their role, their house will lose valuable contest points.
Step 2 (S-W) Question of the Day: Inform students that they will start today’s QOD with a video ’Intro -
10 min Creating Vision Board (part-1)’. The video can be accessed from the folder M13:D1 (1 min).
TTE: 25 min Once students have watch the video, pose the following question (5 min):
How will visualizing your future aspirations help you develop the skills to be successful?
Debrief: Visualizing your future aspirations is a crucial step in actively developing the
skills necessary to achieve your goals. By envisioning where you want to be, you can take
proactive measures, pursue relevant courses, and engage in activities that will enhance
those skills. This intentional approach allows you to tailor your resume, showcasing your
level of competence to potential employers. It is this ability to show value in your resume
that gives you an advantage over other applicants.
Note for the facilitator: Inform students that a vision board is an excellent tool to help
students understand their interests and align them with their thoughts, hobbies, and
motivating activities. In this module they will learn how to create their vision boards. (1
min).
99
Step 3 (S-W) As a starting activity, ask students to recall the steps of the hiring process they learned in
5 min Module 10: Day 1. Ask students to see the picture of the hiring process in SRB Part B.
TTE: 30 min
Next, inform students that this module is a continuation of their career preparation
journey. In the previous module, they learned about 'Defining Career Goals'. This module
will help them prepare for three more steps: Employment Documents (Resume & Cover
Letter), Elevator Speech and Job Interview techniques. Additionally, they will learn to
create a Vision Statement, which will play a crucial role in effectively communicating their
career aspirations during job applications and interviews.
Emphasize that the main objective of this module is to equip students with the skills to
market themselves effectively. They will learn how to showcase their experiences, skills,
achievements and accolades in a way that sets them apart from other candidates
competing for the same job.
● In this module each student will prepare their employment documents based on their
career aspirations.
● The facilitator will evaluate them based on the Mubarak! interview rubric.
● The winning house and the Lone Ranger award will be decided based on the highest
scores.
Step 4 (S-W) Inform students that they will further their understanding on creating a vision board for
12 min themselves by watching another video ‘Explaining Quadrants - Creating Your Vision Board
TTE: 42 min (part-2)’ (2 min).
Note for the facilitator: While students are watching the video, write set-1 questions on the
board.
Set-1 Set-2
What was the first Quadrant? What was the second Quadrant?
What are you supposed to do here? What are you supposed to do here?
What examples did the speaker give? What examples did the speaker give?
What can you add to the list? What can you add to the list?
Set-3 Set-4
What was the third Quadrant? What was the fourth Quadrant?
What are you supposed to do here? What are you supposed to do here?
What examples did the speaker give? What examples did the speaker give?
What can you add to the list? What can you add to the list?
After students have watched the video, use PPPB to ask the set-1 questions. If students
answer satisfactorily, move to the next set of questions. If not, the facilitator should fill in
the gaps (2x4= 8 min).
Note for the facilitator: When you move from one set to the next, update the whiteboard by
changing the bold word, i.e. - first, second, third, fourth.

21 min
Inform the students to watch the next video titled 'Benjamin's Example - Creating Your
TTE: 63 min
Vision Board (Part 3)'. In this video, Benjamin will be preparing his own vision board. Ask
students to use the information from the video to create your own vision boards. Inform
them that after each quadrant, they will be asked to pause the video. During these pauses,
they will be provided some instructions to help them structure their thoughts (These cues
have been reproduced in SRB Part C). Encourage them to take the time to read the
instructions carefully and use SAB Part C to design their vision boards. Ask students to
ensure they adhere to the time limit (3 min video + 3 min/quadrant = 12 min, total 15 min).
100
Note for the Facilitator: Walk around the classroom to observe and provide assistance to
students who may be struggling to fill their quadrants.
Once the students have completed their vision boards, ask a few of them who have created
the best ones to share their work. (6 min)
Your lesson will be well received if students are able to identify appropriate keywords
that align with the focus questions of each quadrant (jobs, ideas & thoughts, hobbies and
creativity) of the Vision Board.
Step 6 (S-W) After students have presented their vision board, ask them to reflect on the skills required
10 min to perform the ‘Jobs’ in quadrant 1 and if these skills are in any way reflected in their
TTE: 73 min resume. Students may answer in yes/no. Encourage students who answer "yes" to share
how their resume demonstrates the skills required for the respective job. (2 min)
Ask students to reflect on the ‘Ideas & thoughts’ in quadrant 2, and if these ideas are in any
way reflected on their resume. Students may answer in yes/no, those who answer in Yes,
can share (2 min).
Ask students to reflect on the ‘Hobbies’ in quadrant 3 and if the skills gained from these
hobbies are connected to their resume. Students may answer in yes/no, those who answer
in Yes, can share (2 min).
Ask students to reflect on the Creativity in quadrant 4 and if their creativity is part of their
resume. Students may answer in yes/no, those who answer in Yes, can share (2 min).
Debrief: Remind students that the vision board is a reflection of their job aspirations, their
ideas and thoughts, their hobbies and their creativity. A resume is one of the primary
documents that is presented to prospective employers seeking a job. Unless and until their
employment document reflects their vision, it will be difficult to convince the prospective
employer to give them the job. (2 min)
Step 7 (S-S) Daily Task: Ask students to see the Resume Review Checklist given in SRB Part D. Ask
22 min students to review each parameter of the checklist and encourage them to further their
TTE: 95 min understanding by asking questions/seeking clarifications. (10 min)
Pair Activity (12 min):
Once students have a sound understanding of the checklist, divide the class into pairs and
ask them to review each other’s resumes based on the Resume Review Checklist. Ask the
pairs to exchange their Resumes to review it.
Note for the facilitator: While students are reviewing each others’ resumes, move around in
the class and help students give feedback on their peers’ resumes.
Step 8 Wrap Up, allow students to leave the class. Before they depart, encourage them to review
5 min SRB Part E to familiarize themselves with the scheme for accumulating contest points.
TTE: 100 min
101
For any students who are still working on their 'Resume Review Checklists,' please grant
them the time they need to complete their task. Encourage them to complete the checklist
after class, if extra time is needed.
Remind TOTDs they are responsible for FLT feedback for this module. Ask them to find the
opportunity to share feedback with their house members. The feedback may be given
verbally or using post-it notes.
practice, record and send the word list in their WhatsApp group before the next lesson.
Build your vocabulary - Enrich your conversations (2 min / word)
▢ Compelling
From the video:
▢ Prominent ▢ Delineated ▢ Distinct ▢ Major
▢ Streamlining ▢ Debugged ▢ Grade Point Average
Grammar Practice Quiz: Present Tenses
Present Tense Quiz: SAB Part D
102
Module 13: Day 2: What’s in Your Resume?


62 min (100%)/ 50 min (80%) NA 5 min

This lesson requires computer resources for AV. If possible, and after consultation with your parallel
facilitator, have your students work in the room with the computers.

Speaking & Writing
Compelling
Video: Prominent, Delineated, Focused Language Training: 381
Distinct, Major, Grade Point ● Minimal Pair
Average, Streamlining, ● Common grammatical errors
Debugged (Prepositions, Adverb, Word
● Tenses.
Materials required:
Video: Create Your Resume for Google: Tips and Advice (Part 1)
Video: Create Your Resume for Google: Tips and Advice (Part 2)
Video: Vision Board: Create + Highlight
Video: Vision Board: Find the Connections
Video: Vision Board: Arriving at a Vision Statement
The facilitator should review the pronunciation drill recordings sent by students on WhatsApp while
students are watching the prescribed videos. Use post-it-notes to inform students of pronunciation mistakes
they need to correct.
103
● Students will understand how to create an appealing resume. 🎯

● Students will be able to use the vision board to identify their career path and
articulate it in the form of a Vision Statement.
🎯
● Students will be able to use their vision statement to customize their resume. 🎯

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently from Part A of SRB. After having read
TTE: 8 min what they should direct their energies (focus) on to gain maximum benefit.
Step 2 (S-W) Question of the Day: When a candidate seeks a job, they express their interest in a position
5 min by submitting their resume.
TTE: 13 min
What should you include in your resume that will appeal to hiring managers and influence
them to call you for interviews?
Debrief: Most people start looking for a job after they have completed their 12th (18 years of
age) or university (22-25 years of age). However, formal education is just one aspect of
their lives during this period. Alongside attending school or college, young individuals
develop various skills such as communication, problem-solving, teamwork, and task
accomplishment by actively participating in both curricular and extracurricular
activities. Many of these skills hold immense value for employers and must be effectively
incorporated into their resumes. Successful candidates excel at aligning their personal
skills with the specific job requirements.
Step 3 (S-W) Inform students that a resume is at the core of their application package and should leave a
10 min lasting impression on potential employers. Employers often receive hundreds of resumes
TTE: 23 min for a particular position and shortlist fewer than 2 out of 10 resumes received. An
applicant must learn to craft a compelling resume that effectively showcases their
capabilities to perform the job (1 min).
104
Allow students 2 min to review their resume and discuss the following questions with their
peers: (7 min)
● Does your resume reflect the person you are/your personality?

● Does your resume showcase your skills, attitude and aptitude?
● Does your resume reflect the reasons for hiring you?
Note for the Facilitator: Utilize the PPPB technique to delve deeper into students' responses
and to understand what in their resume that led them to make those statements.
Debrief: The person you are is a reflection of your ideas and thoughts (Quadrant 2 of Vision
Board). Your skills, attitude, and aptitude are a function of your experiences, interests and
hobbies (Quadrant 3 & 4 of Vision Board). C Collectively, these attributes provide recruiters
with valuable insights into your values and abilities. (2 min)
Step 4 (S-W) After the students have concluded their discussion, instruct them to review the Sample
8 min Resume provided in SRB Part B and compare its different sections with their own resumes.
TTE: 31 min They should carefully identify and discuss sections that differ or are missing in their
resume and award themselves 1 mark for each of the following sections included in their
own resume. (5 min)
● Summary statement
● Education/Certifications
● Experience/Volunteer Work
● Soft skills/Technical skills/Strengths
● Extra Curricular/Other Activities
Following this, ask the students to rate their resumes on a scale of 1 to 5. A score of 4-5
indicates that their resume is comprehensive and contains most of the relevant sections. (2
min)
Debrief: 60% of the employers spend less than 11 seconds on a resume before moving on. If
your resume does a good job in selling you, you will be asked for an interview, else it will be
deleted. Your personality, your skills and your abilities are what help you get the job and
not because you went to a particular school or college. (1 min)
Step 5A Ask students to watch the video titled 'Create Your Resume - Tips and Advice (Part-1)' for
(AS/S-W) valuable insights into crafting an attractive resume that stands out. The video can be
20 min accessed from the M13:D2 folder. (4 min)
TTE: 51 min
Before the students begin watching the video, assign them specific sections to focus on.
Explain that they will be required to share their understanding of their assigned sections
with the class using a fishbowl set up. (2.5 min x 4 = 10 mins).
Houses Video Segments
Aurora Borealis Resume Basics

Mariana Trench Resume Sections
Grand Canyon Education
Great Barrier Reef Experience
After each group completes their fishbowl discussion, encourage other groups to add any
additional points or insights that were not covered during the initial discussion. (1 min)
Following the fishbowl discussions, instruct the students to annotate their resumes based
105
on the knowledge they gained from the video to make it more informative and impactful
for the reader. (5 min)
Step 5B Once students have finished annotating their resumes, instruct them to watch 'Create Your
(AS/S-W) Resume - Tips and Advice Part-2' (2 min).
10 min
After students have watched the video, initiate a discussion by asking, "How does reading
TTE: 61 min
the job description and familiarizing yourself with the company you are applying to help
craft a better resume?" Employ the PPPB technique to collect responses from the students.
(5 min)
Debrief: Familiarizing yourself with the specific job requirements and conducting research
on the company is immensely beneficial. By doing so, applicants can tailor their resumes to
highlight the skills and experiences that align perfectly with what the HR manager is
seeking. This targeted approach significantly improves the applicant's chances of being
called for an interview, as it demonstrates a genuine interest in the company and a clear
understanding of how their skills match the company's needs. (3 min)
Note for the Facilitator: The video ended with a statement that your resume should
highlight your work experience using the framework ‘Accomplished [X] as measured by
[Y] by doing [Z]. Explain to students that the work experience section should always
highlight their achievements using the XYZ framework as follow (4 min):
● {What did you accomplish?} Accomplished (X) = Outcome achieved

● {How was your accomplishment measured?} Measured by (Y) = Matrix used to
measure the accomplishment
● {What did you do to achieve the desired outcome?} By doing (Z) = Actions
taken/solutions applied
If necessary, provide one or two examples to help students understand the framework.
Step 6A Remind students of the Vision Board they created in the previous class (SAB Part A of
(AS/S-W) M13:D1). Inform them that today, they will continue working on their vision boards and
13 min form connections between each quadrant to create a Vision Statement (SAB Part A of Day
TTE: 74 min 1). To guide them in this process, ask them to watch the video 'Vision Board: Create +
Highlight'. (8 min)
Note for the Facilitator: If they wish, facilitators have the option to prepare their own
vision board for use in the classroom. However, it is important to ensure that any
self-created vision boards are approved by the training team before incorporating them
into the session.
To guide them in this process, instruct the students to prioritize and highlight their top two
key words in each quadrant. Encourage a few students to share their selected words and
their reasoning behind those choices. (5 min).
Note to the facilitator: Be prepared to ask probing questions to delve deeper into the
students' thought process and encourage meaningful discussions.
Note for the Trainer: Steps 6A through 6C will require clear instructions on how to
demonstrate the creation of a Vision Board and a Vision Statement. Make sure you provide
clear instructions on how to demonstrate the creation of a Vision Board and a Vision
Statement. Facilitators should feel confident in sharing the thought process involved in
deriving a Vision Statement from their Vision Board.
Step 6B Next, ask students to watch the sample video titled 'Vision Board: Find the Connections' to
(AS/S-W) gain a better understanding of the process of making connections between the keywords of
106
8 min all four quadrants. (3 min).
TTE: 82 min
After students have watched the video, instruct them to evaluate their own vision board
and make connections between the four quadrants. Guide the students through this
process. (5 min)
Note for the facilitator: During this activity, make sure to check for students' reasoning
behind the connections they have made by asking probing questions to encourage
thoughtful reflection.
Step 6C Learning Reflection:

(AS/S-W) Ask students to watch the video titled 'Vision Board: Arriving at a Vision Statement' to
11 min learn how to derive a Vision Statement from their own vision boards. (1 min).
TTE: 95 min
After students have watched the video, ask them to create their own ‘Vision Statement’
from their Vision Board. Ask a few students to share their ‘Vision Statement’ along with the
thought process they used to accomplish the task. (10 min).
Your lesson will be well received if students can create meaningful Vision Statements.
Moreover, they should be able to articulate the thought process they used to link the
information in all four quadrants of their Vision Board to derive the Vision Statement.
Note for the facilitator: As students work on creating their Vision Statements, please
actively engage with them by walking around the classroom. Acknowledge their efforts
and provide assistance to any students who may be facing challenges in articulating their
Vision Statements. Keep an eye out for those who might require extra support and consider
offering small group guidance to help them express their vision statement.

5 min
Use this time to provide support to students you identified as needing assistance in Step 6
TTE: 100 min
(A-C).

Daily Task: Ask students to read an article on ‘Simple Steps to Customizing Your Resume’
(SAB Part B M13:D3). Encourage them to read it as prep before the next class.
Teacher of the Day must motivate all students to read the article at home.

▢ Embellishing ▢ Weed ▢ Verbiage

SVA Quiz: SAB Part A
107
Module 13: Day 3: Positioning Yourself


17 min (100%)/ 14 min (80%) 15 min 5 min


Speaking & Writing
Embellishing
Weed Focused Language Training: 382
Verbiage ● Minimal Pair
● Tenses.
Materials required:
Video: Anas Nader - Matrix Approach (4 min)
Video: Steve Crabtree - Ladder Approach (4 min)
Please ensure that students have updated/annotated their resumes.


108
● Students will learn different approaches to pursue their career goals. 🎯

● Students will learn to customize their resumes to the requirements of their career
of choice.
🎯

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently from SRB Part A. After having read the
3 min objectives, ask them to focus their attention on the highlighted keywords and consider
Step 2 (S-W) Question of the Day: Applying for jobs indiscriminately is usually not a successful job
5 min application strategy. Success can be enhanced by matching your own interest and
TTE: 13 min capabilities with the requirements of the job.
What should you do to ensure that you apply for only those jobs that are of interest to you?
Debrief: An essential element of making a successful job application is conducting

preliminary research on the company you are applying to, understanding the nature of
the job you seek, and identifying the specific skill sets required for the position. Thorough
research allows you to align your own interests with the needs of the job and recognize the
skill sets that will contribute to your success in that role. Moreover, it equips you with
valuable information to tailor your resume and cover letter to the specific needs of the job.
As a result, you can avoid applying for jobs that do not truly match your interests and
focus your efforts on the opportunities that genuinely excite you, saving valuable time and
effort in the process.
Step 3A (AS) Inform students that there are various approaches to developing a career, and the most
28 min appropriate approach for each individual will be influenced by their career goals,
TTE: 41 min knowledge, skills, preferences, and experience. Request students to read the article titled
'How You Can Develop the Career You Want' in SRB Part B. (12 min)
Once students have read the article, instruct them to proceed to the questions related to the
Matrix Approach in SAB Part A. Then, have them watch the video titled 'Anas Nader -
Matrix Approach' and utilize it as a basis to answer the questions. (8 min)
Following this, direct students to read the questions concerning the Ladder Approach in
SAB Part A. Next, ask them to watch the video 'Steve Crabtree - Ladder Approach' and use it
as a reference to respond to the questions. (8 min)
109
Step 3B (S-S) House Discussion:
15 min
TTE: 56 min Next, have the students sit with their house members and discuss their responses to the
questions they answered in the previous step. Assign the responsibility of leading the
discussion to the Teacher of the Day. (5 min)
Whole Class Discussion:
Encourage the students to engage in a collective discussion about the most suitable
approaches for the career opportunities aligning with their vision statements. Emphasize
that there are no right or wrong answers, as multiple valid approaches may exist. Use this
discussion as an opportunity to encourage idea generation and to identify effective
strategies. The TOTD should encourage active participation from their house members. (10
min)
Step 4 Inform the students they will now create their resumes, that will be their contest entry for
(AS/S-W) this module. Before they start, ask them to read and discuss the article titled 'Simple Steps
24 min to Customizing Your Resume' in SRB Part C. (12 min)
TTE: 80 min
House Activity:
Once the students have finished reading the article, allocate specific sections of the article
to each house and instruct them to present their key learnings ([Discussion & Preparation:
4 min] + [Presentation: 2 min/house = 8 min] = 12 min):
House Sections (Present take-away)
Aurora Borealis Don’t Lie

The Great Barrier Reef Optimize for keywords
Grand Canyon Update that objective statement
Mariana Trench Go beyond your job description

15 min
Daily Task: Ask students to commence working on their Resume in SAB Part B.
TTE: 95 min
Note for the facilitator: It is important for the facilitator to closely monitor the students'
work and observe their progress as they create their resume. Be attentive to any students
who may be facing challenges in populating the template and offer them assistance as
required.
Your lesson will be well-received if students can effectively customize their resume and
populate the template in alignment with their Vision Statement. They should be able to
personalize their resumes based on their unique aspirations and goals to make the job
application process more impactful and meaningful.

5 min
TTE: 100 min Use this time to provide support to students you identified as needing assistance in
preparing their resumes.
110
Extra Benefit Build your vocabulary - Enrich your conversations (2 min / word)
▢ Gauge
From the Sample Cover Letter:

▢ Data Analyst ▢ Encapsulates ▢ Intriguing ▢ Encompassed ▢ Prototype
Grammar Practice Quiz: Present Tense
Present Tense Quiz : SAB Part C.
111
Module 13: Day 4: First Impressions


14 min (100%)/ 11 min (80%) 30 min 5 min


Speaking & Writing
Gauge
Sample Cover Letter- Data
● Minimal Pair
383
Analyst, encapsulates, ● Common grammatical errors
intriguing, encompassed, (Prepositions, Adverb, Word
prototype order, SVA and Articles)
● Tenses.
Materials required:
Book: Messi.pdf
Book:BECOMING (Michelle Obama).pdf
Pronunciation Drill
112
● Students will be able to assess their understanding on approaches to career

development by evaluating some scenarios.
🎯
● Students will be able to make a good impression on the recruiter through a
professional cover letter.
🎯

5 min
Step 2 (S-W) Question of the Day: A resume serves to showcase your skills, while a cover letter is the
5 min platform to express your genuine interest in the job. With hiring managers inundated with
TTE: 13 min thousands of applications, the cover letter's quality becomes pivotal in influencing whether
they will open your resume.
What essential elements should you include in your cover letter to compel the hiring
manager to take a closer look at your qualifications?
Debrief: Companies seek to hire individuals who not only possess the necessary skills but
are also committed to the job. The cover letter serves as an important tool for the hiring
manager to gauge the applicant's interest and enthusiasm for the position they are
applying for. In this document, you should not only convey why you are sincerely interested
in the job but also demonstrate how your unique abilities align perfectly with the role,
making you an ideal candidate for the position.

19 min
Job seekers could be fresh graduates or individuals seeking a change in their career.
TTE: 32 min
Selecting the right approach to finding a job can become challenging as there are multiple
approaches, each more suited to a specific type of profession. (1 min)
Ask students to read SAB Part B and put themselves in the shoes of fictional characters who
are looking for specific roles. Encourage students to discuss and rationalize which
approach is best suited for the described profession. (3 min / scenario = 9 min).
After students have completed the 3 scenarios, ask them to read the MOOC recommended
approaches in SRB Part B. Ask students to discuss their views on the recommended
approach and whether they agree or not. Students should justify their arguments (9 min).
113
Debrief: Inform students that while there are 5 approaches (Matrix, Ladder,
Entrepreneurial, Network and Portfolio) in the Article ‘Approaches to Career Development’
an evaluation of these scenarios suggest that approaches can be combined in various ways
to achieve the desired outcome. For instance, in scenario 1, John used the Ladder approach
in combination with the Portfolio approach to achieve a better outcome than he would have
got if he had used only 1 approach. (1 min)
Step 4 (AS) Inform the students that, as discussed in the QOD, the process of selecting a candidate for a
20 min job commences with the recruiter or hiring manager reviewing the first piece of
TTE: 52 min correspondence received from the applicant. In nearly all cases, the first document they
see is the cover letter. The cover letter acts as the initial assessment, and if the applicant
hasn't taken the time to prepare one that captures the attention of the recruiter, they will
not be considered, regardless of how well-qualified they may be for the job. (1 min).
Inform students that a cover letter typically consists of three sections. Ask them what these
sections may be. Allow for a few responses (2 min).
Debrief: The three sections of a cover letter are:

1. Introduction: This is where you introduce yourself to the employer and express your
interest in the position.
2. Accomplishments: In this section, you highlight your relevant skills, experiences, and
achievements that make you a strong candidate for the job.
3. The Ask: Here, you make a clear and concise request for an interview or meeting to
further discuss your qualifications.
Encourage students to read the article on 'How To Write An Effective Cover Letter' in SRB
Part C, helping them understand how these 3 sections are presented / used in a cover letter.
(7 min)
Next, ask students to review the two sample cover letters given in SRB Part D and identify
the Introduction, Accomplishments and The Ask in both the samples. Ask the students to
annotate these cover letters to identify specific pieces of information in the cover letters
that helped them make these connections. (10 min)
Step 5 (AS) Allow students time to write a cover letter in SAB Part C. Students should ensure that their
23 min cover letter should align with their resume and highlights the skills that will make them
TTE: 75 min valuable at the job. Request students to follow the three-section format (Introduction,
Accomplishments, and The Ask) while crafting their cover letter. (15 min)
Ask students to evaluate the quality of their cover letter using the checklist titled 'Cover
Letter Review Checklist,' which is provided in SRB Part E. Instruct them to assign
themselves one point for each parameter identified in their cover letter. Upon completing
the exercise, students should tally up their scores to determine their total score. Encourage
students to be thorough and objective in their evaluation to make the most of this
self-assessment exercise. (8 min)
Your lesson will be well received if your students score at least 8 points out of a maximum
of 11 on the checklist.
114
20 min
Introduce ‘Employment Rubric: Resume & Employment Rubric: Cover Letter’ to students
TTE: 95 min
given in SRB Part F. Ask students to read and discuss the rubric. Have the TOTD lead the
review of the rubrics. (11 min)
Once students have completed the review, use PPPB to assess students’ understanding on
the rubric. You may use the following questions to evaluate students' understanding (9
min).
1. What should you consider while writing your cover letter to maximize your score on
the ‘Content’ parameter of the rubric?
2. If your resume and cover letter contain a few formatting errors, what would be the
expected score?
3. In what ways can errors in grammar and incorrect use of vocabulary in your
employment documents impact your employment prospects?

5 min
Use this time to provide support to students you identified as needing assistance in
TTE: 100 min
preparing their Cover Letters.

Daily Task:
word list in SAB Part A. Empower the Pronunciation Drill Leader to conduct the
pronunciation drill with their cohort of students.
▢ Articulate ▢ Elevator Speech ▢ Sought after

Inform the students that Lionel Messi is widely regarded as the most accomplished
footballer of contemporary times, while Michelle Obama is the wife of Barack Obama, the
first black president of the United States. Both of them have fascinating stories of
overcoming great challenges that serve as inspirations to many. These books delve into
their lives, achievements, and the obstacles they faced, providing valuable insights into
their journeys and the lessons they learned along the way.
Prepositions Quiz: SAB Part D
115
Module 13: Day 5: Why You?


30 min (100%)/ 24 min (80%) 16 min 5 min


Speaking & Writing
Articulate
Elevator Speech Focused Language Training: 384
Sought after ● Minimal Pair
● Tenses.
Materials required:
Video: Examples of Elevator Pitch (5 min)

● Students will understand that everyone has unique and transferable skills that are
of value to potential employers.
🎯🤝
116
● Students will understand what an Elevator Speech is. 🎯
● Students will be able to convert their value proposition into an elevator speech. 🎯

5 min
Step 2 (S-W) Question of the Day: Job fairs organized by highly sought-after employers attract
5 min thousands of potential candidates. In such fast-paced environments, prospective recruiters
TTE: 13 min are under immense pressure to make swift decisions on which candidates to consider for
the interview stage.
How can you effectively convey your skills to the recruiter and leave a lasting impression
in less than 1 minute?
Debrief: Your value proposition is a brief yet powerful summary of your unique and
transferable skills, specifically tailored to make you an attractive candidate to recruiters.
It effectively communicates the value you can bring to an organization through your skill
set. An elevator speech is a pre-prepared, concise introduction that showcases your
exceptional skills and can be delivered to potential employers when you need to make a
quick and impactful impression. In this lesson, we will learn how to craft an elevator
speech based on your value proposition, empowering you to stand out during job fairs and
networking opportunities.

(AS/S-S)
Begin by reminding the students that they have already created their vision statement,
25 mins
built their resume, and explored different approaches to develop their careers. Now, it's
TTE: 38 min
time to consider how their personal skills can be valuable in securing a job in their chosen
field.
Ask students to read the article ‘Goal setting and Value Propositions’ in SRB Part B (5 min).
After the article reading, have the TOTD of each house facilitate discussion focusing on the
following questions: (5 min)
● What distinct and unique skills do you possess that will allow you to pursue your
career goals (Value Proposition)?
● What gaps can you identify in your current skill set compared to the requirements for
your desired role? How can you bridge these gaps?
117
Next, ask students to read the article 'Write Your Goal' in SRB Part C and then proceed to
writing their SMART plan in SAB Part A towards accomplishing their career goals. Writing
a SMART plan will enable them to make informed decisions about the steps they need to
take to achieve their aspirations. (12 min)
Peer Review:
After students have formulated their SMART goals, instruct them to have their goals
reviewed by one of their peers. The peer review should focus on whether their goal
incorporates all the components of being SMART. For example, if a student's goal is to
become a chef in a 5-star hotel within one year but lacks even the basic culinary skills like
boiling an egg, the goal may not be considered realistic. (3 mins).

(AS/S-S/W)
Begin by informing the students that the next essential step in their career development is
15 min
to craft their Value Proposition. To gauge their understanding, allow a few students to
TTE: 53 min
share their interpretation of what a value proposition is, based on the QOD discussion. (2
min).
Note for the facilitator: If students provide satisfactory answers, proceed with the lesson.
However, if some students struggle to grasp the concept, use the QOD Debrief to refresh
their memories and reinforce the key points.
Ask the students to read and reflect on the questions in SAB Part B which are designed to
facilitate the process of crafting their Value Proposition. Next, encourage them to refer to
the example given at the end of SAB Part B for inspiration on how to consolidate their
responses into a well-structured Value Proposition statement. (7 min)
Next, challenge them to create their own Value Proposition statement. Remind the students
to ensure that their Value Proposition statement is clear, impactful, and effectively
communicates their unique value to potential employers. Emphasize the importance of
brevity and clarity, aiming for a crisp and concise statement.(5 min)
Conclude this step by asking students to share their Value Proposition with their
housemates. Encourage house members to provide feedback using non-verbal cues like
thumbs up, thumbs down, or thumbs sideways, as necessary. (1 min)
Step 5 Start this step by emphasizing to the students the significance of first impressions, as they
(AS/S-W) often leave a lasting impact. Just like their cover letter and resume need to effectively
16 min highlight their skills and personalities to advance in the employment process, the initial
conversation with a recruiter or employer holds the key to being considered for the job. An
TTE: 69 min
effective way to make a positive first impression is by preparing an elevator speech. (1
min)
Engage the students by asking if any of them are familiar with what an elevator speech is,
and encourage a few responses. (3 min)
Ask students to watch the Video ‘Examples of Elevator Speech’. Request them to take notes
on the key points from the video in SAB Part C, which they can later use while crafting
their own elevator speech. The video is available in the folder M13:Day 5 (5 min).
Once the video is finished, prompt the students to evaluate the difference between a value
proposition and an elevator speech and to identify the additional information required to
transform their value proposition into an effective elevator speech. (2 min)
Daily Task: Conclude this step by asking students to modify their value proposition,
refining it into a concise and impactful elevator speech. Students should use SAB Part D to
write their elevator speech. (5 min)
118
Step 6 (S-W/S) House Activity:
10 min Introduce the ‘Elevator Speech Rubric’ in SRB Part D. Ask students to read and thoroughly
TTE: 79 min understand the rubric's criteria. Request the TOTD to lead the review process for their
respective houses. (7 min).
After the students have familiarized themselves with the rubric, utilize the PPPB method
to check their understanding of each parameter. (3 min).

16 min 1. Ask each house to identify which of their members seems to have the most impactful
TTE: 95 min elevator speech based on what they have learned till now. (2 min)
2. Next ask each house to identify their best public speaker to deliver the elevator speech
of their housemates as identified in 1 above. (1 min)
Request all other members with their houses evaluate the speech using the ‘Elevator
Speech Rubric’. After each presentation, ask the TOTDs of the respective house to share
their score along with the feedback. ([Elevator Speech: 1 min x 4 = 4 min] + [feedback = 1.5
min x 4 = 6 min] + [Transition: 3 min] = 13 min).
Your lesson will be well received if the students’ elevator speeches include all four
components of a good elevator speech (1. Who you are/ what you have been doing? 2.
What makes you unique? 3. Your goal 4. Call to action) and make a compelling case to be
considered for employment. The audience should be able to demonstrate an
understanding of the rubric through the scores they provide to the presenters and the
quality of their feedback.

5 min Use this time to provide support to students you identified as needing assistance in
TTE: 100 min preparing their elevator speeches or value propositions.
▢ Treasure trove ▢ Panellist ▢ Unkempt
Ask students if they have started reading the books on Lional Messi, the football legend or on
Michelle Obama. Encourage them to start reading the book as many anecdotes that they may draw
inspiration from.
Grammar Practice Quiz: Word Order

Word Order Quiz : SAB Part E
119
Module 13: Day 6: Prepare, Perform, Perfect!


35 min (100%)/ 28 min (80%) 8 min 5 min


Speaking & Writing
Treasure trove
Panellist Focused Language Training: 385
Unkempt ● Minimal Pair
● Tenses.
Materials required:
Video: Approaches to Developing Your Network

Pronunciation Drill
120
● Students will understand that investments in professional networks can have a

positive impact on their job prospects.
🎯🤝
● Students will understand that interviews are commonplace and those who are
prepared best, usually succeed.
🎓🎯🤝

5 min
Step 2 (S-W) Question of the Day: Congratulations, you have successfully passed the initial stages of the
5 min employment process! By utilizing a powerful elevator speech based on a clear vision
TTE: 13 min statement and crafting a compelling cover letter, the recruiter has taken notice of your
potential. As a result, you have been invited for an interview.
Now, as you prepare for the interview, what essential steps should you take to effectively
market yourself and increase your chances of success?
Debrief: Preparation is the key to succeeding in interviews and group discussions. During
your interaction with the hiring manager, confidence in yourself and your skill sets is
crucial. You should be ready to provide concrete examples of your past achievements and
experiences that demonstrate how you can make valuable contributions in the workplace.
To ensure you shine during the interview, anticipate potential questions and formulate
thoughtful responses in advance. While the internet offers a treasure trove of interview
questions and sample answers, remember to tailor your responses to reflect your unique
life story and experiences. This personalized approach will make you stand out and leave a
lasting impression on the interviewer. By adequately preparing and showcasing your
strengths, you significantly enhance your chances of securing the job opportunity you
desire.
Step 3 (AS) In addition to creating strong employment documents such as the Cover Letter and
24 min Resume, the extent of your professional network will determine the quality and quantity of
TTE: 37 min interviews you can secure. It's essential to understand the importance of forming mutually
beneficial networks.
Ask the students to watch the video titled 'Approaches to Developing Your Network'. While
watching the video, encourage them to pay close attention to the suggestions provided for
building a network. The video is available in the M13:D6 folder. (7 mins)
121
After the students have finished watching the video, direct them to read the scenarios
presented in SAB Part B. They should then write down the best approaches to establish a
network in the given section of SAB Part B. (8 mins)
After students have responded to the questions, ask them to read the Educators' responses
provided in SRB Part C, while reflecting on their own responses. This will allow them to
gain additional insights and compare their ideas with those of the educators, helping them
to further refine their understanding and approach. (4 min).
Individual Reflection/application (5 min):
Instruct the students to consider their vision statement and envision a mutually beneficial
network that they will need to build to achieve success. Utilizing the template in SAB Part
C, they should identify the type of people they need to network with and where they are
likely to find them.
Step 4 (S-W) Ask the students to take a moment and reflect on the discussion they had during the QOD
10 min (step 2) regarding the importance of understanding what the interviewer wants to know
TTE: 47 min from them and how they can effectively respond to their questions. (1 min)
Next, engage the class by asking for a show of hands from students who have been
members of their school's/college's drama club, music club, sports team, math olympiad,
science club, or any other formal society within their institution. For those who raise their
hands, encourage them to share their experiences and elaborate on the efforts they made
to become part of these clubs/teams/societies. Allow several students to provide their
responses. (7 min).
Debrief: Consider an aspiring footballer who wishes to join their school's football team.
When called for tryouts, they are asked to demonstrate their skills and may also be
questioned about their previous playing experiences, the teams they have been a part of,
their preferred positions, and more. Physical tests may also be conducted as part of the
interview cum selection process. Conclude the debrief by stating that we have all faced
interviews at some point in our lives, whether we recognize it or not. (2 min)

(AS/S-W)
Ask the students to form a circle with their house members. Assign each member of the
21 min
house a different section of the article 'How to Prepare for a Job Interview' provided in SRB
TTE: 68 min
Part D. (see table below). Instruct them to read their respective sections carefully. (5 min):
Bullet Members Article Sections

Points
Familiarize yourself with the job posting you applied for:

(84)
1, 2, 3 Member 1
Research the company and its history: (62)
Look over your resumé and your own qualifications: (56)
Look over your resumé and your own qualifications: (56)

3, 4, 5 Member 2 Practice answering interview questions with a friend: (57)
Have an explanation for any gaps on your resumé: (60)
Have an explanation for any gaps on your resumé: (60)

5, 6, 7 Member 3 Play up your strengths (65)
Explain why you want to work for the company (69)
122
Talk about how your skills apply to the job (95)
8, 9 Member 4
Think of 2 to 3 questions to ask your interviewer (81)
Practice answering interview questions with a friend: (57)

4, 6, 9 Member 5 Play up your strengths (65)
Think of 2 to 3 questions to ask your interviewer (81)
After everyone has finished their assigned reading, ask Member 1 from each house to sit in
a fishbowl setup and discuss their learnings from the article. Encourage them to discuss
strategies and techniques that they can implement to make their job interviews more
productive and successful. After the member 1 group has finished the discussion, call the
2nd group to discuss the sections they read. Continue till all groups have shared their
insights of the article ([Discussion: 3 min / group x 5] + [Transition: 1 min]= 16 min).
Your lesson will be considered successful if the students are able to engage in
meaningful discussions and draw connections between what they have read and the
actions they can take to prepare for a job interview. This indicates that they have
grasped the concepts effectively and are actively applying the knowledge gained to
enhance their interview readiness.
Step 6 (S-W/S) House Activity

12 min Introduce the 'Interview Rubric' in SRB Part B by explaining that this rubric will be utilized
TTE: 80 min to assess their performance during the interview stage of the contest. Instruct the students
to read and discuss the rubric with their house members. Request the TOTD to facilitate the
discussion. (8 min)
After the students have read the rubric and discussed it with their house members, proceed
to ask a few questions to gauge their understanding of each parameter. (4 min)
Step 7 (AS) Ask students to complete and finalize their resumes for the 'Mubarak! Contest.' Advise
15 min them to utilize the 'Resume Review Checklist' provided in M13:D4 to ensure that their
TTE: 95 min resumes are comprehensive and effectively present their qualifications, interests and
abilities. Additionally, they should use the 'Proofreading Checklist' from M2:D5 to make
sure their resumes are error-free and polished.
Note for the facilitator: After today, you can begin evaluating students' resumes and
assigning marks based on the 'Mubarak! Employment Resume Rubric' for the contest. Use
all available opportunities to complete the assessment in a timely manner.

5 min
Allow students who are still working on their resume to continue for an additional few
TTE: 100 min
minutes.

123
Buckle up! Prepare today for a productive tomorrow
Daily Task: Inform students that there are many possible questions that an employer may
ask in an interview. Ask students to read 40 HR Interview Questions in SAB Part A of
M13:D7.
Build your vocabulary - Enrich your conversations (2 minutes/day)
▢ Hands-on ▢ Authentic ▢ Curated ▢ Insights

Question Formation Quiz: SAB Part D
124
Module 13: Day 7: Lasting Impressions


27 min (100%)/ 22 min (80%) 12 min NA


Speaking & Writing
386
Hands-on
Authentic Focused Language Training
Curated ● Minimal Pair
Insights ● Common grammatical errors
● Tenses.
Materials required:

125
Assessing Resume using Rubric
Please see table below for opportunities to assess resumes, using the Mubarak Employment - Resume
Rubric.
Step # Activity Time # of submissions
3A Reading 10 min 4
4 Reading 10 min 4
7 Practice Elevator Speech 12 min 5
8 Wrapup 5 min 2
Total 15
● Students will consolidate their understanding of composing a professional cover

letter.
🎯
● Students will learn the importance of preparing for an Interview using common
interview questions.
🎯

5 min
Step 2 (S-W) Question of the Day: As part of yesterday's daily task, you were asked to read SAB Part A,
5 min which contains a list of 40 questions HR could ask during an interview.
TTE: 13 min
What steps should you take to ensure that you provide authentic and genuine responses to
the interviewer's questions?
Debrief: Our entire academic journey serves as preparation for our professional life,
providing us with numerous opportunities to develop and succeed. Throughout these years,
we encounter various experiences that shape our personalities and capabilities. Some of
these experiences are a result of our choices, while others are influenced by external
factors. As the preparation for success is an ongoing journey, it is crucial for you to begin
creating meaningful experiences NOW.
To achieve this, involve yourself in school, community, or other activities that nurture your
skills and personal growth. Engaging in hands-on experiences will enrich your abilities
126
and significantly enhance the outcome of your job interview. Remember, the more diverse
and relevant experiences you accumulate, the better equipped you will be to confidently
respond to interview questions and make a positive impression on potential employers.
Step 3A (AS) Inform the students that in M13:D4, they concentrated on various sections of a cover letter
15 min and their significance. Let them know that in this lesson, they will solidify their
TTE: 28 min understanding of designing a professional cover letter. Request them to read the article
'Writing Excellent Cover Letters' from SRB Part B for some helpful strategies. (10 min).
After the students have finished reading the article, instruct them to review the Cover
Letter they created in M13:D4 and assess it using the 'Cover Letter Review Checklist'
provided in SRB M13:D4 and determine aspects that can be improved. (5min)
Step 3B (AS) After students have evaluated their cover letters, ask them to finalize the document in SAB
13 min Part B for submission towards the 'Mubarak! Contest'. Emphasize the importance of
TTE: 41 min ensuring a well structured, neatly written, error-free document, incorporating all the
protocols and tips learnt in this module. Encourage students to utilize the Proofreading
Checklist from SRB M2:D5 before finalizing their cover letter. (13 min).
Note for the facilitator: After today's session, you may begin evaluating students' cover
letters and assigning marks according to the 'Mubarak! Employment Cover Letter Rubric'
for the contest. Use all available opportunities to complete the assessment in a timely
manner.
Step 4 (AS) Inform the students that they have done an outstanding job with their employment
20 min documents and have successfully advanced to the next stage of the Hiring Process, which
TTE: 61 min is the 'Job Interview.' This phase offers a significant opportunity for them to demonstrate
their suitability for the role to the hiring manager.
Ask the students if they read the article '40 HR Interview Questions' provided as an extra
benefit in the previous class. Then, invite a few students to recall some commonly asked
questions they read from the article. (2 mins)
Next, direct them to read the article '10 Most Common Job Interview Questions' from SRB
Part C to gain valuable insights on how to prepare for interview questions. (10 mins)
Once they have read the article, instruct them to prepare individualized answers for the
three questions given in SAB Part C, which they will most certainly be asked in a job
interview. (8 mins)
1. Tell me about yourself
2. What are three positive things your last boss/ teacher would say about you?
3. Why do you want to work here?

15 min Daily Task: Whole Class Discussion:
TTE: 76 min
Write the first question on the board and ask students to discuss their responses.
1. Tell me about yourself. Take a few responses (5 min).
Debrief: This is an open-ended question that allows you to provide the interview a glimpse
of your personality. When answering, avoid repeating basic information that is already on
your resume. Instead, focus on mentioning your skills and other attributes that would
make you successful in the organization or job profile. Provide anecdotal evidence to back
127
your answers. The interviewer is also testing your communication skills, so be fluent and
prepared with what you have to say.
After the discussion, write the second question on the board, and ask them to discuss their
responses.
2. What are three positive things your last boss/ teacher would say about you? Take a
few responses (5 min).
Debrief: When responding to this question, highlight the strengths that contributed to your
success in your previous job or academic performance. Focus on specific skills and actions
that left a positive impression on your boss or teacher.
Write the third question on the board and discuss:
3. Why do you want to work here? (5 min)
Debrief: Your answer to this question should reflect an understanding of the organization's
work culture and the position you are being interviewed for. Before the interview, gather
as much information as possible about the company. Familiarize yourself with the
information available on their website and understand the job's profile and expectations
thoroughly.
Your lesson will be well received if students reflect on the learning of the article ‘10 Most
Common Job Interview Questions‘ and are able to articulate their responses to common
job interview questions. Additionally, their responses should sound genuine and rooted
with personal experiences.
Step 6 (S-W) Inform students that the next two days are contest days. Share the plan with students as
7 min follows:
TTE: 83 min
● Half the class will participate in the contest on Day 8 and the rest on Day 9.
● Those participating in the contest will be evaluated on 4 parameters:
○ Elevator Speech using the Elevator Speech Rubric
○ Interview skills using the ‘Mubarak! Job Interview Rubric’
○ Cover letter using the Employment Rubric - Cover Letter
○ Resume using the Employment Rubric - Resume
Note for the Facilitator: As only half of the students will be evaluated on each of Days 8
and 9, identify the students you would like to evaluate on a given day. The rest of the
students may be given a holiday, or if computers are available, they can come into the
classroom to type out their Cover Letter and Resume and email it to themselves for future
reference. However, they should not be allowed access to their SAB as those documents are
still being evaluated for the contest submissions.
On each of the contest days, call students in two groups: five students at the start of the
class and five more at the halfway mark. Organize the evaluation as follows:
Plans for 5 students: Time
Elevator Group One student will deliver his/her speech. Others 1 min/
Speech Activity will listen quietly. student
= 5 min
Interview One on Simulate an interview environment - while one 4 min/
128
One student is being interviewed, others will wait student
patiently and professionally for their turn. = 20 min
Employmen Without Assess students’ employment documents. 20 min

t Documents Students
(Students may go home or may use available
computers to type out and email their
employment documents for themselves for
future reference.)
Total Time /group 45 min
Note for the Facilitator: The facilitator should use his discretion to decide the contest
participation schedule for the students.
Step 7 (S-S) Inform students that in the next class they will present their Elevator Speeches. Reiterate
12 min the importance of practice and how it is essential for improving confidence and reducing
TTE: 95 min errors. To ensure effective delivery of their Elevator Speech, encourage students to pair up
and use the remaining time to practice delivering their speeches in front of their house
members.
Note for the facilitator: Allow students to choose a preferred area within the branch
premises, whether it's inside the classroom or an empty space on the FEA property, for
their practice sessions. They can continue their practice even after the session is over,
outside the classroom, if they wish to do so.

5 min
TTE: 100 min

Remind students that they have an interview scheduled for tomorrow and the importance
to be well-groomed to make a positive impression on the interviewer.

Adverbs Quiz: SAB Part D
129
Module 13: Days 8 & 9: The Mubarak! Contest

60 min 40 10 min

60 min NA


Speaking & Writing
Focused Language Training 387
● Minimal Pair
● Tenses.
Materials required:
● Please ensure that students who will be interviewed today know when to arrive for their interviews (5
students need to come in the beginning of the class, and another 5 will half way through the session).
● Students who are not being interviewed today, should be provided with the option of coming in and
using the computer (if available) to type out their resume and email it to themselves for later use.
● Request some students from each group to make a video recording of the Elevator Speeches and
whatsapp it to you at the end of the presentation.
IMPORTANT INFORMATION:
Time Management
This is a long lesson and therefore managing time will be a challenge, especially if the class has 20 or more
students. Facilitator is requested to be cognisant of this challenge and manage time accordingly.
Availability of Students' Employment Documents:

Please ensure that you have access to the Employment Documents of the students who will be interviewed
so that you can assess them according to the schedule.
Familiarity with Rubrics
As the facilitator, it's essential to score each elevator speech / interview in real-time. Each student will have
approximately 1 minute to present their elevator speech, and within that short timeframe, you must
carefully observe and evaluate all parameters outlined in the rubric. It is crucial that you thoroughly
familiarize yourself with the rubric beforehand, ensuring you are well-prepared to efficiently assess each
presentation. Similarly, you will have 4 min to score each student during your one-on-one interview with
them.
130
Recording of Elevator Speeches
This lesson requires you to create a recording of the students' Elevator Speeches as evidence of their
current spoken language abilities. These videos, along with the ones recorded in Module O, Module 5, and
Module 9, as well as additional videos to be recorded in subsequent modules, will be used to track students'
progress in their spoken language abilities and will be presented to parents as evidence of their hard work
and growth. Once recorded, students should upload these videos to the FEA server at
http://52.172.195.227:8086/studentvideoupload.aspx. For more information, refer to Steps 1 & 4.
Assessing Employment Documents using Rubric

Please see table below for opportunities to assess student resumes and cover letters using the prescribed
rubrics.
Step # Activity Time # of submissions # of submissions
(Resume)* (Cover Letter)*
3 Dedicated time for 20 min - 6

assessing employment
4 documents 20 min 2 or 3 4
Total 2 10
* Prioritize your work in a way that you complete the full assessment of all students scheduled for today,
including their cover letter and resume.
● Students will participate in the Mubarak! Contest. 🎓🎯🤝

Step 1 Welcome students with enthusiasm and inform them about the exciting contest, offering a
7 min chance to win awards. Inform them that today they will be interviewing for various
TTE: 7 min positions in Global Green Energy Systems company.Encourage students to give their best
efforts and view this contest as an invaluable opportunity to assess their preparedness for
future employment. Remind them that the skills they acquire in this module will contribute
to their success in life and make them more competitive in the job market, which is a
significant achievement in itself.
Begin the Elevator Speech presentation of Group-1 (1x5 = 5 min).
Note for the Facilitator: While students are delivering their Elevator Speech, assess and
score students on the parameters of the Elevator Speech Rubric.
Step 2 Once all 5 students have delivered their speech, begin preparations for the interview
23 mins round. Please remind students that honesty and accuracy are essential during the
TTE: 30 min interview. Providing false or exaggerated information will result in lower scores.
While 1 student is being interviewed, ask other students to sit back and wait for their turn
patiently. While taking interviews, the facilitator should ask questions about students’
experiences mentioned in the resume. (4x5 = 20 min).
As the facilitator, your role is to inquire about the students' experiences mentioned in their
resumes. Take this opportunity to ask probing questions to gather additional information
131
and verify that the student accurately represents themselves and genuinely possesses the
skills they claim to have.
Note for the Facilitator: Each interview should be no longer than 4 minutes. You may ask
one question from the article ‘40 HR interview questions asked frequently’ as part of the
interview. While students are being interviewed, evaluate them using the ‘Mubarak! Job
Interview’ rubric.
Step 3 After Group-1 students have been interviewed, allow them to either go home or use
20 mins available computers to type out and email their employment documents to themselves for
TTE: 50 min future reference.
● The facilitator uses his/her time to check 6 Resume & Cover Letters (3 min/document x
7 = 18 min) and update the scores on excel and the students’ SAB.
● Ensure that you prioritize the employment documents of students who have already
been interviewed.
Remind students that the Master Teacher - Module 13 will be announced in the next
module. The facilitator will select the most competent nominee for the award from the
nominations received from each house. Advise each house to nominate the most competent
person within their house, as the winning student will be awarded 5 bonus points. These
bonus points will contribute to their house points, enhancing their chances of winning the
Mubarak! Contest and the Cup of Life.
Step 4 Repeat steps 1, 2 & 3 with group-2.

50 min
TTE: 100 min
▢ Percentile ▢ Contemplating ▢ Chaos
Ask students if they have started reading the books on Lionel Messi, the football legend, or
on Michelle Obama. Encourage them to continue or start reading the books as they contain
many anecdotes that can serve as inspiration. If some have already started reading, ask
them to share something from the books they liked or could relate to.
132
Giving Back Lesson

82 min 8 min NA

37 min (100%)/ 30 min (80%) 45 min NA

Vocabulary Builder: Lesson number in LMS:
390
Materials required:
Video: FEA - Graduate Perspectives
Ensure you have sufficient copies of the FEA Mobilization pamphlet and Prospective Students list pages
available for distribution to students.
Module 13: Assessing Resume using Rubric

Use step 5 to check any pending resumes and cover letters and update the excel sheet.
● Students will understand that the FEA program provides unique benefits and
directing more students to join will contribute towards the prosperity of their
🤝
community.
● Students will have a plan to be able to speak with their community and create
awareness about the FEA program
🤝
● Students will understand that communicating about the FEA program is a good
way to build their confidence and practice language skills.
🤝

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently from Part A of SRB. After having read
133
Step 2 Question of the Day: Inform students that graduating from FEA is a significant milestone,
(AS/S-W) and as they look back on their journey, it's time to celebrate the tremendous growth and
8 min invaluable experiences they’ve gained through the program. Ask students to share their
TTE: 18 min inspiring stories of personal growth and how the FEA program has positively enriched
their lives. Furthermore, ask students to share how they have applied the expertise they've
gained from FEA to their daily life - whether it's in their relationships, personal projects,
academic achievements or pursuing their passions. (5 min)
Debrief: Ask students to watch the video on 'FEA - Graduate Perspectives' (available in
Facilitator's Resource Sheet), a powerful firsthand account from FEA students, illustrating
the transformative influence of the program on their lives. (3 min)
Step 4 (S-W) Spread the Word:

17 min
Begin by asking your students if they believe their friends, family members, and other
TTE: 35 min
youths in the community could benefit from the transformative FEA program. Prompt
them to reflect and share if they know anyone who could be introduced to the program.
Explain that as this batch approaches graduation, FEA is eager to welcome new students
into the program. This presents a golden opportunity for their friends, family and other
young individuals in the community to experience the same life-changing benefits that
they have gained. Moreover, it's an excellent chance for them to practice their
communication skills by discussing the program with others and encouraging them to
become part of this remarkable journey.
Emphasize the significance of enrolling early, as it allows new students to kickstart their
FEA experiences sooner, setting them on a path of growth and success. Inspire the students
to give back to their society and FEA by identifying and encouraging at least 20 new
students to join the program. Let them know that their influence matters, and their words
hold the power to spark curiosity and enthusiasm in others. By becoming FEA
ambassadors, they have the opportunity to change lives and pave the way for countless
success stories.
Highlight that a vacant seat not only means wasted resources but also a missed
opportunity for someone to learn and acquire valuable skills. Inform them that over the
next five days, they will work in teams to create awareness and generate interest in the
FEA program. Encourage them to participate in this activity beyond regular class time, as
their dedication will have a significant impact on shaping their local communities.
Finally, close this step by discussing what students will communicate to potential new
students about the FEA program that will help others understand its value and convince
them to join. Allow students to lead this discussion, as their insights and experiences will
be valuable in spreading the word effectively.

45 min Planning:
TTE: 80 min
Request each house to gather in a circle with their members and devise a comprehensive
plan to spread awareness about the FEA program and its benefits. Their plan should
address the following key questions:
● Where will you go, and who will you talk to to maximize outreach?
● Determine a suitable time for your visits to engage with the target audience
effectively.
134
● Develop strategies for initiating polite and engaging conversations with potential
participants.
● Anticipate questions from parents and prospective students, design answers that will
address their queries.
● Craft persuasive and clear descriptions of the FEA program tailored for both parents
and prospective students.
● Identify relevant resources and materials to support your interactions, and decide
when to utilize them for the most significant impact.
● Explore the idea of assigning different roles to team members while collaborating to
achieve the best results.
Encourage students to document their plans in the SAB Part A.
Furthermore, organize role-playing exercises to allow students to practice and refine their
strategies for making compelling pitches to prospective students.
Note for the Facilitator: While the students work on their plans, distribute FEA brochures
and Prospective Student List pages to facilitate their outreach efforts effectively.A sample
of FEA Mobiliation pamphlet and Prospective Students list Page is given in SRB Part B and
C.

15 min
Ask one or two houses to present their role play in front of the whole class. Motivate them
TTE: 95 min
by highlighting that their presentation will not only benefit their own houses but also
allow other houses to learn from their strategies. Moreover, they will receive valuable
feedback, which can help them strengthen their pitches to prospective students.
Your lesson will be successful if students can effectively and persuasively communicate
the exceptional value of the FEA program, utilizing the resources provided to support
their pitches.

5 min
TTE: 100 min
135
Module 14: Day 1: Attitude for Success


50 min (100%)/ 40 min (80%) 5 min 5 min

Percentile
Contemplating
391
Chaos
Materials required:
Video: 7 Secret Study Tips for Competitive Exam (Part-1) (4 min)
Starting step 4, all discussions based on Dr. Himanshu Gupta’s video should be student-led. The suggested
classroom setting is a circle instead of the traditional semi-circle. While conducting these steps, the
facilitator should stand outside the circle & TOTDs given the responsibility to oversee students’
participation.
Pronunciation Drill: Review the mistakes students make with sounds and reallocate students to different
sound groups based on the pronunciation errors they make. Additionally, identify three students (one for
each sound group) whom you wish to empower to be Drill Leaders. Ensure that these students have
demonstrated good pronunciation to lead the Drills.
Contest Points:
Attendance 5 pts
Daily Task* 5 pts Master Teacher - Module 13 5 pts
Checklist Completion 20 pts
* Points to be added only those days in which students have individual or group tasks/activities
Modular Goals AC EC SC
Language Goals
● Students will practice SPEAKING, WRITING, LISTENING AND READING learnt in 🎓 🎯 🤝

Module 1-13 to EXPLORE BECOMING A SELF DIRECTED LEARNER.
136
● Students will appreciate that the internet provides quality resources to facilitate
prep for competitive exams.
🎓🎯
● Students will understand that self-directed learning using a SMART plan and an
understanding of their own strengths and weaknesses is just as effective in
🎓🎯
preparing students for competitive exams as our coaching institutes.
● Students will gain a greater understanding of the structure of competitive exams

and become more confident and focused when preparing for one
🎓🎯
● Students will understand that every candidate appearing for competitive exams
faces personal and unique challenges.
🎓🎯
● Students will understand that successful candidates make personal sacrifices in
their journey towards admittance to a program of their choice.
🎓🎯
● Students will understand that successful candidates fully utilize available learning
resources and maximize effort by planning and starting early.
🎓🎯
● Students will learn to effectively network at employment events. 🎓🎯🤝

5 min
TTE: 11 min the value of what they will learn and make connections with their personal goals. Inform
students that this module will finish in 6 days.
Ask students to read the ‘Lesson Objectives’ silently from SRB Part A. After having read the
Let the TOTD know that in this module, they have the primary role of encouraging equitable
participation from all house members.
Step 2 (S-W) Question of the Day: We all aspire to achieve success, be it as a doctor, an engineer, a
5 min teacher, or in other fields. To gain admission into prestigious programs, candidates must
TTE: 16 min perform exceptionally well and rank in the top percentile during qualifying exams. If
successful, they will need to showcase their suitability through personal interviews and/or
group discussions, and some institutions may also require a physical examination.
What qualities and traits do students who excel in competitive exams typically
demonstrate?
Debrief: India is a populous country where academic pursuits hold great significance for
the youth. It is not uncommon for students to make multiple attempts to secure admission
137
into their desired institutions or fields. Many students dedicate long hours throughout the
year, with the sole purpose of cracking exams like IAS, IPS, medical, engineering, MBA, and
more. Consequently, gaining entry into programs and colleges becomes challenging for less
committed students. Nevertheless, with careful planning and unwavering determination,
success in competitive exams becomes attainable. Surprisingly, almost half of the students
who appear for these exams do so without a proper plan.
Inform students that in the next few lessons, they will be introduced to effective strategies
to organize and prepare for competitive exams.
Step 3 (S-W) Inform students that in this module, they will gain a comprehensive understanding of how
4 min to effectively prepare for competitive examinations without the need to enroll in coaching
TTE: 20 min institutes. This research-based module has been carefully designed to equip them with the
skills to leverage the vast information available on the internet for their success. (1 min)
In this module, they will be required to research relevant information that will help them
understand the nature of the competitive exams they will be preparing for and then create
a SMART study plan designed to maximize their chances of successfully competing with
other students from coaching classes. Motivate students to diligently participate in the
activities of this module as they will be used to determine the contest winners at the
culmination of the module. (1 min)
Ask students to review SRB Part B for information schema on contest points. (2 min)
Reiterate that TOTDs will play a critical role in their house winning this contest, and they
should actively encourage all team members to participate equitably.
Step 4 (AS) Daily Task: Inform students that preparing for competitive exams is like preparing to climb
15 mins a tall mountain. Even if they study hard, there are still chances of making mistakes that
TTE: 35 min can lower their scores. Ask students to read the article ‘Five Things to Avoid While
Preparing for Competitive Exams’ that highlights common mistakes students make during
preparation. Students can access the article in SRB Part C (10 min).
Debrief: Inform students that every candidate encounters a diverse set of challenges and
barriers during their preparation for competitive exams. These challenges may align with
some of the examples mentioned in the article, or they could be unique and personal to each
individual. (As a facilitator, sharing your own experience with the challenges you faced
during your preparation for competitive exams can serve as a valuable anecdote, inspiring
students to understand and overcome their obstacles) (1 min).
Encourage students to identify five potential challenges that might hinder their
preparation for a competitive exam and write them in SAB Part B.1. This structured
approach will help them analyze and understand their obstacles more effectively. (2 min)
Next, request them to review the challenges listed in SAB Part B.1 and select the top 2
challenges they wish to find solutions for by the end of this module. Instruct the students to
record these chosen challenges in SAB Part B.2. Afterwards, call upon a few students to
share their selected challenges from SAB Part B.2. (2 min)
Step 5 Inform the students that there are proven best practices that can significantly enhance
(AS/S-W) their preparation and boost their confidence when facing competitive exams. Encourage
10 min them to watch an insightful interview with Dr. Himanshu Gupta, who shares valuable
TTE: 45 min study practices that helped him achieve a top 10 rank at the Maulana Azad Medical College
entrance exam and rank 62 in NEET PG. Inform students that this video will be seen in two
parts, with Part-2 being discussed in the next lesson. ‘7 Secret Study Tips for Competitive
138
Exam (Part-1) can be accessed from the M14:D1 folder‘. Encourage students to make notes
for future reference. (5 min)
After watching the video, request the students to form a circle and engage in a discussion
about the personal attributes and strategies suggested by Dr. Himanshu Gupta. Encourage
them to draw connections between the advice given by him and their own circumstances,
reflecting on how these insights can positively impact their own exam preparation. (5 min).
Note for the facilitator: The facilitator should stand outside of the circle and empower the
TOTDs to ensure that all students participate in the discussion.
Step 6A (S-W) After the discussion, take the opportunity to discuss each attribute further with the
8 min students. Engage them in a series of thought-provoking questions aimed at helping them
TTE: 53 min connect these concepts with their own personal and unique challenges.
1. Making Sacrifices: (7 min)
● Reflect on the sacrifices you have already made or are willing to make to achieve your
career objectives. Share specific examples or anecdotes that highlight your dedication.
● Considering the challenges you identified earlier, what level of discipline and
commitment do you believe will be necessary to overcome them successfully?
Debrief: Remind students of Mr. Deepak Chopra’s philosophy that one year of hard work
and sacrifice can make dreams come true. Encourage students to approach their
aspirations with unwavering self-discipline. In competitive fields such as teaching,
banking, or police services, where many vie for limited seats, self-discipline and sacrifice
become crucial for attaining success. By adopting these principles, students can
significantly enhance their chances of achieving their goals. (1 min)
Step 6B (S-W) 2. Maximize Effort:

12 min
TTE: 65 min Dr. Himanshu Gupta talks about an investment of 10 thousand hours as a benchmark for
becoming an expert.
Ask each student to individually consider and calculate the number of hours they can
realistically invest in studying to crack the entrance exam for the college or program of
their choice. (3 min)
Note for the facilitator: As the students are making their mental notes, encourage them to
consider various factors, such as the expected exam date, the available time for
preparation (in months or years), and the number of study hours they can realistically
dedicate each day.
Initiate a discussion on how students arrived at that specific figure / range. Encourage
them to talk about the sacrifices they considered while making these calculations and
whether their estimated study hours align with Dr. Himanshu Gupta's advice. For students
whose calculated hours appear inadequate, prompt them to discuss potential strategies to
increase their study time. (6 min)
Debrief: Remind the students of the importance of contemplating their daily routines while
calculating their available preparatory time. Emphasize the significance of identifying
tasks that may not be essential and can be sacrificed to make room for building their future
through dedicated preparation. Encourage students to consider the challenges they might
encounter while eliminating these non-essential tasks and how they can communicate
effectively with their families to gain support throughout this demanding journey. (2 min)
139
Step 6C (S-W) Learning Reflection:
10 min 3. Use Available Resources:
TTE: 75 min
In the video. Dr. Himanshu Gupta suggests “Do what you can do”. Encourage students to
brainstorm the following questions (8 min):
● What does this advice from Dr. Himanshu Gupta mean to you?
● How can it help you be prepared for the competitive exams in a timely manner?
Debrief: Many students often mention the need for coaching and express concerns about
the lack of financial resources to enroll in coaching programs. However, it is crucial to
recognize that essential information about exam dates, assessed skills, and various
learning resources is readily available on the internet. A great starting point would be to
develop an understanding of the exam format and watch advisory videos by successful
individuals who have excelled in the same exam. This approach will enable you to plan your
next steps more effectively. Additionally, online platforms like Amazon offer preparatory
books for various competitive exams at a significantly lower cost than coaching classes,
making them an affordable alternative. (2 min)
Your lesson will be well-received if every student actively participates and contributes
meaningful ideas during the brainstorming discussion. The ideas shared serve as
creative solutions to the challenges they have outlined for themselves.

(AS/S-W/S)
Ask students why it is essential to be able to engage with people and create a network.
20 min
Allow a few students to share their responses. (2 min)
TTE: 95 min
Next, instruct the students to read the article titled 'How to Speak to People' from SRB Part
D. This reading will provide them with valuable insights into the dos and don'ts of
networking. (9 min)
Once the students have completed the reading, have them form a circle with their house
members. Initiate a group discussion centered around the following questions: (5 min)
Houses Discussion Questions
● The author suggests that a job seeker should go to as many

Mariana networking events as they can to practice their sales pitch. What can
Trench be potential benefits of going to networking events?
● Where can one find such networking events?
● How can participating in networking events benefit you with your

Aurora employment?
Borealis ● Why is it important to demonstrate effective listening and
questioning skills at networking events or interviews?
● Why are strong communication skills important at an interview or

Grand networking event?
Canyon ● How can a prospective employee use their value proposition/ Elevator
speech to engage people they wish to network with?
Great ● In what ways can effective questioning skills (including follow-up
140
Barrier Reef questions) help you engage with people at networking events?
● Can you think of some questions to use to start conversations with
people you meet?
Once the houses have thoroughly discussed their assigned questions, request the TOTD to
summarize their discussion to the entire class. (1 min x 4 = 4 min)
Note for the Facilitator: While students are reading the article, review and score any
pending students’ employment documents (Resume or Cover Letter) and update the
scoresheet (10 min).

5 min
Encourage students who are considering joining their family business and may not find
TTE: 100 min
this module immediately applicable to stay back for a valuable discussion. This
conversation aims to help them understand the significance of continuous learning and
education as essential tools to drive growth and success in their family businesses.
Explain to these students that their objective in joining the family business should not
merely be to continue operating it as their forefathers did. Instead, emphasize the
importance of introducing fresh ideas and innovation to enable the business to thrive in an
ever-evolving world. See section on Self Directed Learning at the beginning of the FHB on
directions to motivate students.
Build Your vocabulary - Enrich your conversation (5 min/day)
▢ Tap into ▢ Derail ▢ Mount

Articles Quiz: SAB Part C
141
Module 14: Day 2: Early Bird Gets the Worm


61 min (100%)/ 49 min (80%) NA NA


Tap into
Derail 392
Mount
Materials required:
Classroom Seating arrangement
Starting step 3, all discussions based on Dr. Himanshu Gupta’s video should be student-led. The suggested
classroom setting is a circle instead of the traditional semi-circle. While conducting these steps, the
facilitator should stand outside the circle and the TOTDs should be given the responsibility to oversee
students’ participation.
● Students will understand that preparation towards competitive examinations

demands tapping into different types of motivations.
🎓🎯
● Students will appreciate the role of macro and micro plans that will keep them on
track to complete the learning journey in a timely manner.
🎓🎯
● Students will appreciate that there is no time to waste to start their preparations
(the best time is now).
🎓🎯
● Students will learn to navigate through life events that can potentially derail best
laid plans and bring themselves back on track.
🎓🎯🤝
● Students will set a baseline on their level of preparation to benefit from self
directed learning.
🎓🎯

5 min
142
Let the TOTD know that in this module, they have the primary role of encouraging
equitable participation from all house members.
Step 2 (S-W) Question of the Day: “First forget inspiration. Habit is more dependable. Habit will sustain
8 min you whether you're inspired or not. Habit will help you finish and polish your stories.
TTE: 21 min Inspiration won't. Habit is persistence in practice.” ~ Octavia Butler (Writer)
Ask students to read and contemplate the meaning of the above quote by writer Octavia
Butler. Encourage them to share their interpretations and understanding of the quote.
After a thorough discussion of its meaning, proceed to ask the students:
What habits have they already developed or hope to cultivate to persevere towards
achieving academic excellence?
Debrief: While inspiration and motivation may serve as initial driving forces to initiate a
task, they may not be reliable sources of support when challenges arise. As difficulties
mount, determination and persistence become more valuable guides to carry us through.
(Note for the Facilitator: Draw students' attention to the persistence poster in the
classroom, prompting them to visualize themselves climbing those steps, signifying their
journey of growth)
Inspiration and motivation provide a good foundation to start something, but can not be
relied upon when the challenges mount. When faced with difficulties, determination and
persistence are better guides (Note for the facilitator: Ask students to look at the
persistence poster and ask students to visualize that it's them climbing those steps).
Octavia Butler's insightful quote highlights the significance of tiny habits in fostering
persistence. Remind them that success is not always about grand moments of inspiration,
but the cumulative effect of small, persistent efforts.
Step 3A Ask students to watch Part-2 of Himanshu Gupta’s interview (‘7 Secret Study Tips for
(AS/S-W) Competitive Exam (Part-2)‘). The video can be accessed from the M14:D2 video. Encourage
16 min them to take notes as they did on Day 1. (6 min)
TTE: 37 min
‘Be strong - Motivation (7 min)’
Dr. Himanshu Gupta tells us that motivations are of two types - Positive and Negative
Ask students to:
● share stories on when they tapped into positive motivation to accomplish a goal.
● share stories on when they tapped into negative motivation to accomplish a goal.
Note for the facilitator: During the discussion, motivate students to reflect on how their
actions and behaviors were influenced by positive motivation, and whether it contributed
to improved performance.
Debrief: Human performance relies on motivation. While some motivation can come from
external sources, like acknowledgement and applause, longer lasting motivation has to be
intrinsic. Motivation doesn't last forever, after a while it gets tired and diminishes. To keep
the fire of motivation burning, individuals should visualize the positive outcomes of
143
success and understand the potential consequences of failure (negative motivation).
Moreover, celebrating small successes along the way contributes to maintaining
motivation levels. Effective planning and setting achievable milestones are vital to
achieving success. (3 min)
Step 3B (S-W) Note for the facilitator: The facilitator should stand outside of the circle and empower the
8 min TOTDs to ensure that all students participate in the discussion.
TTE: 45 min
‘Power of Planning’
Begin by asking students whether they have incorporated the practice of creating daily
study plans to stay focused on their academic goals in school or college.
Encourage them to share their agreement or disagreement with Dr. Himanshu Gupta's
statement regarding the effectiveness of study plans in accomplishing more than without
any plan. Request students to provide anecdotal evidence or personal experiences to
support their viewpoints. (5 min)
Debrief: Emphasize the significance of having both macro (longer-term plans - 6 months / 1
year) and micro (short-term plans - daily / weekly) plans in place. Macro plans enable
individuals to assess their progress towards their ultimate destination, while micro plans
provide insights into daily advancements. Macro plans help individuals gauge the daily
effort required to attain their goals, based on the available time. Ask students to recall the
elements of a SMART Plan. (3 min)
Step 3C (S-W) ‘Start Early’

10 min
Ask students to delve into the meaning of Dr. Himanshu Gupta's thought-provoking
TTE: 55 min
statement, "All men are created equal, some work hard in pre-season," and discuss its
significance for our academic and career pursuits. (6 min)
● What do you interpret Dr. Himanshu Gupta's message to mean?

● Considering your career aspirations, when do you plan to initiate your preparation for
competitive exams?
Debrief: The essence of Dr. Himanshu Gupta's statement lies in the wisdom of starting early
in our journey towards success. As we discussed earlier, he emphasized the importance of
dedicating approximately 3000 hours of focused study, equating to 10 hours daily for 300
days. Another way to put in the same effort is to give yourself a longer preparation
timeframe by starting now. This is what he is referring to when he talks about
pre-season.In this pre-season, we can strategically utilize our existing learning resources
or identify specific areas of focus. The objective is to lay a robust foundation for our studies,
meticulously building our knowledge and skills. (3 min)
Step 3D Learning Reflection:

(AS/S-W) Ask students to watch Part-3 of Dr. Himanshu Gupta's interview, titled '7 Secret Study Tips
13 min for Competitive Exam (Part-3)', accessible from the M14:D3 folder. Reiterate the importance
TTE: 68 min of taking notes. (5 min).
‘Be persistent (6 min)’
Dr. Himanshu Gupta advises us that we should be persistent and consistent in our efforts to
do well. Encourage students to reflect on their FLT journey and share specific instances
where they demonstrated persistence, overcoming learning challenges to become effective
communicators.
Note for the facilitator: Encourage students to share their stories of persistence, focusing
144
on aspects of the curriculum such as working through the quizzes or engaging with the
reading resources offered in the extra benefit segment.
Debrief: Remind the students that persistence is the unwavering commitment to pursue
their goals, regardless of the difficulties encountered along the way. There will be times
when they don’t understand a concept they were studying, at other times their pace would
be slower than planned. However, it is crucial not to lose heart but to persevere through
these adversities with determination and resilience. Success awaits those who tenaciously
pursue their objectives. (2 min)
Your lesson will be well-received if students can establish personal connections with Dr.
Himanshu Gupta's suggestions and reflect on their individual development in relation to
FLT. They should be able to make connections between motivation, planning, and
persistent practice and how these elements have contributed to enhancing their
language competencies.
Step 4 Daily Task: Announce to the students that in this module, they will be participating in the
(AS/S-W) exciting "Chalk the Talk" contest. The primary objective of this contest is to craft a
22 min well-structured study plan that will effectively guide their preparation for the entrance
exam and other assessments related to their chosen occupation. To ensure the plan's
TTE: 90 min
effectiveness, it must align with the SMART criteria, allowing ample time for study hours to
increase their chances of success. Students should incorporate the valuable advice given by
Dr. Himanshu Gupta and other essential concepts they have learned throughout this
module. (2 min)
Task the students with conducting the 'Self-assessment' provided in SAB Part A and
encourage them to complete it to the best of their ability. If there are any questions they
currently cannot answer, advise them to leave those sections blank. (15 min)
Following the completion of the checklist, organize a whole-class discussion to gain
insights into the students' existing knowledge and understand what additional information
they might need to gather throughout the module. Additionally, use this opportunity to
gauge the students' confidence levels regarding the information they have provided in SAB
Part A. (5 min)
Step 5 (S-W) Announce the name of -

5 min ● The Master Teacher - Module 13. (Don’t forget to provide the reasons for your selection
TTE: 95 min to lay the groundwork for future desirable behaviors)
● the winning house of Mubarak! contest.
certificate.

5 min
TTE: 100 min Identify students who are struggling to grasp the concepts covered or struggle with the self
reflection checklist. Provide them with assistance as required.
Extra Benefits Build Your vocabulary - Enrich your conversation (5 min/day)

Students will be asked to identify new words from the reading they will do going forward.
Inform them to be cognizant of this change.
Grammar Practice Quiz: Verb Tenses

Verb Tenses Quiz: SAB Part B
145
Module 14: Day 3: Understanding the Play Field


35 min (100%)/ 44 min (80%) 8 min 5 min

This lesson requires computer resources for research on competitive exams. Please coordinate with your
parallel facilitator to sit in the classroom with the computers.
Students can find no more than 3 words from the websites they
research and write their meanings in SAB Part B along with a
393
sentence.
Materials required:
Classroom Seating Arrangement

All discussions in this module should be student-led. The suggested classroom setting is a circle instead of
the traditional semi-circle. While conducting these steps, the facilitator should stand outside the circle and
the TOTDs should be given the responsibility to oversee students’ participation.
Vocabulary Builder
From this module onwards, students are required to identify new words from the readings they undertake
or the videos they watch. Ask students to document the new words they learn in SAB Part B (Vocabulary
Builder).
Pronunciation Drill
● Students will understand that they need to have some basic knowledge of the
exam and its structure before they prepare their study plan.
🎓🎯
● Students will know how to research and collect authentic information about a
competitive exam of their choice.
🎓🎯
● Students will learn that while each competitive exam is unique, they have some
attributes that are similar.
🎓🎯
● Students will learn about study skills that can help them learn / process
information more efficiently.
🎓🎯
146

5 min
Step 2 (S-W) Question of the Day: The advantage of attending coaching classes lies in the curated
5 min learning experiences they offer. In contrast, self-directed learners need to demonstrate
TTE: 15 min discipline and organization to succeed.
What information should a self directed learner have before starting their preparation
process?
Debrief: Students proposing to appear for entrance exams should familiarize themselves
with some basic information before they immerse themselves into prep. This includes a
comprehensive understanding of the exam they intend to take, such as the specific time of
the year it is scheduled, the entrance process (whether it involves a written test, interview,
physical examination, or other evaluation methods), and the essential skills that the exam
assesses. Possessing this knowledge serves as a solid foundation, empowering self-directed
learners to chart a well-informed and strategic study plan. By addressing the exam's
requirements and aligning their efforts accordingly, these learners significantly enhance
their prospects of achieving success in their pursuit.
Step 3A (S-S) House Activity

8 min
Direct students to open SAB Part A - M14:D2 and review Section 1 of the checklist they
TTE: 23 min
completed yesterday. Ask each house to reflect and discuss the following questions
concerning the basic information on the exam and its structure. Have the TOTD manage the
discussion:
● To what extent were they able to complete the checklist?

● Are there any gaps in their knowledge that they need to address or additional
information they should seek?
● How confident do they feel about the information they have documented?
Explain to the students that the primary objective of today's class is to conduct research
and gather all the necessary preliminary information essential for constructing an
effective study plan.
147
Step 3B (AS) Daily Task: Ask students to use the laptops to conduct thorough research on all aspects
30 min related to the entrance exam that align with their academic goals. Instruct them to use SAB
TTE: 55 min Part C to gather essential information about competitive exams that will aid them in
achieving their objectives. (4 min)
Remind students of the significance of relying on credible sources, such as government

websites, university portals, and reputable coaching programs, to obtain accurate
information. Emphasize the importance of cross-referencing multiple sources to validate
the data they collect. Additionally, suggest the use of YouTube videos created by learning
professionals and successful candidates to gain valuable insights. Urge students to ensure
that the information they gather is up-to-date and relevant to the current year's exams,
rather than referring to previous years' data. (3 min)
Encourage students to maintain comprehensive and well-organized notes of their research

in SAB Part C, as they will need this information to create an effective study plan for the
contest. (23 min)
Note for the facilitator: Emphasize to the students that the information they collect will
play a vital role in completing their contest submissions, and thus, they should devote their
best efforts to the task. Circulate among the students during the activity, observing their
progress, and offering assistance where needed. Identify those who may require more help
due to challenges in finding information or relying on unreliable sources, and provide
appropriate guidance.
Step 4 (S-W) Assign a few students the task of presenting their research findings. If multiple students
30 min have researched the same exam, encourage them to collaborate and present their findings
TTE: 83 min as a pair or a group. (4 groups x 5 min = 20 min)
Learning Reflection
After the presentations, facilitate a whole-class discussion to identify common themes

across the different exams. Initiate discussion on the following points: (10 min)
● Are entrance exams typically scheduled during specific periods of the year, or are they
dispersed evenly throughout the year?
● What common skills are usually assessed in these exams, such as reading
comprehension, analytical ability, math, etc.?
● What are the minimum qualifying marks to be eligible for the exam?
● What is the duration of the exam?
● Are GD’s / interviews a common part of the selection process?
● What other types of assessments are there?
● Is negative marking a common feature amongst the examinations?
● Are there reservation policies that students can benefit from?
● Allow students to introduce any other relevant topics that they believe should be
discussed.
Your lesson would be well received if students can successfully gather the information
required to complete their checklist and develop the ability to distinguish reliable
sources of information. By the end of today's class, students should feel confident in their
capability to replicate this research process in the future, whenever the need arises.
148
Step 5 (AS) To conclude today's lesson, ask students to read “Top 10 Tips for Success in Competitive
12 min Entrance Exams” from SRB Part B.
TTE: 95 min

5 min
Identify students who struggled to collect the information they needed or were disengaged
TTE: 100 min
with the process to stay back. Provide them with assistance as required. Refer to the section
on Self Directed Learning at the front of the FHB for potential solutions to this problem.
From this module onwards, students are required to identify new words from the readings
they undertake or the videos they watch. Ask students to document the new words they
learn in SAB Part B (Vocabulary Builder).
SVA Quiz: SAB Part D
149
Module 14: Day 4: Overcoming Personal Challenges

85 min 5 min 20 min

39 min (100%)/ 31 min (80%) 46 min 13 min

This lesson requires computer resources for AV. Please coordinate with your parallel facilitator to sit in the
classroom with the computers.
research and write their meanings in SAB Part A along with a
394
sentence.
Materials required:
Video: How to study Smart 8:13 min
Video: How I Manage My Time 11:00 min
Video: Preparing for Verbal Ability & Reading Comprehension 8:00 min
Video: Preparing For Group Discussions 10:00 min
Vocabulary Builder
or the videos they watch. Ask students to document the new words they learn in SAB Part A (Vocabulary
Builder).
● Students will understand that the internet is a treasure trove of information

which can provide directions and solutions to most problems.
🎓🎯
● Students will understand that the internet empowers self directed learners by
bridging the accessibility gap with coaching institutes.
🎓🎯
● Students will get an opportunity to practice spoken and presentation skills 🎓🎯

5 min
150
Note for the facilitator: The facilitator should keep a log of who has already been nominated
in the current cycle.
Step 2 (S-W) Question of the Day: Inform students that in a few weeks, they will complete their learning
5 min journey with FEA and graduate from the program.
TTE: 15 min
Ask students to reflect on the challenges you have encountered throughout your time with
FEA and, more importantly, how you managed to overcome those obstacles.
Debrief: It is important to acknowledge and celebrate every victory, regardless of its scale,
and to gain a deeper understanding of your personal strengths, weaknesses, and coping
mechanisms in response to various situations. This self-awareness will prove valuable as
you prepare to face future challenges. One of the significant challenges on the horizon for
you all will be securing a good job to realize your life goals. Keep in mind that employers
often seek qualified candidates from reputable educational institutions that rigorously
select and prepare their students with essential skills for the workplace.

15 min
A successful person embodies the spirit of lifelong learning, constantly adapting and
TTE: 30 min
seeking solutions to life's challenges. As we grow beyond our formative years, we often lack
the privilege of having teachers guide our paths, and so we must cultivate self-reliance in
navigating our journey. (1 min)
Inform students, it's essential to recognize the internet as a valuable resource. It serves as a
helpful guide for everyday problems faced by ordinary people. Moreover, it offers
invaluable insights into excelling in competitive exams, drawing from the experiences of
experts and successful individuals. However, a word of caution is warranted – internet
users must learn to filter reliable information from opinions not grounded in real
experiences. (1 min)
Inform students Today's lesson will focus on exploring the power of the internet to find
solutions to common problems faced by students preparing for competitive exams. Each
house will receive a scenario and a video with potential solutions. The task for each house is
to create an engaging skit that will help the main character, a student, resolve the assigned
problem.
Ask Students to read and discuss the Skit Rubric in SRB Part B. Assign the responsibility of
managing the discussion to the TOTD. Encourage students to seek clarifications ([Reading
and Discussing]: 9 mins + [Q&A]: 4 min = 13 min).
Step 4A (S-S) Skit Preparation and Presentation

37 min House Activity:
TTE: 67 min
Scenarios
House Name Scenario
Mariana Trench You are a grade 11 student who is appearing for a competitive exam
after grade 12. You have 2 years to prepare, but are concerned about
151
your ability to find extra time to study, given the school workload
and pressure to do well in Grade 12.
Youtube resource: How to Study Smart
Aurora Borealis You are a final year bachelors student and wish to take the MBA
entrance exam in November / December. You have been diligently
studying for the past 6 months, but need to be more productive
during your planned study time.
Youtube resource: How I Manage My Time
Grand Canyon You are working as an executive in a local retail outlet (or any other
job) and have joined FEA to improve your confidence and spoken
English. Next year you plan to sit for a competitive exam that will
assess your reading comprehension and grammar proficiency. You
wish to be better prepared and would like advice on how to study for
the assessment.
Youtube resource: Preparing for Verbal Ability & Reading

Comprehension
Great Barrier You have recently completed your education and are looking for a job.
Reef You understand that the employment process has a group discussion
round. You would like to know how you can excel in GD’s and what
evaluators are looking for.
Youtube resource: Preparing For Group Discussions
Note for the facilitator: Please inform the students that the videos they are using for the
skit have been downloaded from the internet. It's important to ensure that students
understand that the resources they are utilizing to find solutions for their challenges and
problems are representative of the type of information available on the internet.
Additionally, advise students in the audience to pay close attention during the skit
presentations. The problems discussed by other teams will be similar to their own
challenges, and they can use this information to better prepare for the contest.
Procedure and Time Allocation
Ask students to follow the schedule as follows (Also given in SRB Part C)
Read and understand the scenario 2 min
Video 12 min
House Discussion 5 min
Skit script writing, finalization and practice 20 min
Presentation (Step 4C) 28 min

- Presentation [4 min/house]: 16 min
- Transition [1 min / house]: 4 min
- Feedback [4 min/house]: 8 min
The videos are available from the M14:D4 folder
Step 4B (S-W) Learning Reflection

28 min House Presentations
152
TTE: 95 After the students have finalized and practiced their skit, ask each house to present (4 min x
4 = 16 min). While the students are presenting their skits, use the Skit Rubric to evaluate
their performance. Provide feedback after each performance. (2 min x 4 = 8 min)
Your lesson will be successful if students can demonstrate their ability to apply online
resources and create an engaging skit that offers solutions to an assigned problem.

5 min
Identify students who need help or counseling. Provide assistance as required.
TTE: 100

Daily Task: Ask students to refer to SAB Part B.2, M14:D1, where they previously listed their
most significant challenges. Next, encourage them to harness the vast resources available
online to find online resources that offer valuable insights and solutions tailored to their
individual challenges.
With their chosen resources in hand, challenge your students to craft actionable solutions
that can help them overcome their identified challenges. They should document these
solutions in SAB Part B, along with the key messages they have gleaned from the resources.
Have them document the URL and a brief note explaining why they selected that specific
resource – what makes it special and relevant to their journey of overcoming their personal
challenges.
Also advise them that information collected in this step will be used by them on the day of
the contest.
learn in SAB Part A (Vocabulary Builder).
Adverbs Quiz: SAB Part C.
153
Module 14: Day 5: Mining Gold from WWW


27 min (100%)/ 48 min (80%) NA 5 min

This lesson requires computer resources for AV. Please coordinate with your parallel facilitator to sit in the
classroom with the computers.
395
sentence.
Materials required:
Video: Part 1 - Top 10 Free Online Resources To Help You Crack CAT 2021 (2:18 min)
Vocabulary Builder
Builder).
● Students will understand why they need to invest in the latest prep resource. 🎓🎯
● Students will become aware of the different types of prep resources available on
the internet.
🎓🎯
● Students will be better prepared for the contest by completing the checklist. 🎓🎯

5 min
154
Step 2 (S-W) Question of the Day: Start by recapping that in previous lessons of this module, students
7 min discovered that the internet offers a wealth of information for their chosen competitive
TTE: 14 min exam. From foundational knowledge to expert advice on syllabus, exam patterns, time
management, and more, the internet provides a vast array of resources to support their
preparation..
Now, to stand out among other candidates and secure a competitive advantage, what
additional tools and resources do you believe are essential for your success in the exam?
Debrief: There is a wide range of information available on the internet and you are advised
to research and understand the types of resources available for the competitive exams of
your choice. Here are three primary categories of learning resources students should
explore:
1. Instructional Videos: Platforms such as YouTube, Khan Academy, Udemy, and others
host a range of instructional videos. These visual aids complement studies and provide
valuable insights.
2. Question Banks: To sharpen your skills, utilize question banks containing previous
years' exam questions and practice questions that align with the current year's format
and focus.
3. Peer Learning Communities: Engaging with like-minded individuals in online
communities on platforms like Facebook, WhatsApp, LinkedIn, etc can facilitate
knowledge sharing, collaborative learning, and mutual support.
These resources should be used to supplement the latest preparation guide/book that can
be purchased from the local bookstores or from Amazon. It is important to buy the latest
edition of prep resources as the exam format changes each year and you would like to be
prepared for the current exam.
Step 3A (AS)
8 min Important note for students: Inform students that this lesson serves as an awareness
TTE: 24 min lesson designed to introduce them to the diverse range of tools available for preparing
for competitive exams. The primary aim is to familiarize them with these resources,
laying the foundation for their journey ahead.
It is essential for them to understand that this is just the initial step of the process.
Should they wish to elevate their understanding and discover more valuable resources,
they are encouraged to dive deeper into the subject. By taking the time to conduct further
research at their own pace and leisure, they can significantly enhance their preparation.
Additionally, remind them to use the name of the examination in their keyword searches
during research. This simple yet vital practice will yield more accurate and pertinent
results, making their preparation journey more effective.
155
Discovering the Essential Study Resource for the Current Year
Encourage students to explore reputable online platforms such as Amazon.in, Flipkart, and
others to find the most up-to-date edition of a resource that will aid them in preparing for
this year's exams. Instruct them to carefully read the reviews of various available
resources and select one with the most positive feedback. Furthermore, ask them to take
note of the resource's price and evaluate its affordability.
After gathering the necessary details, kindly request the students to complete the
information in SAB Part B.
Step 3B (AS) Concept Resources on the Internet

12 min
Inform students that in today's lesson, they will explore valuable online resources for their
TTE: 36 min
competitive exam preparation. To illustrate this, we'll be using a sample YouTube video that
showcases various learning tools for the Common Admission Test (CAT) exam. This video is
for demonstration purposes only and will provide insights into the types of resources
available on the internet.
Ask students to watch ‘Top 10 Free Online Resources - Part-1’ (3 min)
After students have watched the video, ask them to search for concept videos and other
instructional materials relevant to their chosen competitive exam. Ask them to take notes
of the following details for each resource they find in the relevant section of SAB Part B:
● Name of the webpage/platform

● Type of resources available (e.g., video lectures, practice quizzes, study materials)
● URL of the webpage
When evaluating the resources, ask them to focus on the following aspects rather than
reviewing the content itself:
● Number of subscribers to the channel or platform

● The variety and quantity of videos available on the channel or platform
● Number of views on some of the popular videos
● Recent subscribers' interactions in the comments section
● Availability of live streaming options, if applicable.
Note for the Facilitator: While students are browsing, supervise students and help them
understand how to interpret these matrices.
Step 3C (AS) Question Bank Libraries on the Internet

7 min
Ask students to watch ‘Top 10 Free Online Resources - Part-2’ (1 min).
TTE: 43 min
Instruct students that after they have watched the video, they should try and find question
bank libraries relevant to their chosen competitive exam. Encourage students to also
identify web pages that have previous year’s question bank as well as sample/mock
questions for this year’s exam.
Ask students to note down the name of the webpage, the type of resources available and the
URL in the Research Note section of SAB Part B.
156
Step 3D (AS) Peer Learning Communities on the Internet
7 min
Ask students to watch ‘Top 10 Free Online Resources - Part-3’ (1 min).
TTE: 50 min
After students have viewed the video, instruct them to identify relevant social media
platforms and PLCs related to their chosen competitive exam. Encourage them to gather
the following details and note them down in the appropriate section of SAB Part B:
● Name of the Peer Learning Communities (PLCs).

● Social media platform where these PLCs are located.
● Number of members within each group.
● Recent activity status, categorized as high/mid/low.
Note for the Facilitator: Make sure students understand activity status. Any PLC with a lot
of posts/videos/interaction will be considered high. Any PLC with a few posts/videos/
interaction will be considered low.
Step 4 (S-W) Learning Reflection

20 min
Whole class Discussion:
TTE: 70 min
Encourage students to share and discuss their findings on each research topic (3A - 3D).
Advise them to provide comprehensive details so that the entire class can benefit from the
recently conducted research. Ask students to make notes of gaps so that they may bridge
these at a later date.
Discussion on Duration
Basic Study Resource for Current Year 5 min
Concept Resources 5 min
Question Bank Libraries 5 min
Peer Learning Communities 5 min
Your lesson will be successful if students can engage in a robust discussion on various
types of learning resources available on the internet and provide their peers with data,
links, and ideas to enhance their self-directed learning experiences.
Step 5 (AS) Daily Task: Allocate the remaining 25 minutes for students to complete and finalize their
25 min contest entries. Instruct them to open their Contest Checklist in SAB Part C and refer back to
TTE: 95 min their Research Notes from Day 2 - 5. Ask them to select relevant data and information to
complete the checklist. Once they have finished, request them to submit the completed SAB
to the facilitator.

5 min
Remind students that the Master Teacher - Module 14 will be announced in the next module.
TTE: 100
157
points will contribute to their house points, enhancing their chances of winning the Chalk
the Talk Contest and the Cup of Life.
For the final lesson of this module, instruct each house to select a TOTD who has
demonstrated a strong commitment to and understanding of self-directed learning,
capable of effectively guiding their teammates. Once they have made their decision, they
should WhatsApp the name of the chosen TOTD to the facilitator. Instruct these TOTDs to
arrive early to familiarize themselves with their responsibilities.
Extra Benefits Build Your vocabulary - Enrich your conversation (3 min/word)
Grammar Practice Quiz: Tenses
Tenses Quiz: SAB Part D.
158
Module 14: Day 6: Chalk the Talk Contest


5 min (100%)/ 4 min (80%) 10 min 70 min

396
sentence.
Materials required:
The TOTD should come in early for a briefing on their responsibilities.
Followup on Giving Back Lesson:
Create 4 groups consisting of 25% of students each to discuss their progress with mobilizing students who
will replace them once they graduate. Decide on which group you will meet today and in the subsequent
days.

Vocabulary Builder
Builder).
● Students will prepare a SMART plan to maximize their chances of succeeding in

their chosen competitive exam.
🎓🎯
● Students will be able to identify their strengths and weaknesses and formulate a
plan to strengthen and improve them respectively.
🎓🎯
● Students will be able to foresee challenges they may encounter during
competitive exams and plan to overcome them.
🎓🎯
159
● Students will leave the class with confidence and clarity about what they want to
do and how they will achieve it.
🎓🎯

5 min
Responsibilities of TOTD:
The TOTDs will act as moderators, with each TOTD taking responsibility for their respective
house members. Conduct a discussion with the TOTDs to explain their responsibilities as
follows:
● Being the primary point of contact for any queries from house members.
● Guiding team members to thoroughly read each question provided in the Study Plan
template (refer to SAB Part B).
● Providing clarifications to address any queries raised by the members.
● Encouraging house members to refer back to the research they have conducted during
the module to develop their individualized study plans.
● Effectively managing time to ensure all members complete their personalized study
plans on time.
Step 1 (AS) Request students to read the 'Lesson Objectives' silently from SRB Part A. After they have
5 min read the objectives, guide their attention to the highlighted keywords, and prompt them to
TTE: 10 min consider where they should direct their energies (focus) to achieve maximum benefit from
the lesson.
Master Teacher - Module 14 award. Once you have decided, update the contest spreadsheet
by awarding 5 bonus points to the winner.
Announce that the winners of the contest will be determined based on the quality of
research completed during days 2-5 of this module. Inform them that today's class will be
supervised by the TOTD, and you will be carefully evaluating their contest entries. At the
end of the day, you will reveal the victorious participants of the Chalk the Talk Contest and
present the prestigious Lone Ranger award. Build excitement while making this
announcement!
Step 2 (S-S) Inform students that the evaluation of their contest submissions will now commence. The
10 min remainder of the class will be conducted under the capable supervision of the TOTD. While
TTE: 20 min the class is in session, you will call one student at a time to evaluate their contest
submissions. The student whose name is called should come promptly as limited time is
available, with 20 students' work to be evaluated and contest winners to be decided. (2 min)
Let's remind students that they have dedicated the last 5 days to researching information
on the competitive exams they plan to take, aiming to make their preparation more
science-based. They now possess ample information to design a robust study plan. (1 min)
Empower TOTDs to take charge of their houses. TOTDs should start with informing their
house members of their responsibilities then provide time to house members to read and
understand the Study Plan template. (7 min).
160
Step 3 (AS) TOTDs should work with their house members to complete a SMART study plan by the end of
70 min today’s class.
TTE: 90 min
Note for the Facilitator: Once you have assigned the duties of TOTDs, use the Checklist
Evaluation tool given in the Facilitator's section to evaluate and score students' contest
submissions. Refer to SAB Part C - Day 5 of each student for their completed submissions.
Update the score on Module 14 excel scoresheet (3.5 min/checklist x 20 = 70 min).
Step 4 (S-W) Announce the name of the winner of -

5 min ● the Master Teacher - Module 14. (Don’t forget to provide the reasons for your
TTE: 95 min selection to lay the groundwork for future desirable behaviors)
● the winning house of the Chalk the Talk contest.
certificate.

5 min
First Followup on Giving Back Lesson:
TTE: 100 min
Ask the students you would like to meet today (Group 1) to stay back for an update on their
'Giving Back’ activities. Ask them to provide an overview of their efforts in engaging with
local youth and encouraging them to join FEA classes. Emphasize the significance of 'paying
it forward' by assisting others in recognizing the life-changing opportunities that FEA
offers through academic, employment and social growth. Furthermore, request these
students to submit lists or details of the local youth who have shown interest in joining FEA.
Inform them there will be a follow-up in Module 15 to keep track of their progress.
Provide students with the link to the FEA website which contains authentic information on
competitive exam preparation prepared by the Career Guidance Cell.
http://feagraduate.org/Competitive-Exam-Preparation.html
Encourage students to connect with the staff in the Career Guidance Cell for any assistance
they may need on career related issues.
Question Formation Quiz: SAB Part C.
161
Facilitator’s Resource: Checklist Evaluation Tool
Section 1: Understanding the Exam (Max score: 10)
Understanding the Exam Marking Scheme
What competitive exams do 1 point to be awarded if students mention the name of the exam they
you need to take to pursue the intend to sit for.
career of your choice?
When are these exams usually 1 point to be awarded if students identify the month(s) of the year the
held? exam is held.
What are the various 2 points to be awarded if students list all categories that will be
components of the evaluation? evaluated (written,oral, physical, emotional, etc.)
1 point to be awarded if students list some but not all categories that will
be evaluated.
What skills will be assessed in 1 point to be awarded if students list all skills that will be evaluated.
the written exam?
½ point to be awarded if students list some but not all skills that will be
evaluated.
What are the qualifying 1 point to be awarded if students list all prerequisites (qualification,
criteria for the entrance exam? subject, marks, etc.).
½ point to be awarded if students list some but not all the prerequisites
(qualification, subject, marks, etc.).
What is the exam duration? 1 point to be awarded if students mention the duration of the entire exam
and of each section.
½ point to be awarded if students mention the duration of the entire

exam OR of each section.
What is the marking scheme of 1 point to be awarded if students mention the marking scheme of each
the exam? section of the exam including negative marking.
½ point to be awarded if students mention the marking scheme of some

sections of the exam including negative marking.
What is the estimated cost of 1 point to be awarded if students mention the cost or the range of costs of
completing the program? the entire duration of the course (cost differs across institutions) .
What will be the application 1 point to be awarded if students mention the cost of the application fee.
fee for the exam?
162
Section 2: Personal Challenges and Attitudes (Max score: 6)
Personal Challenges and Marking Scheme

Attitudes
What are your challenges? Total points to be awarded: 2

(Refer to SAB Part A -Day 1)
For each identified challenge, 1 point to be awarded if students list:
1. 1. Name of the resource
2. URL
2. 3. A brief note on why this resource has been selected.
To have a reasonable chance of 1 point to be awarded if students mention a reasonable estimate of the
success, how many hours of effort they would need to put in for success.
study do you think will be
required (cumulative)
What tiny habits would you 1 point to be awarded if students mention changes they can make to their
need to develop to help you daily schedule (tiny habit) to accommodate the effort required.
persevere through the journey
(especially when the going gets
tough)
How will you keep yourself Total points to be awarded: 2

motivated (positive and
1 point to be awarded if students mention a positive driving force or
negative) and how will you
reason that they can use to motivate themselves.
celebrate daily wins?
1 point to be awarded if students mention a negative driving force or fear
that they can use to motivate themselves.
163
Section 3: Learning Resources (Max score: 4)
Learning Resources Marking Scheme
Basic Study Resource (Current 1 point to be awarded if students mention all of the following:
Year)
½ point to be awarded if students mention some of the following:
● Name of the book

● Cost
● Rating of the book
Concept Resources 1 point to be awarded if students mention 4 or more of the following:
½ point to be awarded if students mention 1-3 of the following:
● Title of the resource (videos, articles, webpages, PDF, etc)

● URL
● Channel subscribers
● Number/topic of videos on the channel
● Number of views on some popular videos
● Recent subscribers interaction in the comment
● Live streaming option
Question Bank Libraries 1 point to be awarded if students mention all of the following:
½ point to be awarded if students mention some of the following:
● Name of the webpage

● Type of resources available
● URL
Peer Learning Communities 1 point to be awarded if students mention 3 or more of the following:
½ point to be awarded if students mention 1-2 of the following:
● name of the PLCs

● social media platform on which their PLCs are located
● URL
● number of members in that group
● the recent activity status (high/mid/low)
164
Module 15: Day 1: Building Your Reputation

Whole Group Discussion Small Group Discussion Facilitator Feedback

40 min (100%)/32 min (80%) 15 min 15 min

Key vocabulary: Lesson number in LMS:
Students should find no more than 3 words from the websites they
sentence.
400
Materials required:
1. Look up the students’ attendance records and identify top and bottom performers based on
attendance percentages.
2. Prepare a schedule for the Focused Language Training Review for day 1 - 4 of the module. Provide
advance information to students whose review is scheduled today.
3. Please take some time to become acquainted with the FLT marking scheme presented in the Facilitator
Resource Section at the end of this lesson. This rubric should be utilized to determine the final grade
for FLT parameters. It is essential that you are thoroughly familiar with the rubric, as time is
constrained and you will only have 4-5 minutes per student to conduct the FLT final assessment.
FLT Review:
Please share the roster for the Focused Language Training final review with the students so that they are
aware of when their review is scheduled.
Seating Arrangement
The suggested classroom setting is a circle instead of the traditional semi-circle. While conducting these
steps, the facilitator should stand outside the circle and the TOTDs should be given the responsibility to
oversee students’ participation.
Vocabulary Builder
Builder).
Daily Points
At the conclusion of the lesson, identify the students who are eligible for the daily points (for their
punctuality, regularity and use of polite phrases) and update your scorecard.
Contest Points
Each day, 5 points will be awarded to students who demonstrate the following qualities/soft skills.
165
Day 1 Punctuality 5 pts Regularity 5 pts Polite Phrases 5 pts
Day 2 Problem Solving 5 pts Reliability 5 pts Teamwork 5 pts
Day 3 Grooming 5 pts Empathy - Supportive 5 pts Integrity 5 pts
Day 4 Communication Skills 5 pts Learning Attitude 5 pts Leadership 5 pts
Day 5 Time Management 5 pts Pronunciation & Prosody 5 pts Participation & Energy 5 pts
Language Goals:
● Students will practice speaking, writing, listening and reading learnt in Module
1-14 to achieve success at work/ in a team environment.
🎓🎯🤝
Non-cognitive Goals/ Work skills:
● Students will practice and know personal and professional behaviors that will
help them succeed in a work environment.
🎯🤝
● Students will appreciate the importance of continuing to grow (become lifelong
learners) throughout the journey of life to achieve lifetime goals.
🎓🎯🤝
● Students will review their progress on their language (minimal pair, common
grammatical errors/sh and j/z/zh sounds & Tenses ) focus areas.
🎓🎯🤝
● The facilitator will assess students’ progress on all four strands of the Focused
Language Training program and assign final grades.
🎓🎯🤝
● Students will understand that inculcating good habits helps with personal and
professional growth.
🎓🎯🤝
● Students will critically evaluate the main activities of their schedule and track
their punctuality.
🎓🎯🤝
● The facilitator will assess one house’s progress on all four strands of the Focused
🎓🎯🤝

5 min
7 min modular goals, ask them to focus their attention on the highlighted keywords and
TTE: 12 min
166
consider the value of what they will learn and make connections with their personal
goals. Inform students that this module will finish in 5 days.
Ask students to read the ‘Lesson Objectives’ silently SRB Part A. After having read the
Step 2 (S-W) Question of the Day: Start the class by asking for a show of hands: how many students
5 min aspire to excel in life, secure a good job, and be recognized for their contributions to
TTE: 17 min society? After the students have responded, ask - What habits do you believe are essential
to being recognized in a work environment?
Debrief: Success in a work environment is often influenced by a range of soft skills. These
include regularity, punctuality, politeness, continuous improvement, taking ownership,
personal grooming, empathy and integrity. By developing these and other soft skills,
which we will discuss in this module, individuals can foster positive relationships with
their colleagues and significantly boost productivity. Moreover, the workplace values
strong job performance, effective teamwork, and adept problem-solving skills. By honing
these abilities, employees can position themselves for success in their careers.
Step 3 (S-W) Earning Daily Points: In this module, students will be awarded daily points for displaying
8 min a range of workplace skills highly valued by employers. Unlike previous modules, the
TTE: 25 min parameters for daily points in this module are not fixed. Instead, three parameters have
been preselected for each day, on which students will be assessed. Please inform the
students that they will not receive any prior information about the day's parameters,
making it crucial for them to perform well across all criteria. Encourage students to
review the Workplace Behaviors Checklist in SRB Part B, as it provides a comprehensive
list of attributes that can earn them points. (5 min)
Winning the Contest: This module centers around understanding and demonstrating
exemplary work habits that leave a positive impression on colleagues. The primary task is
to excel in this module's contest by earning a promotion. Promotion will be based on daily
points students accumulate by students during the course of this module. (2 min)
Information students throughout this module, they will be under constant observation,
and they will score points based on their actions, behaviors, and demonstrated abilities. At
the conclusion of the module, the team with the highest number of promotions will be
declared the contest winner. Additionally, the employee with the highest overall points
will be honored with the prestigious Lone Ranger Award. (1 min)
Step 4 (S-W) Whole Class Discussion

13 min
After announcing the contest, continue the discussion on good habits. Ask: (5 min)
TTE: 38 min
● Are there any situations where it is considered acceptable to be late? If so, what are
those situations, and why do you think they are acceptable?
● When you find yourself running late for a meeting or appointment, how do you
typically react?
167
Ask students to consider a hypothetical scenario: Your sister or wife is at the hospital
about to deliver a baby. The hospital staff informs you that the doctor has been delayed
due to heavy traffic but is on the way. (5 min)
● How would you react in such a situation?

● Do you think it is acceptable for a doctor to be late in this critical situation? Why or
why not?
Steer the conversation towards a deeper reflection: If we find it unacceptable for a doctor
to be late in such an important situation, why do you think it's sometimes acceptable for
us to be late for school, college, or work? (2 min)
Debrief: Punctual individuals place great importance on being on time for all
commitments and feel bad if they keep others waiting. However, those who are
comfortable with tardiness often justify their lateness by attributing it to external factors,
such as heavy traffic or considering the event as less significant. (1 min)
Step 5 Whole Class Discussion

(AS/S-W)
Have students fill in the first two columns of the "My Weekly Schedule" in SAB Part B,
27 min
considering their plan/schedule for the next day. Instruct them to include only their main
TTE: 65 min
activities of the day. (10 min).
After students have completed their schedule, have them discuss (7 min):
● Ask students what activities they have added to their worksheet and why they feel
these activities are important for them.
● Inquire about the activities from their routine that they left out and the reasons
behind their omissions.
After students have filled out the worksheet, request them to read the article "5 Reasons
Why Punctuality Is Important for Your Career" from SRB Part C. (8 min)
Finally, ask students to share their thoughts on why they should cultivate the habit of
being on time and the importance of creating a schedule that enables them to complete all
their tasks in a timely manner. (2 min)
Step 6A (AS) Introduce the FLT Final Review document, which can be found in the Performance Review
10 min Section at the beginning of the SAB. ask all students to complete the columns marked "To
TTE: 75 min be filled by the student"
In the Grammar section, students should fill the "Areas of Opportunity" column with
grammar topics they are currently working on. In the "Actions Taken" column, they
should mention the methods they have employed to improve in these areas.
Similarly, in the Pronunciation section, students should fill the "Areas of Opportunity"
column with pronunciation topics they are focusing on. In the "Actions Taken" column,
they should describe the methods they have used to enhance their pronunciation skills.
Note for Facilitator: Use the opportunity to observe students and mark your scorecard on
the parameters of Punctuality, Grooming and the use of Polite Phrases.
Step 6B (S-S) Learning Reflection:

15 min
House Discussion
TTE: 90 min
Ask them to form a circle with their house members and while keeping the workplace
behavior checklist in mind, engage in a discussion to develop a strategy for demonstrating
168
valued workplace behaviors and earning contest points. Empower the TOTD to lead this
discussion and assist their housemates in overcoming any individual constraints, bad
habits or weaknesses that might prevent the house from winning.
Your lesson will be well-received if each house can develop a plan that takes into
account the strengths, weaknesses, and constraints of individual team members,
specifically regarding their inability to demonstrate valued workplace behaviors. The
goal is to maximize daily points accumulation for the contest. To achieve this objective,
students should demonstrate a deep understanding of their housemates' personalities
and circumstances, and offer empathetic suggestions to help them overcome their
challenges.
;
FLT Review (¼ of the class)

While students are making their plans, request those students whose Focused Language
Training final review is scheduled to join you one at a time for their review. This approach
will minimize disruption and enable them to participate in the house activities that are
happening in parallel.
Step 7 (S-W) To conclude the class ask students to discuss:

5 min Are the principles of punctuality similar to principles of regularity? If yes, why do you say
TTE: 95 min so? If not, why not?
Debrief: Being punctual sends a clear message that you value not only your own time but
also the time of others. It creates a positive impression, and people look forward to
spending time with someone who respects their commitments. On the other hand,
regularity showcases your consistent dedication to both personal growth and achieving
team goals. Both attributes require discipline and contribute to a successful and efficient
work environment.
Before dismissing the students, announce the three parameters that were evaluated
during the class (punctuality, regularity, and politeness). Acknowledge and award 5
bonus points as follows:
● To the student who has been the most punctual in the class.
● To the student who has consistently demonstrated politeness.
● To the student with the highest attendance, reflecting excellent regularity.

5 min First Followup on Giving Back Lesson:
TTE: 100 min Ask the students you would like to meet today (Group 2) to stay back for an update on their
local youth and encouraging them to join FEA classes. Emphasize the significance of
'paying it forward' by assisting others in recognizing the life-changing opportunities that
FEA offers through academic, employment and social growth. Furthermore, request these
students to submit lists or details of the local youth who have shown interest in joining
FEA. Inform them there will be a follow-up in Module 16 to keep track of their progress.

From this module onwards, students are required to identify 3 new words from the
readings they undertake or the videos they watch. Ask students to document the new
words they learn in SAB Part A (Vocabulary Builder).
Additional Practice Verbs (Stative Verbs) (10 min)

Ask students to complete the Stative Verb Quiz in SAB Part C.
169
Rubric to assign FLT grades
All line items of each parameter have to be met to be awarded the grade, failing which the student will be
assessed and awarded the next lower grade.
A+ ● The student has an average daily score of >= 12 in the Cup of life modules.
● The student has shown excellent improvement in spoken language abilities. The student is able to
identify his/ her areas of improvement accurately and consistently works on both parameters of
FLT (Grammar and pronunciation). The student is consistently able to identify errors on his/ her
own and fix them.
● The student has completed at least 30 grammar quizzes from the extra benefit segment (Modules
10 - 14).
● The student has won the Language Wizzard award at least once during the course of the
curriculum.
A ● The student has an individual daily score of >= 10 in the Cup of life modules.
● The student has shown good improvement in spoken language abilities. The student is able to
identify his/ her areas of improvement accurately and consistently work on both parameters of
FLT (Grammar and pronunciation). The student is able to identify errors on his/ her own and fix
them on most occasions.
10 - 14).
B+ ● The student has an individual daily score of >= 7.5 in the Cup of life modules.
● The student has shown satisfactory improvement in spoken language abilities. The student is
able to identify some of his/ her areas of improvement and has been consistently working on at
least one parameter of FLT (Grammar and pronunciation). The student is able to identify errors
on his/ her own and fix them on most occasions. Sometimes needs to be prompted.
10 - 14).
B ● The student has an individual daily score < 7.5 in the Cup of life modules.
● The student has shown less than satisfactory improvement in spoken language abilities. The
student seems uncertain of his/ her areas of improvement and works on FLT parameters
(Grammar and pronunciation) occasionally at best. The student is mostly not able to identify
errors on his/ her own or fix them. Mostly needs to be prompted.
● The student has completed fewer than 20 but more than 14 grammar quizzes from the extra
benefit segment (Modules 10 - 14).
C ● The student has an individual daily score < 5 in the Cup of life modules.
● The student has shown negligible improvement in spoken language abilities. The student has not
been able to identify his/ her areas of improvement and does not work on FLT parameters. The
student struggles to identify his/ her own errors and struggles to fix them even after prompting.
● The student has completed fewer than 15 grammar quizzes from the extra benefit segment
(Modules 10 - 14).
170
Module 15: Day 2: Being Reliable


35 min (100%)/28 min 26 min 22 min


sentence.
401
Materials required:
Video: Leadership and effective collaboration.
The facilitator should look up the contest sheets to identify the student who has scored the collective
maximum points in all the previous modules, including Day 1 of this module.
FLT Review:
Seating Arrangement
Vocabulary Builder
Builder).
Daily Points
At the conclusion of the lesson, identify the students who are eligible for the daily points (for their problem
solving skills, reliability and ability to contribute effectively to a team) and update your scorecard.
● Students will understand being an effective team member is essential for success
at work.
🎯🤝
● Students will understand that teams with reliable members have a greater
chance to succeed.
🎓🎯🤝
🎓🎯🤝
171

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently SRB Part A. After having read the
TT: 9 min what they should direct their energies (focus) on to gain maximum benefit.
Step 2 (S-W) Question of the Day: We've all participated in team activities, whether at school, with
5 min friends, or even in FEA, where the class is organized into houses. Some teams we've been a
TTE: 14 min part of may have excelled at the assigned tasks, while others might not have performed as
well. Ask - What traits do members of successful teams demonstrate?
Debrief: A prevailing trait among successful teams is that each member understands their
role and executes it to the best of their abilities. Put simply, dependable team members can
be trusted to complete the tasks at hand. Additionally, communication, collaboration,
problem-solving, and flexibility are other attributes of reliable team members. Those
lacking in reliability seldom receive significant assignments and often face challenges in
securing promotions at work. Cultivating reliability is a habit that requires practice in all
aspects of your life - whether it's with family, friends, or in the workplace.
Step 3A Instruct the students to read the article "6 Qualities That Make a Great Team Player" in SRB
(AS/S-S) Part B. (6 min)
19 min
House Activity
TTE: 33
Announce that the next activity involves students putting their understanding of effective
teamwork into practice through a mini case study or scenario (13 min).
Case Study / Scenario
‘Imagine you are the captain of a cricket team facing an underdog situation. Your team
needs to secure a spot in the semi-finals by winning at least one of the last two matches.
Among your team members, you have three outstanding players who have been
consistently performing well; two players who have shown terrible form in the last two
matches but are very hardworking; and five average players.
How will you come together as a team to maximize your chances of winning your matches
to participate in the semi finals?
Instructions: Have the TOTD manage the discussion

● Each member of the house should take on the role of either an in-form player, a
struggling player, or an average player.
● Based on the role you've chosen, define your position within the team and the kind of
contribution you aim to provide (leading role, supporting role, etc.).
● Collaboratively discuss and determine the team's communication strategies, methods
of collaboration, and approaches to showcasing flexibility and accountability.
● Prepare a concise 2.5-minute presentation to deliver to the class.
172
Step 3B (S-W) Request TOTD’s to present their house's case study results or to nominate a house member
22 min to present (Presentation [2.5 min x 4 = 10 min] + [Transition: 2 min] = 12 min).
TTE: 55
After the presentation, discuss (8 min):
● Explore the various approaches discussed for resolving the given problem.
● Assess the factors that influenced your decision to opt for the specific solution you
presented. Consider both individual and team consequences, encompassing both
negative and positive motivations that played a role in your decision-making process.
● Discuss the contributions made by each team member toward finding working
solutions.
The TOTDs (Teachers of the Day) should offer positive feedback to students who made
productive contributions to the discussion with the aim of encouraging others to also
actively participate. (2 min)

While students are making their plans, request those students whose Focused Language
happening in parallel. (22 min).

(AS/S-S)
Ask students to watch the video on “Leadership and Effective Collaboration” which can be
10 min
assessed from the M15:D2 folder. Inform students the video has 5 distinct clips on
TTE: 65 min
leadership and collaboration in action. (4 min)
Once the video has concluded, allocate one clip to each house for analysis (excluding the
penguin on ice clip, as it resembles some other scenarios). Direct each house to analyze the
assigned video clip and collaboratively address the following questions (5 min):
● In each of the clips, the team rallied to solve a problem. Identify and describe the
problem they successfully addressed?
● Identify all characteristics of the team that allowed it to successfully solve the problem
they encountered.
● Reflect on the scenario: What potential consequences could have arisen if any team
member in the assigned clip failed to fulfill their designated role?
Debrief: Emphasize to the students that each video clip highlights a leader who influenced
the team's actions. It's evident that these teams operated with a foundation of mutual
respect, with each member fulfilling their assigned role. Furthermore, an openness to
ideas and suggestions was demonstrated, which is a crucial aspect of effective
problem-solving. (1 min)

15 min
Next, ask students to read the article “How to be a better team player” in SRB Part C (6
TTE: 80 min
min). After they have read the article, request them to assess their own roles and
contributions within their respective houses. (6 min):
173
● Has your house won a modular contest in the Cup of Life, or is your house currently on
track to win the Cup of Life?
● Reflect on your own role within the house and critically evaluate the extent of your
contributions toward the house's achievements.
● Identify the student who has had the most impact on the house's success. Additionally,
highlight the qualities and competencies demonstrated by this student.
Ask students to write their responses in SAB Part B.
Step 5B Learning Reflection:

(S-S/W)
House Activity:
15 min
TTE: 95 min After students have written down their responses in the SAB, ask them discuss and present
as follows: (7 min)
● Do the members of your house exhibit the qualities necessary to form a successful
team? (Refer to the successful team characteristics from the video clips.)
● What changes are required within your team to consistently achieve success and
competitiveness?
● Prepare a concise 1.5-minute presentation to share their ideas on how their team can
evolve into a winning team.
Once the discussions have concluded, instruct the students to return to their original
seating arrangement in the classroom. Ask the TOTD’s to designate a different member
from their house to deliver a summary. Each selected student should not be the same one
who presented the cricketing scenario. (1.5 min X 4 = 6 min).
Note to the facilitator: TOTD’s to encourage equitable participation to help each member
maximize their learning potential.
Your lesson would be well received if house members are able to demonstrate an
understanding of the qualities of a good team member and their individual
contributions towards the success of their house. They should also be able to identify
specific behaviors they need to change to make their team more competitive.
Debrief: Conclude this step by emphasizing that these principles are equally applicable in
achieving success at work.
Note for Facilitator: Use the opportunity to mark your students on the parameters of
Problem Solving, Reliability and Teamwork. Before students are allowed to go home, reveal
the 3 parameters that you were evaluating today (Problem Solving, Reliability and
Teamwork). Award 5 bonus points as follows (2 min):
● the student has demonstrated an ability to overcome day to day problems that allow
him to come to FEA regularly and also progress his / her life objectives.
● the student who has been constantly reliable as demonstrated by performing duties
assigned to him / her and helping colleagues achieve their learning objectives.
● the student who has been a valuable team member in the advanced program (the
student with the highest cumulative points across all three cups).
174
5 min
First Followup on Giving Back Lesson:
TTE: 100 min
Extra Benefits Build your vocabulary - Enrich your conversations (3 min / word)
Grammar Practice Quiz: Articles (Physical Locations vs Institutions)
Articles Quiz: SAB Part C
175
Module 15: Day 3: Being Trustworthy


59 min (100%)/47 min (80%) 20 min 24 min

research and write their meanings in SAB Part A along with a 402
sentence.
Materials required:
● The facilitator must read the four articles in SRB Parts B, C, D and E to be able to assess the quality of
presentations made by each house and their understanding of the concepts covered.
● Ensure that adequate chart papers are available for 4mat activity in Step 4.
FLT Review:
Seating Arrangement
Vocabulary Builder
Builder).
Daily Points
At the conclusion of the lesson, identify the students who are eligible for the daily points (for their personal
grooming, integrity and supportive attitude) and update your scorecard.
176
● Students will understand the importance of personal grooming in the work

environment.
🎓🎯🤝
● Students will understand that good etiquette helps them increase their confidence
and significantly make an impact on informal, professional and social situations.
🎓🎯🤝
● Students will understand the meaning of Integrity - Knowing and doing what’s
right.
🎓🎯🤝
● Students will understand how attitude impacts credibility at work. 🎓🎯🤝
🎓🎯🤝

5 min
Step 2 (S-W) At the beginning of the lesson, assign the following workplace success attributes to the
15 min houses:
TTE: 25 min
Houses Attributes
Mariana Trench Personal Grooming

The Great Barrier Reef Behavior
The Grand Canyon Integrity
Aurora Borealis Attitude
Question of the Day:

Inform students that your credibility at work and your team members' perception of you
impacts your workplace interactions. If your colleagues perceive you as trustworthy, you
will be given more responsibilities which will accelerate your rate of growth (success).
How does the assigned attribute impact an employee’s credibility in their workplace?
Debrief: The assigned attributes can have the following positive impact at the workplace:
● Personal Grooming: A professional and well-groomed appearance fosters a positive
impression, enhancing interpersonal interactions and conveying a sense of discipline.
● Behavior: Positive behavior, including respect, cooperation, and effective
communication, cultivates a harmonious work environment that promotes teamwork
and productivity.
● Integrity: Upholding integrity and ethical values builds trust among colleagues,
177
clients, and superiors, forming a foundation for reliable and credible professional
relationships.
● Attitude: A positive attitude reflects enthusiasm, adaptability, and resilience, fostering
a conducive atmosphere for problem-solving and innovation within the workplace.
Note for the facilitator: Today's question of the day will solicit 4 responses (3 min per
house), one from each house. Encourage other houses to also contribute to the views on
attributes assigned to other houses.
Step 3 (S-W) Whole Class Discussion:

15 min
Initiate the class by asking students whether they view themselves as trustworthy when
TTE: 40 min
assessed from different standpoints of: (5 min):
● Parents
● Social circle
● Teachers / Employers
Encourage students to elaborate on the actions they've taken to earn this label, including
any sacrifices they might have made to garner the respect of others, and the benefits
resulting from their consistent commitment (hard work).
Following the discussion, shift the conversation's focus by explaining to students that
trustworthiness isn't an overarching label – in other words, a person considered
trustworthy by some may not be seen the same way by everyone. There will always be
individuals who remain skeptical of one's trustworthiness, even if their actions are
generally commendable. (2 min)
Ask if students are aware of anyone who doesn't place trust in them? (6 min)
Note for the facilitator: Empower TOTD’s to guide the discussion by posing probing
questions to understand the circumstances that led someone to perceive them as
untrustworthy.
Debrief: Clarify to students that how they're perceived by others is significantly shaped by
social and cultural norms. For instance, a neighbor might deem them untrustworthy
merely due to staying out late beyond their acceptable time. Similarly, in a workplace, an
individual might be deemed untrustworthy due to their attire. Thus, it's crucial in a
professional setting to understand the prevailing culture and adjust one's behavior
accordingly. (2 min)
Step 4A Inform students, for this lesson, we have identified 4 attributes that promote
(AS/S-S trustworthiness at the workplace - personal grooming, behavior, integrity and attitude.
26 min
House Activity:
TTE: 66 min
Assign the following articles among the houses for reading (6 min):
Houses Article title Location
Mariana Trench Corporate dressing and personal grooming SRB Part B

The Great Barrier Reef 8 workplace behaviors of successful employees SRB Part C
The Grand Canyon The importance of Integrity in the workplace SRB Part D
Aurora Borealis Five attitudes that are important in workplaces SRB Part E
178
Explain to the students that they will use the assigned articles to address the following
questions and present their findings to the class:
1. Identify key terms related to your assigned attribute.

2. Illustrate how you can manifest the attribute in your actions or behavior.
3. Explain the significance of these behaviors to employers.
Guide students to organize their thoughts and information using the 4MAT template in SAB
Part B. Provide chart papers to each house and ask them to begin their work ([House
Discussion: 5 min]+[Presentation Preparation: 10 min] = 15 min)
Once students have completed the first three quadrants of their 4MAT template, prompt
them to utilize the fourth quadrant to address the following question (5 min):
4. What potential consequences could arise from deviant behavior? (Provide anecdotal
evidence or real-life examples.)
Note for Facilitator: Use the opportunity to observe students on their performance today &
mark your scorecard on the parameters of Personal Grooming, Empathy and Integrity.
Step 4B Learning Reflection

24 min House Presentation and Interactive Discussion:
TTE: 90 min
Begin by inviting each house to present their 4MATss (3 min / house = 12 min).
After each presentation, encourage a discussion between those who have read the article
(presenting house) and those who have not (rest of the class) (3 min / house = 12 min).
Note for the facilitator: Empower TOTD’s to guide the discussion post-presentation,
ensuring active participation from all members in the roles of inquisitive recipients
(asking questions) and insightful contributors.
While students are presenting, request those students whose Focused Language Training
final review is scheduled to join you one at a time for their review. While selecting your
student, ensure that they are in the audience group to minimize disruption and enable
them to participate in the house activities that are happening in parallel. (24 min).
Your lesson will prove successful if students demonstrate the ability to analyze all the
quadrants and eloquently convey their thoughts with confidence, conciseness, and
professionalism (employing suitable intonation and newly acquired vocabulary); and
the discussions are enriched through active participation from the entire class.
Step 5 (S-W Conclude the class by unveiling the three criteria that were assessed today (Personal
5 min Grooming, Empathy, and Integrity). Award 5 bonus points as follows:
TTE: 95 min
● The student who consistently maintains a well-dressed and well-groomed appearance
for class.
● The student who has consistently exhibited concern and consideration for peers,
assisting weaker students, promoting fair involvement, and acknowledging diverse
viewpoints.
● The student who consistently follows through on pending tasks (such as vocabulary
building, quizzes, supplementary reading, SAB activities, etc.) and takes informed
absences when needed.
179
5 min
TTE: 100 min First Followup on Giving Back Lesson:
Extra Benefits Build your vocabulary - Enrich your conversations (3 min / word)
Prepositions quiz: SAB Part C.
180
Module 15: Day 4: Continuous Learning


75 min (100%)/60 (80%) 5 min 15 min


sentence.
403
Materials required:
Video: Why You NEED to be a Lifelong Learner (5 min)
FLT Review:
Seating Arrangement
Vocabulary Builder
Builder).
Daily Points
Throughout the lesson, closely monitor students' Communication Skills, Learning Attitude and Leadership.
At the conclusion of the lesson, identify the students who are eligible for the daily points and update your
scorecard.
● Students will understand that learning needs to continue throughout one’s life. 🎓🎯
● Students will understand that change is inevitable and manageable. 🎓🎯🤝
● Students will understand that the path to success is through overcoming their
fears.
🎓🎯
181
🎓🎯🤝

5 min
Step 2 (S-W) Question of the Day: Prompt them to think of their preferred seasoned movie artist, an
5 min individual who has graced the industry for an extended period (say, 15 years or more) and
TT: 15 min has garnered a fan base spanning multiple generations.
How has their persona and skills evolved over time, giving their careers longevity?
Debrief: The desire for personal growth remains universal throughout our lives. A pivotal
element of growth is evolution – the capacity to consistently enhance existing skill sets and
acquire new ones. An essential quality of those who perpetually progress and evolve is
their ability to adapt to changing circumstances. In simpler terms, they remain avid
learners throughout their journey, which aids them in mastering their lives.
Step 3 Inform students that they are now the stars of their own lives and are responsible for their
(AS/S-W/S) evolution. Ask students - Have they contemplated how they plan to continue their personal
25 min development once their formal education culminates and they enter the realm of
TT: 40 min
employment? Take a few responses. (5 min)
Note for the facilitator: During the discussion, play the devil's advocate by taking a
contrasting perspective. This can be done by sharing instances of parents who faced
difficulties in embracing new learning due to increased responsibilities, or by
acknowledging that as people age, the capacity for learning sometimes declines due to
cognitive factors. Additionally, you could mention the challenges of time management
when work, familial obligations, and social engagements consume one's schedule.
House Activity:
Ask students to watch the video “Why You NEED to be a Lifelong Learner” from the folder
M15:D4. (5 min)
After the students have watched the video, share that the author defines lifelong learning
as “self initiated self education for personal and professional development”.
Instruct each house to engage in a discussion centered around the following questions
(refer to SAB Part B) and subsequently create a presentation to share with the rest of the
class: ([Discussion: 5 min] + [Presentation : 2 min X 4 = 8 min] + [Transition: 2 min] = 15 min)
182
House Question
Grand Canyon What learning opportunities will be available to you once your
formal education is over? Discuss and share some examples.
Aurora Borealis What are your group's personal and professional reasons to be
a lifelong learner?
The Great Barrier The author has created a list of things that can be done to
Reef become a lifelong learner. The list he shares is his list. Create
your own list of things that you believe should be done to be a
lifelong learner.
Mariana Trench Most of the world's knowledge is assimilated in books. What has
been your house's track record / interest in reading? What can
you do to solidify your reading habit and reading
comprehension?
Step 4 (S-W) Share with the students that many individuals strive to achieve a sense of security in their
12 min lives and endeavor to find happiness within a comfort zone, characterized as:
TT: 52 min
“a place or situation where one feels safe or at ease and without stress.”
Engage the students with a thought-provoking question: Do they aspire to attain this state
in their lives - a state where life flows effortlessly, devoid of worries and fears? (5 min)
`
Note for the facilitator: Elevate this conversation into a lively debate among the students,
encouraging exploration of both sides of the argument.
Debrief: Guide the students through the understanding that the comfort zone can be a
place where people start to compromise their edge. Individuals within this zone might fail
to recognize their inherent potential, as they shy away from investing effort towards
personal growth.
Whole Class Discussion
Direct the students to refer to the diagram in SRB Part B, illustrating the journey from the
Comfort Zone to the Growth Zone. Instruct them to pay specific attention to the zone
situated between the comfort zone and the learning zone. Initiate a discussion on the
following topic: (5 min):
● Reflect on their experiences within the fear zone - a state where the fear of something
has deterred them from pursuing a particular path.
● What has been their experiences of the fear zone - a state where the fear of something
has deterred them from pursuing a particular path.
Debrief: Explain to the students that the fear zone has diverse effects on individuals,
including (2 min):
● External Influences: The impact of parental or societal opinions - for example, many
women face challenges in countering parental expectations and entrenched societal
norms to pursue their desired careers.
● Self-Imposed Limitations: Some people impose limitations on themselves which is
reflective of a lack of self-confidence - for example, many FEA students dislike reading
due to lower reading comprehension and slower reading speed, often convincing
183
themselves that reading and writing skills are unimportant. Consequently, they
become frustrated when assigned reading and writing tasks.
Step 5 (S-W) Ask students to discuss the article “5 Ways to Leave Your Comfort Zone'' in SRB Part C.
17 min Assign five students (including four TOTD’s and an additional participant) the task of
TT: 69 min taking turns to read aloud one point at a time from the article. Once the first student has
read the initial point aloud for discussion among the students. Encourage them to
contribute further ideas on how to break bad habits, minimize unproductive time, explore
new skills, and more.
As the discussion for the first point concludes, direct the second student to read the second
point for discussion. Continue this pattern until all five points have been thoroughly
discussed. (3 min x 5 = 15 min)
Debrief: Acknowledge the diverse viewpoints put forth by the students. Explain that in
real-life scenarios, various individuals achieve different levels of success when
implementing similar ideas. Highlight the significance of understanding that just because
an idea didn't work for someone else, it doesn't necessarily mean it won't work for them.
Stress the importance of identifying personal objectives, evaluating the underlying issue,
and applying different solutions until the desired outcome is achieved.
Note for Facilitator: Closely monitor the discussion and time limits. Let this be a student
led discussion and do not intervene unless the discussion goes off track.
Step 6 (S-W) Now that students have understood how fear can hinder personal growth and strategies to
21 min overcome it and have found ways to get into the learning zone, ask students (5 min):
TT: 90 min
Now that you've completed your formal education and taken on a job (with 32 hours of
annual training), and some of you have started families with accompanying obligations,
what options do you envision for continuing your learning journey?
Debrief: After the discussion concludes, revisit the significance of cultivating a reading
habit (as emphasized in point 4 of "5 Ways to Leave Your Comfort Zone"). Stress that
reading remains the primary way to access the world's knowledge without a direct
teacher. Emphasize that to harness this resource, they must develop a reading habit,
enhance reading speed, and elevate reading comprehension. Establish connections with
Module 14 (self-directed learning) and reiterate that dedicated lifelong learners
incorporate daily reading into their routines. (1 min)
House Activity (15 min)
Organize the students to sit according to their houses. Designate a TOTD to lead the closing
activity. Provide the chosen TOTD with the Facilitator Resource Article (Titled: "Top 10
Benefits of Reading for All Ages") at the end of this lesson for reference.
Each house will have the chance to speculate about a benefit of reading from the article.
The appointed TOTD will assign a point to the house if their suggestion matches the listed
benefits from the article. Any additional points (not included in the article) will be noted on
the board. The house that accumulates the highest points will emerge as the victor of this
game and receive applause. However, no bonus points will be allocated towards the final
contest.
184
While students are discussing the article, request those students whose Focused Language
happening in parallel. (15 min).
Your lesson will be successful if students are able to demonstrate an understanding that
successful people take responsibility for their own learning and growth. They should
demonstrate an understanding that building a reading habit is an integral part of this
journey.
Step 7 (S-W) Before dismissing the students, unveil the three criteria that were assessed today
5 min (Communication Skills, Learning Attitude, and Leadership). Allocate 5 bonus points as
TT: 95 min follows: (3 min)
Communication Skills: Recognize the student who consistently exhibits commendable
communication skills by enthusiastically participating in class discussions (not to be
confused with over enthusiastic), posing insightful questions, presenting clear ideas and
viewpoints and capably managing house members.
Learning Attitude: Acknowledge the student who approaches learning with eagerness,
actively engages in questioning, possesses a well-cultivated reading habit, and earnestly
works on feedback received.
Leadership: Recognize the student who approaches their role as TOTD with dedication,
executing it to the best of their ability, and has gained the trust of their peers,
demonstrating dependability in their support for fellow students who may require
assistance.
Remind students that the Master Teacher - Module 15 will be announced in the next
module. The facilitator will select the most competent nominee for the award from the
nominations received from each house. Advise each house to nominate the most competent
person within their house, as the winning student will be awarded 5 bonus points. These
bonus points will contribute to their house points, enhancing their chances of winning the
Workplace Behaviors Contest and the Cup of Life.

5 min First Followup on Giving Back Lesson:
TTE: 100 min Ask the students you would like to meet today (remaining students) to stay back for an
update on their 'Giving Back’ activities. Ask them to provide an overview of their efforts in
engaging with local youth and encouraging them to join FEA classes. Emphasize the
significance of 'paying it forward' by assisting others in recognizing the life-changing
opportunities that FEA offers through academic, employment and social growth.
Furthermore, request these students to submit lists or details of the local youth who have
shown interest in joining FEA.

Adverb Quiz : SAB Part C.
185
FACILITATOR RESOURCE SECTION:
Top 10 Benefits of Reading for All Ages
Calling book lovers and avid readers of all ages! Have you ever wondered what the benefits of reading are
aside from leisure and education? From learning new words to maintaining your mental health, books can do
it all! In case you needed a reminder of how important regular reading is for our wellbeing and literacy, here
are the top 10 benefits of reading for all ages:
1. Reading Exercises the Brain
While reading, we have to remember different characters and settings that belong to a given story. Even if
you enjoy reading a book in one sitting, you have to remember the details throughout the time you take to
read the book. Therefore, reading is a workout for your brain that improves memory function.
2. Reading is a Form of (free) Entertainment
Did you know that most of the popular TV shows and movies are based on books? So why not indulge in the
original form of entertainment by immersing yourself in reading. Most importantly, it’s free with your
Markham Public Library card.
3. Reading Improves Concentration and the Ability to Focus
We can all agree that reading cannot happen without focus and in order to fully understand the story, we
have to concentrate on each page that we read. In a world where gadgets are only getting faster and
shortening our attention span, we need to constantly practice concentration and focus. Reading is one of the
few activities that requires your undivided attention, therefore, improving your ability to concentrate.
4. Reading Improves Literacy
Have you ever read a book where you came across an unfamiliar word? Books have the power to improve
your vocabulary by introducing you to new words. The more you read, the more your vocabulary grows,
along with your ability to effectively communicate. Additionally, reading improves writing skills by helping
the reader understand and learn different writing styles.
5. Reading Improves Sleep
By creating a bedtime routine that includes reading, you can signal to your body that it is time to sleep. Now,
more than ever, we rely on increased screen time to get through the day. Therefore, by setting your phone
aside and picking up a book, you are telling your brain that it is time to quiet down. Moreover, since reading
helps you de-stress, doing so right before bed helps calm your mind and anxiety and improve the quality of
sleep.
6. Reading Increases General Knowledge
Books are always filled with fun and interesting facts. Whether you read fiction or non-fictions, books have
the ability to provide us with information we would’ve otherwise not known. Reading a variety of topics can
make you a more knowledgeable person, in turn improving your conversation skills.
186
7. Reading is Motivational
By reading books about protagonists who have overcome challenges, we are oftentimes encouraged to do the
same. The right book can motivate you to never give up and stay positive, regardless of whether it’s a
romance novel or a self-help book.
8. Reading Reduces Stress
Reading has the power to transport you to another world and away from the monotonous daily routine. By
doing so, reading can decrease stress, lower heart rate and reduce blood pressure.
9. Reading Sets a Positive Example
Reading is a key component of early literacy development and you can set an example of just how crucial this
is by modeling the behavior yourself. Children are excellent at mimicking the adults around them which
means that if you regularly set aside some "me time" for reading, your children will learn to do the same.
10. Reading Teaches Empathy
Books allow us to experience realities outside of our lives. They teach us to relate to others by often putting us
in the shoes of the narrator. This simple technique is called empathy. Empathy is defined as the ability to
understand and share the feelings of another. Reading builds on empathy by constantly presenting us with
thoughts and scenarios outside of our perspective.
https://markhampubliclibrary.ca/blogs/post/top-10-benefits-of-reading-for-all-ages/
187
Module 15: Day 5: Being Valued

85 min 5 min 10 min

75 min (100%)/60 (80%) 10 min NA

NA
404
Materials required:
PPT: Cup of Life Certificate.pptx
PPT: Module 14- Team Certificate.pptx
PPT: Module 14-Lone Ranger Certificate.pptx
PPT: Master Teacher Award -Module 14 - Certificate.pptx
FLT Review:
Identify students whose FLT has not been completed or or was not done well. Schedule them for their
assessment.
Seating Arrangement
Daily Points
Throughout the lesson, closely monitor students' Time Management, Pronunciation & Prosody and
Participation & Energy. At the conclusion of the lesson, identify the students who are eligible for the daily
points and update your scorecard.
SAB Volume 1
Ask students to bring Volume 1 of their SAB for the next lesson.
● Students will understand that leadership is an attitude that can be exercised by

anyone and at any level.
🎓 🎯🤝
● Students will understand that the time and effort they invested in FEA has helped
develop social and leadership skills.
🎓 🎯🤝
188
● Students will understand that their FEA class network is valuable and should be
nurtured well beyond their graduation.
🎓 🎯🤝
● The facilitator will announce the winners of the Workplace Behaviors Contest and
the class will celebrate each other's accomplishments.
🤝

5 min
Master Teacher - Module 15 award. Once you have decided, update the contest spreadsheet
by awarding 5 bonus points to the winner.
Step 2 (S-W) Question of the Day: Ask students - What distinct behaviors do leaders exhibit? Encourage
10 min them to elaborate their viewpoint.
TTE: 20 min
Document students' responses on the whiteboard. After obtaining their input, prompt them
to revisit SRB Part B of M15: Day 1 and establish connections with the 15 attributes featured
in the checklist. Utilize the PPPB questioning technique to facilitate their understanding
that the qualities outlined in the workplace behaviors checklist also serve as qualities
commonly demonstrated by leaders.
Step 3 (S-W) Ask students to each identify a classmate from their FEA class who exemplifies each
25 min quality on the checklist with consistency. They should record these selections in SAB Part
TTE: 45 min A, providing reasoning for their choices and outlining the benefits received from them, by
you, your house house and the class. (20 min)
Following this, initiate a whole-class discussion to identify students who appear frequently
on multiple lists and have significantly influenced the class. (5 min)
Note for the facilitator: While students are engaged in completing SAB Part B, kindly
approach students whose Focused Language Training is still pending for their review.
Consider including students whose final Focused Language review might be insufficient.
Step 4 (S-W) Panel Discussion

15 min
Ask students who were identified in Step 3 to take seats at the front of the classroom.
TTE: 60
Encourage them to engage in an open discussion about the investments they've made in
developing these attributes and the various opportunities they've actively pursued to
refine and expand their skills.
Facilitate an environment where fellow students can inquire and seek advice, benefiting
from the firsthand experiences of the panelists.
189
Debrief: Conclude by emphasizing that leadership is fundamentally an attitude rather
than being conferred by a position. Clarify that anyone who chooses to take initiative can
exhibit leadership qualities, demonstrating that it is not solely dependent on a particular
role.
Step 5 (S-W) Advise students that the panelists have made a positive contribution to their FEA network
15 min based on the 15 selected criteria selected for this module. Additionally, emphasize that
TT: 75 every student in the class has also contributed positively to the classroom ambiance in
their own unique manner, and their contributions cannot be ignored.
Ask students to refer to SRB Part B for an illustrative list of networks they are part of.
Stress that an effective network thrives on symbiotic relationships among its members,
wherein each contributes positively to the larger collective. This reciprocity is crucial;
otherwise, the essence of being part of the network diminishes. Draw a parallel to the
barter system, where giving and receiving are balanced. (5 min)
Learning Reflection
Help students recognise that their FEA network is valuable to them and they should strive
to engage and benefit from the values and aspirations of their classmates, even after
graduation. Ask students to reflect on the ways they can continue to contribute positively
to their FEA network. Ask them to write their thoughts/ideas in SAB Part B. Next, Ask
students to share their ideas ([Ideation: 5 min] + [Discussion: 5 min} = 10 min)
Your lesson will be well received if students demonstrate an understanding/realization

that FEA is perhaps their first employment related network and a stepping stone to
meaningful careers. The stronger the bond of this network the greater will be their
ability to overcome challenges and grow their skills.
Step 6 (S-W) Reveal the 3 parameters that you were evaluating today (Time Management,
10 min Pronunciation & Prosody and Participation & Energy). Award 5 bonus points to the student
TTE: 85 min (3 min):
Time Management: Recognize the student who has consistently exhibited effective time
management through timely completion of assigned and voluntary tasks.
Pronunciation and Prosody: Acknowledge the student who has demonstrated noteworthy
improvement in pronunciation, intonation, rate of speech, tone and pitch while
continuously striving for improvement..
Participation and Energy: Applaud the student who has consistently demonstrated
enthusiasm & added positive energy to discussions.
Update the contest scorecard and declare the victor of the Workplace Behaviors contest. (4
min)
Conclude this lesson by announcing the names of (3 min) -
190
● the Master Teacher - Module 15. (Don’t forget to provide the reasons for your selection)
● the winner of the Lone Ranger Award.
● the winning house of the Cup of Life contest.
certificate.
Step 7 (S-S) Conclude the day by allowing students time to socialize among themselves. During these
10 min interactions, encourage them to discuss and share what valuable contributions they can
TTE: 95 min offer to their peers after graduation. Simultaneously, prompt them to evaluate the
resources available within their network. Inspire students to establish relationships that
are mutually beneficial, fostering an environment of collaboration.

5 min
TTE: 100 min Second Followup on Giving Back Lesson:
'Giving Back’ activities. Ask them to provide an update on their efforts in engaging with
local youth and encouraging them to join FEA classes. Ask these students to hand over
lists/details of local youth who have expressed their willingness to join FEA. Thank and
acknowledge them for their hard work.
Extra Benefit Grammar Practice Quiz: SVA
SVA Quiz : SAB Part C
191
Mid Term Review - 3

NA 90 min NA

NA NA NA

Vocabulary Builder Lesson Number in the LMS
410
NA
Materials required:
For this lesson students are required to bring Volume 1 of their SAB to access the information in Mid Term
Review 1 and 2.
● Students will have a report card that showcases their learning journey and the
skills they have developed for workplace success.
🎓🎯🤝

5 min
Step 1 (AS) Ask students to read the lesson objectives silently from SRB Part A and make connections
TTE: 6 min
Step 2 (AS) Ask students to review the template of the Self (Reflective) Report Card they will be
15 min preparing for themselves and note the following (2 min):
TTE: 21 min
1. Section Headers and Subsections
2. Time allotted to each section
Inform students that they need to be completely focussed on the task today as the report
card requires a significant amount of both work and thought. Also advise them to be as
honest and conservative as possible as the Self (Reflective) Report Card is exclusively
intended for their personal reflection and will not be shared with anyone else.
Ask students to direct their attention to Section 1: Part A. Clarify how this section should
be filled out. Students will need to record the capitals they have cultivated or
192
concentrated on, drawing from their Mid Term Progress Reviews. In the columns
designated for the FEA Beginner and Intermediate programs, encourage students to
contemplate the capitals they nurtured throughout the beginner and intermediate
phases of the program. (3 min).
Ask students to fill Section 1, Part A of their report card. (10 min)
Step 3 (AS) Direct students' attention to Section 1: Part B. Elaborate on how to complete this section.
7 min Students must document the awards and accolades they have acquired throughout the
TTE: 28 min duration of the program. Make it clear to students that these awards and accolades have
been attained through their diligent efforts and by showcasing personal attributes
highly esteemed in a professional setting. (2 min).
Ask students to fill Section 1, Part B of their report card. (5 min)
Step 4 (AS) Please direct students' attention to Section 2: Part A. Explain the process for completing
22 min this section, highlighting that students should evaluate and illustrate their language
TTE: 50 min proficiency across all four language strands, aligning their skills with the demands of
the job. (2 min)
Step 5 (AS) Direct students' attention to Section 2: Part B. Provide an explanation of how to complete
22 min this section, highlighting that students need to align their language proficiency with
TTE: 72 min education-related requirements. Stress the importance of evaluating their capacity to
read and comprehend college-level books, particularly if they are considering further
studies. (2 min).
Step 6 (AS) Ask students to focus their attention on Section 3. Explain how this section is to be
23 min populated. Encourage students to focus on evaluating their non-cognitive skills and
TTE: 95 min tracking their development throughout the curriculum using a 4-point rating scale:
needs improvement, fair, good, excellent. (2 min)
Ask students to fill Section 3 of their report card. (20 min)
Note to the facilitator: During the last 5 minutes of this step, as students engage in
completing Section 3 of their Report Card, copy the information that draws connections
between the awards received and qualities demonstrated available in the Facilitator
Resource Section onto the whiteboard.
Close this lesson by drawing students' attention to the whiteboard and explaining how
awards and accolades are a result of consistently demonstrating certain qualities that
are valued at the workplace. The table demonstrates how these qualities correspond with
the awards given out to students at the end of each module. Remind students that not
receiving an award doesn't indicate a lack of progress, and they shouldn't be
discouraged. The absence of an award doesn't diminish their efforts and personal
growth. Clarify to students that this mapping serves as an illustrative tool and shouldn't
be taken as an absolute or precise representation. (1 min)

5 min
Ask the students you would like to meet today (Group 2) to stay back for an update on
their 'Giving Back’ activities. Ask them to provide an update on their efforts in engaging
with local youth and encouraging them to join FEA classes. Ask these students to hand
over lists/details of local youth who have expressed their willingness to join FEA. Thank
and acknowledge them for their hard work.
193
Award Categories Qualities Demonstrated
Attendance Percentage Regularity, Learning Attitude
FLT Grade Communication Skills, Pronunciation and Prosody
Time Management, Regularity, Teamwork, Participation and

Cup Awards
Energy, Learning Attitude
Master Teacher Awards Reliability, Leadership, Communication, Empathy
Language Wizard Award Communication Skills, Pronunciation and Prosody, Politeness
Modular Contest - Team Awards Team Work, Problem Solving, Integrity, Punctuality
Modular Contest - Individual Awards Learning Attitude, Problem Solving, Reliability
194
Module 16: Day 1: Capstone

37 min 53 min NA

37 min (100%)/ 24 min (80%) NA NA

Assessment of the day: Lesson number in LMS:

Backbone Rubric
411
Materials required:
Seating Arrangement
The suggested classroom setting is a circle instead of the traditional semi-circle to encourage student
discussion amongst themselves. During these proceedings, the facilitator should position themselves
outside the circle, while the TOTD should be entrusted with overseeing student engagement.
Assessments of the Day

During the course of the lesson, identify the students who are eligible for points and update the capstone
spreadsheet.
Modular Goal: AC EC SC
● Students will demonstrate learnings (Language & Non-cognitive skills) towards

their graduation certifications.
🎓🎯🤝
● Students will know that module 16 is an evaluation module that will last 6 days.
● Students will understand that they need to apply all the skills they have learnt
from Modules 1 to 15 to complete the capstone.
🎓 🎯🤝
● Students will understand that the capstone evaluation will be based on a case
study that will progress everyday and absence will adversely impact their
understanding of the case (Resulting in poor performance).
195

5 min
Step 1 (AS) Ask students to read the ‘Modular Goals’ silently from SRB Part A. Inform students that this
3 min module will finish in 6 days.
TTE: 8 min
Ask students to read the ‘Lesson Objectives’ silently SRB Part A. Ask them to focus their
attention on the highlighted keywords and consider what they should direct their energies
(focus) on to gain maximum benefit.
Ask one student to nominate him/herself for the role of TOTD to assist the facilitator.
Step 2 (S-W) Question of the Day: One of the ways to create and assess understanding is by using case
9 min studies. This pedagogical approach and assessment method is used by all the good
TTE: 18 min universities around the world (including IIM). Ask students - What precisely does the case
study method of learning and assessment entail?
Debrief: A case study involves closely examining a real-world scenario or problem. Students
delve into the details, analyzing the situation and offering potential solutions. For example,
in medical case studies, they might study individual patient cases to apply their knowledge
practically. In business cases, they might analyze a company's marketing strategy for
specific outcomes, offering insights into decision-making. This method supports all-around
learning and thorough assessment, promoting both understanding and critical thinking
abilities.
Step 3 (S-W) Inform students that Module 16 will utilize the case study method to evaluate their learning,
8 min comprehension, and practical application of the acquired capitals to a real-world context. (1
TTE: 25 min min)
This approach is seamlessly woven into a 6-day capstone project for this module. Ask
students to Read SRB Part B to know the significance of a capstone project (3 min).
Next, ask students to share their insights gained from the reading. Encourage them to
provide examples of how and when capstone projects can be effectively integrated into
educational environments. (3 min)
Debrief: Emphasize that this module has been deliberately structured as a capstone project
to nurture critical thinking and effective problem-solving through real-world challenges.
Additionally, it offers a platform to demonstrate their proficiency in the English language,
along with the personal and soft skills honed during their journey at FEA. (1 min)
Step 4 (S-W) Ask students to discuss what they have learned in each strand of language development in
15 min the last 12 months. Accept all answers. (5 min)
TTE: 40 min
Note for the facilitator: Have students discuss input Skills like Reading and Listening and
output skills like Speaking and Writing. Fill in the gaps where necessary.
Ask students to discuss what non cognitive skills have been the focus of the FEA program.
Prompt them to elaborate on the specific non-cognitive skills they focussed on, the efforts
they invested in honing these skills, and the anticipated benefits. Write down student
responses on the whiteboard. (10 min)
196
Note to the facilitator: A sample list of language and non-cognitive skills is provided in the
reference section for facilitators below. Please use it to complete any gaps, keeping in mind
that the list is not exhaustive and can be expanded as needed.
Debrief: Inform students that this module will evaluate their demonstration of these skills.
All parameters hold equal value, regardless of their position on the list.
Step 5A (AS) Ask students to review SRB Appendix 4 Part A and familiarize themselves with the Backbone
5 min Rubric that will be used to evaluate classroom behaviors during this module. Similar to
Module 15, only a select few parameters will be assessed each day. Without knowing which
specific parameter will be evaluated on a particular day, students should strive to
demonstrate all 15 attributes every day. (5 min)
Step 5B (AS) Ask students to review SRB Appendix 4 Part B and familiarize themselves with the Research
10 min Rubric that will be used to evaluate their research skills. (10 min)
Step 5C (AS) Ask students to review SRB Appendix 4 Part F and familiarize themselves with the
5 min Presentation Rubric that will be used to evaluate their presentation skills. (5 min)
Step 5D (AS) Ask students to review SRB Appendix 4 Part C and familiarize themselves with the Group
10 min Discussion Rubric that will be used to evaluate their performance in a group discussion. (10
min)
Step 5E (AS) Ask students to review SRB Appendix 4 Part D and familiarize themselves with the Writing
5 min Rubric that will be used to evaluate their writing skills. (5 min)
Step 5F (AS) Ask students to review SRB Appendix 4 Part E and familiarize themselves with the Report
10 min Writing Rubric that will be used to evaluate their ability to present information and analysis
in a report format. (10 min)
Step 5G (AS) Time to be used as per facilitator discretion: Use these 5 min to strengthen any step from
5 min 5A-5C.
TTE: 90 min
Note for the facilitator: When the students are on task (5A through 5G), the facilitator should
mark his/her Capstone backbone rubric for today’s performance and update the score in
excel.
Step 6 (S-W) Inform students that their remarkable journey with FEA will soon come to a close, and as
5 Min they step towards the next phase, they should remember that the graduation certificate
TTE: 95 min they'll receive is a testament to their incredible dedication and hard work. The type of
graduation certificate they receive will depend on their attendance levels (attendance
percentage) and their performance in the Capstone. Ask students to review SRB Appendix 5
for information on certificate types and award criteria.

5 min
'Giving Back’ activities. Ask them to provide an update on their efforts in engaging with local
youth and encouraging them to join FEA classes. Ask these students to hand over lists/details
of local youth who have expressed their willingness to join FEA. Thank and acknowledge
them for their hard work.
197
Facilitators Reference Section:
Language Skills (sample list)
Speaking Writing
- Pronunciation - Report Writing

- Grammar - Draft making
- Presentation Skills - Writing instructions
- Prosody - Infographics
- Elevator Pitch - Email writing
- Discussion and Debate - Letter writing
- Interview Skills - Note Taking
- Instruction giving
Listening Reading
- Listening to instruction - Reading instruction

- Listening to comprehend - Reading Comprehension
- Active listening - Developing an interest in reading
- Familiarizing with accents - Vocabulary
- Increasing reading speed
- Proofreading
Non Cognitive Skills (Sample list)
Personal Skills Soft Skills
★ Empathy and perspective building ★ Punctuality

★ Leadership ★ Regularity
★ Teamwork ★ Politeness
★ Integrity ★ Empathy
★ Ownership and accountability ★ Grooming
★ Problem Solving ★ Participation and Energy
★ Identifying and validating information ★ Time management
★ Developing tiny habits ★ Learning Attitude
★ Independent learner
★ Thinking Routines
★ Discovering and pursuing your interests
★ Planning
★ Vision Board and Vision Statements
198
Module 16: Day 2: Look Up, Speak Up

87 min 3 min NA

40 min (100%)/ 32 min (80%) 37 min 10 min


● Backbone / Soft Skills
● Research
● Presentation
412
● Following instructions
Materials required:
Keep chart paper handy and give it to students if they wish to use it for their presentations.
Seating Arrangement
Assessments of the day

Steps 4A and 4B provide opportunities to score students on the assessments of the day and update the
Capstone scoring sheet.
● Students will demonstrate their skills towards reading and following instruction. 🎓 🎯 🤝
● Students will demonstrate their research skills. 🎓 🎯 🤝
● Students will demonstrate their presentation and spoken skills. 🎓 🎯 🤝

5 min
Step 1 (AS) Ask students to read the ‘Lesson Objectives’ silently SRB Part A.
3 min
TTE: 8 min
199
Step 2 (S-W) Question of the Day: When you're entrusted with the responsibility of researching a topic, , it
5 min is best to conduct Pre-Research before a deepdive. Ask students - What does Pre-Research
TTE: 13 min entail, and how does it contribute to the research process?
Debrief: Pre-Research, also known as Preliminary Research, involves conducting initial

investigations into a topic. This phase aids researchers in gaining a comprehensive
understanding of the types of information sources available and the existing discourse
surrounding the topic. Such research is instrumental in refining the scope of the topic by
either expanding or narrowing its focus.
Step 3 (S-W) Note for the Facilitator: Create 4 groups with equal numbers of students. Assign each team
10 min group numbers (see step 2 in table below) To the extent possible, ensure that house members
TTE: 23 min are assigned separate groups.
Inform students that the case study is about a management problem that requires their
solution. They will be required to work in teams to understand and research the problem.
Advise students that today they will be assessed on their ability to follow instructions for
task completion, aptitude in research (according to the Research Rubric), and presentation
skills (as per the Presentation Rubric).
Write the following instructions on the white board:
Steps Task for the day Time
1 Pre-research the management problem assigned to your group

Groups Topics
Group 1 Difficulties in managing decentralized organizations
Group 2 Problem related to generating monthly management 27 min

accounts
Group 3 Difficulties in administering multi-locational business
Group 4 Difficulties in managing multi-locational accounts
2 Compile a group presentation (must include bibliography) 10 min
3 Deliver a well-structured presentation, highlighting your findings. 4 min/gp
4 Improve understanding of presentation findings through Q&A 2 min/gp
Direct the students to carefully read the given instructions. Emphasize that their capacity to
adhere to these instructions may directly influence their scores. Allow students to take
notes, as the instructions will not be repeated, nor reminders given. After the students have
familiarized themselves with the instructions, inquire if there are any questions. Provide
necessary clarifications as needed.
Note for the facilitator: At the end of this step, erase the instructions from the whiteboard.
200
Step 4A (S-S) Ask students to begin the assigned task and prepare for their group presentation.
37 min
TTE: 60 min
Step 4B Presentation:
(S-W) Ask students to present their work and make their presentation in the following order:
25 min
TTE: 85 Presenting group Peer questioning
Group 1 Group 2
Group 2 Group 1
Group 3 Group 4
Group 4 Group 3
Step 5 (F) Note for the facilitator: Use this time to provide feedback on your observations of individual
10 min members/groups. These observations should encompass specific instances of behaviors or
TTE: 95 min skills that led to high scores, as well as those that incurred penalties resulting in low scores.

5 min
'Giving Back’ activities. Ask them to provide an update on their efforts in engaging with local
youth and encouraging them to join FEA classes. Ask these students to hand over lists/details
of local youth who have expressed their willingness to join FEA. Thank and acknowledge
them for their hard work.
201
Module 16: Day 3: To Start With, Listen

17 min 73 min NA

7 min 10 min NA

This lesson requires computer resources for AV. Discuss with your parallel facilitator and sit in the class
that has computers.

●
●
Listening to instructions
Listening Comprehension assessment
413
● Reading Comprehension assessment
Materials required:
Audio: Instructions - Day 3
Audio: Case Study Introduction - Capstone - Day 3.mp3
Planning for Tomorrow

For tomorrow's lesson, you'll need to divide the class into two equal batches. Determine which students will
be part of each batch. Kindly ask the second batch of students to arrive 30 minutes later than the regular
class time. Please inform these students to wait outside the classroom so as not to disrupt Batch 1, which
will be undergoing assessment.
Seating Arrangement

Steps 3 and 4 provide opportunities to score students on the assessments of the day and update the
Capstone scoring sheet.
Pronunciation Drill
202
● Students will demonstrate reading comprehension. 🎓 🎯🤝

● Students will demonstrate listening comprehension. 🎓 🎯🤝
● Students will demonstrate reliability by marking peer assessments in a fair and
equitable manner.
🎓 🎯🤝

5 min
3 min
TTE: 8min
Step 2 (S-W) Question of the Day: In various settings, whether personal, social, or professional, we
7 min naturally seek to surround ourselves with individuals who demonstrate reliability and
TTE: 15 min high integrity. "Reliable" here signifies fulfilling commitments as pledged. Ask students -
How is integrity rewarded?
Debrief: Someone who exemplifies the virtue of integrity gains the trust and friendship of
others, often being entrusted with more responsibilities. Such attributes usually
command a premium, resulting in higher rewards compared to someone possessing the
same skill set. Being dependable and trustworthy is a personal choice we make daily. In
this module also, you will be given this opportunity as you will be allowed to assess your
own and your friends' work. In these instances, your personal decision could be to
generously score undeserving work, unfairly penalize someone, or assign an honest score
for the submitted work. Those who consistently make the right choice will earn points on
the Integrity Rubric, whereas those who do not will receive a zero score for
integrity/reliability for today and all subsequent days. It's crucial to remember that once
trust is lost, it's lost forever. To gauge how you evaluate your peers, I (the facilitator) will
periodically audit (sample check) the quality of your work.
Step 3 (AS) Inform the students that today's lesson aims to assess their reading and listening
70 min comprehension skills. For this purpose, they will receive instructions through an audio
TTE: 85 min clip. Their task will be to follow the instructions in the provided sequence to the best of
their ability. Advise the students that they are encouraged to take notes to record the
audio instructions in SAB Part B. Prior to playing the audio clip, address any questions
they might have. Please instruct the students to listen to the audio clip titled
"Instructions-Day 3" located within the "M16:D3" folder. (10 min)
Student Action (per the instructions in audio file):
Assessment Type Action Duration
Listening Listen to the Case Study Introduction Audio saved in 20 min

Comprehension folder ‘M:16:D3’ and answer the quiz in SAB Part C.
Assessment Pass your SAB to the student three seats to your left 5 min
203
for peer correction, following the facilitator's
instructions. The facilitator will announce the correct
answers. Record the score of the peer you assessed on
a note and hand it to the facilitator. Ensure you write
the name of the peer you evaluated at the top of the
note and your own name at the bottom.
Water Break
Reading Read the Case Study article (Overview and Case 25 min
Comprehension Problem) in SRB Part B & answer the quiz in SAB Part
D.
Assessment Pass your SAB to the student three seats to your right 5 min
for peer correction, following the facilitator's
instructions. The facilitator will announce the correct
answers. Record the score of the peer you assessed on
a note and hand it to the facilitator. Ensure you write
the name of the peer you evaluated at the top of the
note and your own name at the bottom.
Notes to the facilitator:

1. Make it clear to students that it is their responsibility to ensure that they understand
what needs to be done. If they have any questions / doubts for which they need
facilitator inputs, they should ask upfront. No assistance will be provided beyond this
step. They are however free to hear the audio more than once, subject to availability
of time.
2. Please note that certain questions in the quiz are unrelated to the audio. Students will
need to conduct research to respond accurately. Take note of students who do engage
in research.
3. Peer Assessment (Reading and Listening Evaluations): Provide the correct answers to
students and instruct them to grade accordingly. Avoid promoting discussions or
debates. Answers to Listening Comprehension and Reading Comprehension Quiz are
given in the Facilitator Resource Section of this lesson.
4. While students are undergoing their listening assessment, update the Excel sheet for
reading assessment scores. Simultaneously, utilize this time to conduct an audit of
students' peer-assessed reading comprehension scores (20%-25%).
Step 4 (S-S) Pronunciation Drill: Ask the Pronunciation Drill Leader to conduct the pronunciation drill
10 min with their cohort of students. The wordlist for the day is in SAB Part A.
TTE: 95 min
Note for the facilitator: Use this time to update the excel for students' reading and
listening assessment scores. Perform an audit of 15%-20% of the scores. Ensure that the
students whose chits you select for the reading score audit are different from those
chosen for the audit of listening scores.

5 min
Second Followup on Giving Back Lesson:
TTE: 100 min
Ask the students you would like to meet today (remaining students) to stay back for an
update on their 'Giving Back’ activities. Ask them to provide an update on their efforts in
engaging with local youth and encouraging them to join FEA classes. Ask these students to
hand over lists/details of local youth who have expressed their willingness to join FEA.
Thank and acknowledge them for their hard work.
204
A. Listening Comprehension Quiz: Answer Key
Answer # Correct Answer
Answer 1 D. Seven Branches

(1 point)
Answer 2 B. Monthly and Yearly Balance Sheets

(1 point)
Answer 3 A. They advise organizational and business strategy.

(2 point) B. They assist a company in decision making.
C. They collect, analyze, and interpret the data of a company and help them identify
future trends.
Answer 4 A. The employees were losing the data due to not submitting them timely.
(2 point) B. The accounting department was not able to receive the latest data on a daily basis.
Possible 1. Bad decisions resulting in lower profits or losses

answers 5 2. Regulatory fines
(2 points) 3. Imprisonment
Possible 1. To inform stakeholders about profit and loss during the period
answers 6 2. To get to know the company's monthly/ annual performance
(2 points) 3. To compare performance with previous periods
4. To meet regulatory requirements
Note for Questions 3 & 4:

● If the student student identifies all correct options, assign 2 marks
● If the student student identifies one or more correct options (but less than all), assign 1 mark
● If the student student identifies zero correct options, assign 0 mark
● If a student identifies one reason/consequence, assign 1 mark.
● If a student identifies two reasons/consequences, assign 2 marks.
205
B. Reading Comprehension Quiz: Answer Key
Answer # Correct Answer
Answer 1 C. A week's vacation in Singapore

(1 point)
Answer 2 B. To observe the built and reconstructed objects.

(1 point)
Answer 3 B. Rakesh from the IT department was completely frustrated, as he had to work on the
(2 point) data till late evening.
C. More than five hundred employees were working in BenQ including engineers and
technical personnel.
Answer 4 C. They were asked to share through an envelope.

(2 point) D. They were asked to share by forming a team of 3-4.
Possible 1. Delays due to technical problems with the fax machines

answers 5 2. Data loss due to human error
(2 points) 3. Higher travel costs
Possible 1. To encourage employees who seek professional growth

answers 6 2. To capture innovative ideas from employees
(2 points) 3. To build an active and collaborative workplace

● If the student student identifies all correct options, assign 2 marks
● If the student student identifies one correct option, assign 1 mark
● If the student student identifies zero correct options, assign 0 mark

● If a student identifies one reason/consequence, assign 1 mark.
● If a student identifies two reasons/consequences, assign 2 marks.
206
Module 16: Day 4: Read & Solve
Per Batch
25 min 28 min NA
Per Batch
25 min NA NA


●
●
Group Discussion Skills
Writing Skills
414
Materials required
This lesson will require you to call the class in 2 batches. Request the second batch of students to come 30
min later than their regular class time. Identify students who will come in each of the batches. Inform
students of Batch 2 to wait outside the class so as not to disturb Batch 1 whose assessment will be ongoing.
Seating Arrangement
outside the circle.
Step Activity Assessment
Reading (Group 1) Backbone (Group 1)

3
GD (Group 1) GD Skills (Group 1)
4 Writing (Group 1) Backbone (Group 1 and 2)
Reading (Group 2) Writing Skills (Group 1)

6 GD (Group 2) GD Skills (Group 2)
Writing (Group 2) Writing Skills (Group 1)
As time is at a premium, please be organized and efficient while undertaking this exercise.
207
● Students will demonstrate the ability to collaborate (group discussion) with others
to find solutions to a problem.
🎓 🎯🤝
● Students will demonstrate writing proficiency through their solution to the case
problem.
🎓 🎯🤝

5 min
Step 1: Batch 1 Start the class with Batch 1 comprising half the students of the class.
(AS)
Ask students to read the ‘Lesson Objectives’ silently SRB Part A.
3 min
TTE: 8 min Ask one student to nominate themselves for the role of TOTD who will manage the GD for
Batch 1.
Step 2: Batch 1 Question of the Day: Life inevitably presents challenges, and each challenge holds
5 min (S-W) multiple potential solutions. Ask students - How does the involvement of multiple brains
TTE: 13 min aid in identifying viable problem-solving approaches?
Debrief: Proficiency in problem-solving is a valuable skill. However, this skill is honed

over time and with continuous practice. Reading grants us access to solutions
implemented by others, which we can adapt to our unique circumstances. Furthermore,
establishing a strong network with individuals experienced in assessing and resolving
issues can yield substantial benefits, as we can tap into their intellectual resources as
needed. Remember that effective networking requires us to contribute positively to the
network as well.
Step 3: Batch 1 Ask students to reread the article “Overview and Case Problem” in SRB Part B Day 3. (10
30 min min).
(AS/S-W)
After they have read the article, ask them to engage in a group discussion aimed at
TTE: 43 min
identifying potential solutions to the challenges encountered by BenQ, as outlined in the
case study. Inform them that they may take notes of their discussion in SAB Part A, which
they can refer to for their writing assessment. (20 min)
Step 4: Batch 1 Once the students have concluded their group discussion, kindly request them to vacate
15 min their seats and move to the back of the classroom to allow the 2nd batch of waiting
TTE: 58 min students to take their places.
Ask them to write their solutions in no more than 100 words in SAB Part B. Inform
students that they may pick any solution they believe will effectively solve the company’s
problem from amongst those discussed. Their writeup should contain an introduction, a
body and a conclusion. (15 min).
208
Allow students to submit their workbooks after they have finished writing and go home.
Step 5: Batch 2 While batch 1 students are writing their article, ask batch 2 students to take their seats
3 min and read the Lesson Objectives silently SRB Part A.
TTE: 46 min
Ask one student to nominate themselves for the role of TOTD who will manage the GD for
Batch 2.
Step 6: Batch 2 Repeat Steps 2-4 with Batch 2

50 min
TTE: 96 min

4 min
TTE: 100 min
209
Module 16: Day 5: Bring Your Black Hat

33 min 57 min NA

5 min (100%) 28 min NA


● Report Writing
415
Materials required:
Keep chart papers available should students request it for their reports.
Step Time Activity Assessment
Backbone Rubric
3 50 min Report Writing Writing (Group 1 & 2 from previous
day)*
4 28 min Presentation Practice Writing (Group 2 from previous day)*
* Call students one at a time to review their essays. As time is at a premium, please be organized and
efficient while undertaking this exercise.
● Students will demonstrate their ability to write analytical reports. 🎓 🎯🤝


5 min
2 min
TTE: 7 min
210
Step 2 (S-W) Question of the Day: Reports are created with specific goals and target audiences, shaping
5 min: the way you convey information. Your skill in writing reports objectively and analytically
TTE: 12 min can significantly impact your professional standing, making it a skill worth refining. Ask
students: How does your ability in report writing influence your credibility within the
workplace?
Debrief: After brainstorming generates valuable ideas, the ability to effectively present
them to decision-makers or individuals capable of taking action becomes pivotal. The
ultimate audience, such as the Board of Directors in the BenQ case,aims to grasp not only
your solution but also its underlying reasoning. A well written report that professionally
presents your solutions and supporting information enhances your credibility and
visibility in the professional sphere.
Step 3 (AS) Note for the facilitator: Take a moment to commend the front runners of the capstone
55 min module, using their names for added emphasis. Support and motivate those who might be
TTE: 67 min encountering difficulties. Acknowledge that the scores for batch 2 students are not yet
finalized, and thus, the leaderboard could potentially undergo changes.
Notify the students that today's assignment entails composing a report directed to the
Board of Directors at BenQ. The report should advocate for the implementation of a single
solution from a list of three shortlisted options generated during the brainstorming
session. Request the students to read SRB Part B to familiarize themselves with these three
solutions. Inform students that the report should:
● Not exceed 400 words

● Consist of two sections: "Recommendation" and "Analysis." The analysis portion must
encompass an evaluation of the pros and cons associated with each recommendation.
Advise students that they can also evaluate each of the solutions using Debono’s
Thinking Hats technique and they should use their common sense and general
awareness to write this section.
IInform the students that, following the completion of their report, they should prepare a
concise 2.5-min presentation directed towards the Board of Directors. This presentation
should:
● Advocate for the most suitable solution among the three.

● Highlight the merits and demerits of each alternative, specifying why they favor one
option over the others.
Make students aware that they have 50 min to complete their work.
Note for the facilitator: Use a timer to assist students keep track of time.
Step 4 (S-S) Inform students that they should organize themselves in their groups to practice delivery
28 min of their presentation to the board. Suggest that it could be beneficial for them to begin by
TTE: 95 min recalling effective practices for presentations and discussions, and also recommend
reviewing the Presentation Rubric.

5 min
TTE: 100 min
211
Module 16: Day 6: The Penultimate

80 min 10 min NA

80 min NA NA


● Speaking
● Soft Skills
416
Materials required:
Prepare 3 copies of slips with the following Assessment Criteria written in big bold letters:
⬚ Grooming ⬚ Energy ⬚ Grammar ⬚ Voice Modulation and Tone
⬚ Pronunciation ⬚ Time Management ⬚ Reasoning ⬚ Gestures and Expressions
Fold the slips in a manner that the words/letters are concealed from students' view when the slips are
selected.
Step Activity Assessment
Capstone Rubric
3 Presentation
Presentation
As time is at a premium, please be organized and efficient while undertaking this exercise.
● Students will demonstrate presentation skills. 🎓 🎯🤝


5 min
2 min
TTE: 7 min
212
Step 2 (S-W) Question of the Day: Confidence plays a substantial role in an individual's success. It
5 min originates from one's self-assured belief in possessing the essential tools for success. Ask
TTE: 12 min students - What can you do to project confidence while making a presentation?
Debrief: Sir Winston Churchill is often regarded as the preeminent orator of his time, even
earning the Nobel Prize for his writings and ‘brilliant oratory’. What were his methods?
The lessons we can draw from Sir Winston Churchill style and success are:
● Refine your script through multiple drafts, optimizing it for effective delivery.
● Seize every available opportunity to practice delivering your presentation.
● Utilize rhetorical devices to aid your audience's comprehension, enhance
memorability, and evoke emotions.
Step 3 (S-W) Note for the facilitator: Take a moment to commend the front runners of the capstone
75 min module, using their names for added emphasis. Support and motivate those who might be
TTE: 82 min encountering difficulties.
Inform them that they are going to present their analysis to the Board of Directors. Make
it clear that they must adhere strictly to the designated time limit of 2.5 minutes for their
presentation. Emphasize that presentations surpassing the allocated time will be cut
short.
Identify a student, at random, to come forward and present. Ask observing students to
provide feedback as per the mechanism below:
Feedback Mechanism: Distribute the prepared slips containing assessment criteria to
the students. Ensure that each student receives one slip, and that the assessment
criteria are evenly distributed throughout the class. Notify the students that they will
be offering feedback based on the parameter mentioned on their respective slips. Also,
supply them with blank slips of paper to record their feedback scores.
Advise the students to rate each presentation on a scale of 1 to 5, with 1 representing the
lowest score and 5 indicating the highest. At the conclusion of each presentation,
instruct each student to assign a score to the presenter based on the feedback
parameter mentioned on their slip. Subsequently, they should record this evaluation
score on the blank slip and raise it, along with the criteria they are assessing, above
their heads for the presenter to view.
Grant the presenter the option to request more detailed feedback on a score they
receive from any 1 peer. Allocate a maximum feedback time of 1 minute for each
presenter.
Following the feedback process, pass the slips with Assessment criteria to the student
on the right, ensuring that they receive a different parameter to score the subsequent
presenter.
Note for the facilitator: Use a timer to track presentation time, strictly adhere to time,
stop presentations that overrun.
Step 4 (AS) Ask students to Read SRB Part B. Allow students to go home once they have completed the
8 min reading / downloaded their videos.
TTE: 95 min
Note for the facilitator: While students are reading, update students' scores on Excel.

5 min
TTE: 100 min
213
Module 16: Day 7: Culmination

72 min 18 NA

72 min NA NA

Assessment of the day: Lesson Number in the LMS
417
Materials required:
Video: MOOC Club Video (3 min)
● Celebrate the completion of the FEA program and announce the names of the
winners of the Distinction, Honors, and completion holders.
🤝
● Introduce students to continued learning opportunities with FEA including the
MOOC club.
🎓 🎯🤝

5 min
Step 1 (S-W) Share the name of the winner of Capstone. Celebrate the completion of the FEA program.
15 min
Announce the name of the Distinction certificate holder. Celebrate the win with the
TTE: 20
facilitator sharing some memorable moments of that student’s journey during the
program.
Announce the names of Honors certificate holders. Celebrate the win with the facilitator
sharing some memorable moments of these students’ journey during the program.
Congratulate everyone on completing the FEA program and achieving their goals.
Step 2 (S-W) To commemorate their graduation, permit students to choose an activity of their
15 min preference. Provide a few minutes for them to think and prepare. Options include:
TTE: 35
● Sing, dance, and make merry
● Participating in a game
● Share experiences @ FEA journey
214
In the final 5 minutes, deliver a closing speech, sharing your personal experiences with
this batch of students.
Step 3 (S-W) Ask students to reflect on the key moments of their journey with FEA. Ask each student to
10 minutes note down in SAB Part A three ways their lives have been impacted due to this bond
TTE: 45 between themselves and FEA.
Ask students if they would like to have a positive impact on the lives of other students,
similar to the way FEA and graduates have had on theirs. Have a discussion.
Share opportunities on how they can contribute and give back to the lives of other FEAians
(fellow FEA students - past, present, and future) and can continue being associated with
FEA to progress the skills they have learned. (5 min):
● Volunteer time to help/mentor enrolled students and contribute to their learning.

● Spread the word about FEA’s program among friends, family, and their community to
encourage them to benefit from the unique program we offer.
● Actively participate in PTIs to help parents understand the benefits of the FEA
program.
● Engage proactively within the alumni network, making positive contributions to the
lives of fellow graduates.
Step 4 (S-W) Ask students whether this marks the conclusion of their learning journey with FEA or if
5 min there are additional avenues through which FEA can continue nurturing their growth.
TTE: 50 Provide students with the following information:
● The discussion you've just engaged in, regarding the ways in which you plan to give
back to FEA, serves as an opportunity to put into practice some of the non-cognitive
skills they've acquired (such as leadership, teamwork, compassion, mindfulness,
self-discipline, and resourcefulness).
● Their involvement with the FEA program will also afford them the opportunity to
enhance their English language skills by benefiting from the program's ongoing
development.
● FEA remains dedicated to the progress and achievement of its members (FEAians). The
organization has curated an extensive collection of reading resources, accessible on
the website http://feagraduate.org/Advanced_Level_Books.html.
● Lastly, FEA has devised a distinctive program to enable FEAans to tap into the vast
array of learning resources available on the internet. It has assembled a unique
selection of intriguing Massive Open Online Courses (MOOCs), accessible to graduates
through a guided learning initiative operated by the MOOC club.
Step 5 Ask students if they are familiar with or have heard about FEA’s MOOC clubs and their
(AS/S-W) activities. Accept all responses.
16 min
Ask students to watch the introductory video on the MOOC club available in the M16:D7
TTE: 65
folder. (3 min).
After students have seen the video, ask them -
● What specific aspects of the MOOC club intrigued them the most?
● From your standpoint, in what ways do you anticipate the MOOC club will
contribute to their learning journey?
Debrief: Inform students that interesting and informative MOOCs have been selected from
the best sites to enhance their knowledge and improve their skills. These MOOCs have been
215
evaluated by the MOOC club coordinators and have received positive feedback from the
fellow students.
Step 6 Q&A session:

(AS-S/W)
Ask students to read the MOOC Club FAQ provided in SRB Part B. Following that, invite
10 min
them to ask any questions they may have regarding the MOOC club.
TTE: 75
Step 7 Afterward, instruct the students to quickly browse through the roster of current MOOCs
(AS/S-W) accessible within the MOOC club. Furnish them with the live link offered by the MOOC Club
20 min Coordinators. (10 min)
TTE: 85
Select a few students and encourage them to discuss which MOOC captures their interest
TTE 90 min
and what knowledge or skills they aspire to acquire through the MOOC club. Encourage
them to share what makes them think that the MOOC will benefit them in their learning
journey.
Share the registration link to the MOOC club with the students. (Write the URL on the
whiteboard: http://43.252.88.75:8086/MOOCClubRegistration.aspx) Inform students that
they can benefit from the wonderful learning opportunity today by filling the MOOC club
registration link. Give them time to register. (10 min)
Motivate all students to register.

5 min
TTE: 100 min
216
217

Module 0 To 16: Facilitator Reference Book

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 0 To 16: Facilitator Reference Book

Uploaded by

Copyright:

Available Formats

Facilitator Reference Book

FACILITATOR GUIDANCE NOTES

Prelude to Advanced Program i Prologue to Focussed Language Training xvii

Day Lesson Name Page # Day Lesson Name Page #

Module O: Orientation Module 1: Speaking

Day 1 Know Your Capitals 1 Day 1 Looking Ahead 27

Module 2: Writing Module 3: Listening

Day 1 Thinking Hats 62 Day 1 Active Listening 93

Module 4: Reading Module 5: Teachback

Day 1 Mini-Goals 117 Day 1 Teacher for a Week 142

Day Lesson Name Page # Day Lesson Name Page #

Module 6: Polishing your Speech Module 7: Mastering Writing

Day 1 Elements of Speech 173 Day 1 Craft of Plot 195

Module 8: Listening and Responding Module 9: Personalising Reading

● Ensure that your laptops and internet are in working order.

During the class…

Structure of the Advanced Program

Modular Goals and Lesson Objectives

Capital Identification and Development

Note for the facilitators or Important note for the facilitators

Note to the trainer

Reading Speed Expectations

FLT Performance Review

Mid Term Progress Reviews and DIY Report Card

Certificates and Contest Spreadsheets

Why are learning theories important?

Behaviorism: Key Features

Constructivism: Key Features

Cognitivism: Key Features

BDA Approach & Cognitivism

GUIDELINES FOR STUDENTS PARTICIPATION IN CLASS:

STRATEGIES FOR ENHANCING CLASS PARTICIPATION:

40 min of discussion time 60 min of discussion time 80 min of discussion time

Here's how to create SMART goals for academic or professional success:

Monitoring progress of SMART Goal

A. Pronunciation (eh/ae, oh/aw, ae/ai , ih/ee).

Module 1 to 4 Module 5 to 9 Module 10 to 14

Sounds Sample words

zh Measure, Vision, Casual, Treasure, Genre

M7: Day 6 - 7 Review 3 Record progress in SAB - Performance Review and

Excellent Good Satisfactory Needs Improvement

The student offers The student offers The student offers

The student demonstrates a The student consistently

The student consistently reflects

Lesson # Type Facilitator Led TOTD Led After Class

How to administer the pronunciation drill

1. Choose a list of words that your learners need to practice pronouncing.

Module No Focus Area

3 Word Order and Question Formation

4 Articles and Subject Verb Agreements

6 Simple and Continuous Tenses

7 Simple and Perfect Tenses

8 Tenses (Simple, continuous and present perfect)

9 Tenses (Simple, continuous and present perfect)

Mod Weekly Points Contest Points Bonus Points

Mod # Contest Name Certificates awarded Cup

Elocution Contest - Winner (Team)

The Wordsmith Writing Wordsmith Contest - Winner (Team)

The All Ears Listening All Ears Contest - Winner (Team)

Crescendo Contest - Winner (Team)

Soliloquy Contest - Winner (Team)

Denouement Contest - Winner (Team)

SunoGraphy Contest - Winner (Team)

Name of Branch _ Session No. ____

Facilitator’s Name No. of Students_