Lesson # 1 – Hello!

Goal Competen cies Preparatio n Summary
To enhance Learner Response and set the pace for following English Communicative Lessons. None/Not applicable o Handouts of Personal Information Sheet (LP1-1) and Curriculum Content(LP1-2) in Hindi o White Board with Marker Pens o Flip Charts We need to foster Learner Response through informal methods in their mother tongue. The Lesson Plan is divided into 2 Sections o Personal Introduction followed by relevance of Language Communication (60 min.) o A Summary about their Learning Requirements connecting it with the Curriculum Content (60 min.)

Section 1

Personal Introduction

Time: 60 minutes

Objective: To explain the concept of Communication to participants. Activity 1: We will use the “Chinese Whispers Technique” for the above which has been explained in simple steps. 1. Distribute a photocopy of Personal Information Sheet to all participants and ask them to fill in their Name, Marital Status, Name of Husband/Father, Names of Children (if any) and Age of Children, City, Favorite Food and Hobbies on them. Also, write the same Information Heads on the White Board. LP1-1: पसरनल तथय नाम – __________________________________________________________ आप शादीशुदा है? - हा/न _________________________________________ पित/िपता का नाम - ________________________________________________ बचचो की संखया - __________________________________________________ बचचो की उम - ____________________________________________________ िनवास सथान - ____________________________________________________ पसंदीदा खाना - ____________________________________________________ रिचया – _________________________________________________________ 2. Collect the papers after 10 minutes and request the participants to sit in a closed circle. 3. Ask them to exchange the same Personal Information with their neighbor on the right side discreetly through whispers in her

History of Language etc. the focus of learning any new language should be more on its real life application for effective communication. Therefore. The concerned participant will now share the communicated Personal Information aloud while you point out the errors with the help of the papers submitted at the beginning of the exercise. Make the following Diagram on the White Board/Flip Chart for better understanding.ears. 7. After the excitement dies down. wrong age of kids etc. 6. the neighbor has to whisper the same information to her neighbor on the right who in turn will share it in the same pattern till the circle is completed and reaches the concerned participant. 4. summarize the learning from the exercise above in a low tone of voice as follows – 1. There are errors that occur while the information gets transferred because of ineffective Speaker Speech or/and Listener/Reader Comprehension. Errors happen even if the Speaker and Listener/Reader are well versed with the Language Medium nuances like Parts of Speech. 4. 5. and make it as exciting/dramatic as possible. कहने वाला बात सुनने वाला /पढने वाला 3. Language Communication has to be very strong between the Speaker and Listener/Reader for correct transfer of the Information. Laugh out loud with the participants following each error like names getting mixed up. Listener/Reader and Information. There are three components of Language Communication – Speaker. . 2. 5. The main objective of any Language Communication is to share Information. The above exercise will have to be repeated as per the number of participants present in the session. After 5 minutes.

reading etc. Pronunciation. Shabdkosh. 3.“Why do you want to learn to speak English Language?” and record their response on the White Board/Flip Chart. पसेजेर इतयािद समझ अंगेजी भाषा की समझ वयाकरण अंगेजी मे संजा. Keep recording their responses. Uchchaaran. Classify the responses into broad categories like Brighter Career Prospects. Vocabulary.) बोल अंगेजी भाषा का पयोग वाकय िनमाण जैसे . (Write down the heads mentioned below in Hindi script on the Board/Flip Chart. Activity 2: 1. give them prompts like speaking. मेप. Vakya Nirmaan. Samajh and Vyakaran respectively.सब ठीक है! All is Well! शबद-कोष नए अंगेजी शबद उचचारण अंगेजी शबद जैसे रोड. Pick up each Category of responses and ask them to come up with related situations giving them enough time to do so. 4.Section 2 Building the Learning Requirements Time: 60 minutes Objective: To help the Learners identify their Learning Needs.) किरयर interview देना िवदेशी याती अंगेजी मे नमसते बोलना वयिकतगत सुधार अपना पिरचय देना 2. Handling Foreign Tourists and Personal Grooming as follows. सवरनाम इतयािद Noun . Ask them the next question – “How will you communicate in English?” If required. (Write down the words mentioned in italics in Hindi script on the Board/Flip Chart. Comprehension and Grammar which is Bol. Sentence Structuring. Classify their responses into broad categories like Speaking. Pose the basic question to all the learners .

याती से उतारने का सथान पूछना १७. याती को सामान उठाने मे मदद करना ३८.5.भाग ३ 6. याितयो को नमसते बोलकर गाडी मे िबठाना १५.भाग २ ४०. LP1-2: हमारा कोसर १. डाईवर की उपिसथित देना १०. पैसो को लेकर बहस करते हए याती से िनपटना ु ३६.िगफट. याती से पेटोल पमप पे रकने के िलए पूछना २४. टेलेफोन पे डाईवर के खाली जगह की पूछ-ताछ करना १३. Distribute the Curriculum Content Document in Hindi to the learners comparing it to their responses mentioned in Point 2. गाड़ी गलत चलाने के िलए कमा मागना २६. अपना पिरचय देना २. अपने पिरवार के बारे मे बात करना ३. याता समापत होने पर मीटर पढना और पैसे जोड़ना ३५. गाडी खराब हो जाने पर याती को अनय गाडी मे बैठने का िनवेदन करना २८. याती से याता का तय समय बताना १८. याती को पहँुचने का रासता समझाना १९. गाडी के वेिटंग चाजर के बारे मे बताना ३४. रोड िचनह की पहचान . टेलेफोन पे डाईवर का काम लेना ९. याती को गाडी चलाते समय बहस/बात करने से िवनमतापूवरक रोकना ३१. याती को िदलली मे होटलो के बारे मे बताना २२. रोड िचनह की पहचान . रोड िचनह की पहचान .दवाई आिद) ू २३. अपना िदनचया बताना ७.भाग १ ३९. फोन पर बात करना ८. Emphasize on the fact that it is they themselves who have conjured the Importance of learning English Language along with identifying the requisite competencies and created situations to apply the same. अपना बाओ-डाटा बनाना ११इंटरवीऊमे भाग लेना १२. याती से उसके पसंद/नापसंद पूछना (ए. याती को टोल/पािकरग आिद के िलए पैसे देने का िनवेदन करना ं २०. समय और तािरख पूछना ५. िदलली के मान-िचत को समझाना ३७.पानी. याती के गलत आगहो को मना करना ३०. रासते पे नाराज़ सह-डाईवर लोगो से िनपटना २७. . they are capable of learning the language usage too.सी /अखबार/ रेिडयो) १६. याती की ज़ररतो को समझना (फल. बीमार याती को संभालना ३२. So. अनजान वयिकत से बात करना ४. गाडी के थोड़ी देर रकने से नाराज़ याती को संभालना २५. गाड़ी खराब हो जाने पर नाराज़ याती को संभालना २९. याती को िदलली मे घूमने लायक सथान बताना २१. मौसम के बारे मे बात करना ६. टेलेफोन पे इंटरवीऊ देना १४. याता समापत करना ३३.

8. Explain further the importance of learning English Language as made visible from the list of situations from the Curriculum Content Document. Motivate the learners by talking about the importance of Interaction during classes which would help in quick learning. Finally. 9. Pause in between for the ideas to settle in.7. 10. Ask volunteer participants to read out ten content heads each to the rest of the learners aloud. . set the Target in front of the Learners by flipping to the Competency Chart and establishing the Curriculum Content Document as the means of achieving it. .