( Courtesy: Nikhila,Elma,Nikhil,Sanjana,TTF and Rocky)
Vocab: to support Describing self
Language Function: Describing self
The general theme – self is spread out through all the activities in the class. Firstly, we all know that kids are very passionate when it comes to talking about themselves. Besides acting as a means to boosting their self esteem and confidence, it performs various other language related functions.
Ø They will be exposed to the use of I, me, mine, my etc….
Ø When describing yourself (especially your physical characteristics, traits etc), the use of adjectives is many and when it is used to describe oneself, the word and meaning really sinks in. eg: I am smart, I am tall etc.
Ø Nouns though not used as often as adjectives are also used. Though in relation to oneself, nouns used are very limited. Eg: I am a girl. I live in a house, I have one sister etc.
Ø Verbs are mainly used while describe qualities and attributes that are physical, ie talents, etc. Eg: I sing well, I Like dancing, I dream a lot.
Ø Activities that encourage the kids to talk about themselves is also a way of shedding inhibitions.
Vocab Activity to Describe Self:30 Mins Word web( Refer Repo under vocab)
Language Function: Describe self Activity :30 mins
Each Kid describing the person sitting on the right in a sentence using the above words.
Stem System used for describing itself: 30 Mins(note: the teacher starts)
I am (I’m)
She is (she’s)
You are (you’re)
Completing the 7 stems in 7 circles’. Make it fun;
I am Mickey Mouse
(Refer to the student sitting next to you) :He is intelligent.
(Imagine a girl is sitting next to you): Then she is Very beautiful (from the describing function)
(Choose some item in the room) :It is very strong
(Show your hands around the room):We are all good boys
(point at everybody else) :You are all very cunning
Now refer to the other class: They are all very boring
Vocab: to support Describing things
Language Function: Describing things
I am not (I’m not)
He (he’s not or he isn’t)
She is not (she’s not or she isn’t)
It (it’s not or it isn’t)
We (we’re not or we aren’t)
You are not (you’re not or you aren’t)
They (they’re not or they aren’t)
The general theme here is describing things. Things as far as possible must be those that they see around them and are familiar with.
Ø The use of the phrase it, this, etc will there.
Ø While describing the physical characteristics of the thing, they will be using only adjectives. Eg: my table is strong, the cooker is round etc etc
Ø While talking about the uses and other characteristics that are not prominently physical, they will use only verbs. Eg: the computer is works very fast; the car runs on petrol etc.
Ø The volunteers can also try making the kids understand some things beyond mere language like the relationship between a thing’s physical appearance and its functions, why everything is in a compact mode these days etc…. some scientific facts, trivia etc can be added. Learning about things must increase they GK along with serving as a language function.
First Revision: 10 Mins
Do a quick round of students describing themselves
Vocab Activity: to support describe things. 30 mins
Language Function: Describing Things: activity(30 Mins)
Now that the kids know how to describe things ask them to stand up and describe some thing based on the above criteria or others..till their friends guess it.( the other way of 20 questions)
Its gonna be so much fun !!
Stem System.(20 Mins)
Tell the kids to think of one “thing” they don’t want to be
I am not a donkey
Then ask them to talk about one thing they don’t want their friends to be
He is not a back stabber
Then ask them to imagine the girl J and one thing she you don’t want her to be J
Well..you get the drift
Class 3in addition to the objectives of the previous classes ,the appearance of each body part of an animal/bird must be related to the word(eg: sharp beak, long neck etc) and a relationship must be established between the peculiar body parts some animals have and its function, while describing birds and animals, colours, shapes etc can also be given a lot of stress, eg: a parrot is green and has a red beak, the shape of the designs in a peacocks feather etc.
Revision (10 mins)
Vocab: to support Describing Birds,
Memory game: to learn names (10 mins),
Parts Flash Cards: claw, sharp claws, eagle (10 mins)
Word web(10 Mins)
Language Function: Describing birds: (30 Mins)
Describe your favorite bird with the above word web
Stem : (20 mins)
Eg;I am ‘a good boy’ ;
He is ‘a good painter’;
She is very beautiful;
It is very strong
in addition to the objectives of the previous classes ,the appearance of each body part of an animal/bird must be related to the word(eg: sharp beak, long neck etc) and a relationship must be established between the peculiar body parts some animals have and its function, while describing birds and animals, colours, shapes etc can also be given a lot of stress, eg: a parrot is green and has a red beak, the shape of the designs in a peacocks feather etc. they can also be asked to imagine how life will be for different animals and regarding what they may be proud or be sad about. Eg: a beaver and its teeth, a crocodile and its scales, a lion and its mane etc.
Revision (10 mins)
Vocab: to support Describing Animals)
Sort the following (give a picture of an animal to every kid…Allocate 5 places in the room for 5 species (Mamals,amphibiens,fish,insect,reptiles)..They must run to the area that represents their animal species. Repeat couple of times. And then they should give words and contribute to the Inverted Word Tree.
Inverted word tree
Language Function: Describing things :( 30Mins)
All the pictures are again Jumbled. Everyone gets to pick one. Then they need to describe their animal without giving its name till their friends find it.
The” Who am I theme”!!
U fell of an aero plane and hit your head. Now u wake up in the hospital room and you don’t know anybody. So lets ask some questions and find out !!
Am I a boy or a girl
Is he my brother
Is she my wife
Is it my car keys??(is it or is tht??)
Use of basic describing words including shapes, colors, size etc. and the functional aspect of each type of building, place etc. other aspects like the weather, the natural landscape etc can bee added.
Vocab: to support Describing places
Buildings People Live In: apartments, flats, banglow
Other Buildings- Cathedral, community center,
Communities: City, village,
Geographical Features: Hill, pond, river
Language Function: Describing places
we are going globetrotting.
Every Kid needs to make a story using one word from each category.
We are in a foreign country
Ask questions to know where you are!! Explore
What’s the time?
Who’s that man?
How’s your father?
Vocab: to support Describing Celeberations
Word Web on
Your favorite Celebration
Why it is celebrated
How its celebrated
Language Function: Describing Celebrations.
Show picture of the some celebration. Ask them to imagine they are there. Ask them to describe what they see, hear and Smell
I am a police…ur caught ..so what ever I ask, answer by saying yes!!
Yes, I am.
Yes, She is
Yes, You are
Yes I am a robber
Yes she is my wife
Yes we are all good people.
Vocab: to support Describing feelings
Show them Smiley’s for each feeling and ask them to guess
Tht different levels of each!!
Take a word : Let’s say – HAPPY
Think of other words which mean ‘HAPPY’
So now we have cheerful, joyful, thrilled, merry, elated, euphoric, ecstatic, etc
Create a pictorial graph based on the degree of intensity of the word
Make a Word Web with different degrees of
Language Function: Describing feelings
Show them a picture, ask them what feeling does the people in the pic express and y?
Same as the above format..teacher asking questions…child answering no for all
No, I’m not
No, she’s not or No, she isn’t
No, you’re not or No, you aren’t