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What would be the other ways to facilitate this type of lesson? Make a note. Assist the pair if need be. Suggested answers Words Meanings reluctant — unwilling, hesitant conference — meeting, session, seminar barrier — blockade, obstacle, hurdle fraternity — community, society flourish — grow, thrive, prosper lingua franca — common language.

Tell them that the first one has been done for them. Pay special attention to the students who find difficulty. Add ideas, or help students improve their responses. The two speakers in the debate are Karma and Kabita. Karma is the supporter of fewer languages. Karma claims that using a single language is better for making our life easier and Kabita claims that using multiple languages is better to make life easier and comfortable.

The Sanskrit language is supposed to have musical quality. Linguistic and cultural differences bring variety in literature. Using single language can minimize communication barrier. Extended activity a. What problems did I face today? Lesson Three Reading contd. To write a summary, they have to use their own words so as to express briefly the main idea and relevant details of the piece they have read. The purpose in writing the summary is to give the basic ideas of the original reading such as what is the text about, and what does the author want to convey through the text?

Using these questions will help them examine what they are reading and will help them to write the summary. If any confusion arises, provide further support and clarification. True c. False d.

True e. Tell them to use the ideas collected in their groups. The aim is to develop their confidence to speak in front of people. Reflection What did I do today? Note: Focus on the differences not only in structures but also in meanings and the contexts of use. Suggested answer a. The first expression is in direct speech what Prashanna said but the second one is in indirect speech what Dolma reported to someone else of what Prashanna said.

In the first expression first person pronoun I is used, whereas in the second expression, first person is changed into she. At the mean time, move around the class and assist the students. Sujal told Sanskriti that he would see her the next day. Sujal told Sanskriti that Sarina had phoned him. You can also ask the students to report what Sanskriti told Sujal. Sanskriti told Sujal that she would phone Sujal the next day. Sanskriti said that she was learning English. Sanskriti told Sujal that she was leaving then.

Your students surely come up with a lot of problems and questions. Many of them will also make errors. Let them commit the errors. Do not try to teach them the rules first. Encourage them to do the task by looking at the examples in the earlier section. If they cannot find a similar example, write a similar example on the board. Note: Do not teach the grammar rules here for changing the direct speech into indirect in isolation and before the students really feel their need.

You can introduce the rules bit by bit, one rule at a time, in the context of example. Let the students make mistakes first. Do not try to teach them without making any errors. Committing errors is a natural thing in the process of learning. Sankalpa said that he had overslept that morning.

Durgaman told me that the earth moves round the sun. Hiramaya says that she is tired. Bidhya said that John had had an accident. Sandesh said that the place had been almost empty when he got there. Anu said that she had enjoyed herself the previous night. Sujata said that Pujan was living with her husband then.

Dhanesh said that he was meeting John this night. She told me that it was raining cats and dogs there. Extended activity Ask the students to write five different assertive sentences of their own, and to report them using appropriate reporting clause. Were the students able to change the direct statements into reported statements? When did the robbery happen? What were you doing when the suspect entered he school?

What did the suspect do first? What did the suspect ask Mr. Ghale to do? When did Mr. Ghale call the police? One of them plays the role of the police officer and the other will play that of Mr. Ghale to provide detailed information. For example: Interviewer: What are your future plans?

Prime Minister: I will construct roads in all the districts of Nepal. Interviewer to the class: The Prime Minister said that he would construct roads in all the districts of Nepal. For example: Juli to Karan: I love chocolate more than coffee. Karan to Monali: Juli said she loved chocolate more than coffee.

Monali to Geeta: Karan said Juli loved chocolate more than coffee. Reflection How was the lesson? Have I been able to make the students understand how to change the direct statements into reported statements?

Display the picture of people p. While listening, they have to complete the telephone message slip. Assign this as individual task. Kathmandu c. Agrim d. Remind them to use the ideas that they noted earlier. Monitor and support them. It can be assigned as home assignment. Zoos should be abolished For: I think the beautiful animals deserve to be free and should not be kept in the captive. Against: I think zoo is the only place where you can see all the amazing animals from around the world.

All museums should be free to the public For: I think the cultural heritages kept in the museums are public property and should be free for the public to observe. Against: Since the museums need to spend so much of time, effort and resources to protect the cultural heritages, they should generate fund by charging fees to the visitors.

How to Conduct a Class Debate? Introduce the topic: All debates start with a topic, or resolution. Choose a topic to which your students can relate and perhaps one with practical application and interest.

Make sure that your students understand the issue and any specialized vocabulary that goes with it 2. Assign the speakers into for and against: There are two sides to any debate.

Naturally, one will argue for and another against the resolution. The class can be divided into two groups and each group can select 3 to 4 members to debate.

Prepare the criteria for the evaluation and inform the students. Give time for research: Your students will need time to collect ideas related to the issue. They will also need additional instruction on the specific vocabulary that may be involved.

Encourage each group to form a strategy as to who will do most of the talking during the debate. Remind them that all of them are expected to participate in the research and strategy of the debate. Keep track of time: Decide the order of the speaker alternatively for and against. The speakers present their arguments. You can assign one of the students as the time keeper to remind the speaker about the time.

Make a judgment: Usually, in debate, the winner is the one who has presented the strongest case. For ESL classes, the overall purpose of speaking is more important than the specific outcome of the debate. Still, your students will probably want to know who won.

You can ask them to vote secretly and combine the votes with the score they have obtained in your judgment to determine the winner. Divide the students into four groups. Assign one group to speak for the motion of the first issue and the second group to speak against the motion of the first issue.

Assign third group to speak for the motion of the second issue and the fourth group to speak against the motion of the second issue. Tell them to make preparations for the debate by collecting the ideas from the members. Monitor and help them while they are making preparations. Ask one participant from each group you can allow more to speak if you have time to speak for or against the issue as assigned earlier. Evaluate them and decide the winner. Explain the strengths and areas to be improved as feedback.

You can also ask the students to vote the best speaker secretly to decide the winner. Some ideas for the first issue against the motion are provided below. Against the motion Mr. Chairperson, respected teachers, and friends! Introducing necessary educational qualification for eligibility for contesting elections, in a country like Nepal, where one third of the population is illiterate, will go much against the spirit of democracy for the sole reason as it will deprive the majority of the population, their right to contest elections.

A good politician must be a good leader first, who can take good decisions, empathize with people, have a vision for the future and must know the way to get there. What matters is his love for the nation and people. The person should be honest, patriot and devoted to the country.

Unfortunately there is no such degree bestowed for exhibiting these qualities! It is not necessary that a person getting excellent marks is also a good planner and decision taker. A combination of the two is needed for a person to become a great politician. In my opinion, it is not required to have an educational qualification for the politician. The only thing which matters is the work done for the public and his nation. Extended activity Ask the students to list down any five topics on which they could debate for and against the motion.

What did I do today? How can I improve? Where do you live? How do you greet people in your culture? What are the significant cultural activities that you perform in your society? Why are they important? Do you think they strengthen your identity? What are the cultural festivals you celebrate? What aspects of your culture do you like? Why do you think it is necessary for us to preserve our culture?

How are culture and identity related to each other? They can refer to the ideas collected earlier. Monitor and assist them when needed. Note down their ideas on the board. Encourage them to share as many ideas as possible. Monitor their work and provide necessary assistance especially to the below average students.

Encourage them to write the first draft without thinking much about the grammatical accuracy. Provide your suggestion, and make them prepare the final draft. Sample questions to be included in questionnaire What are the major cultural festivals in your community? How do you celebrate them? What activities do you perform? Why is that festival celebrated? What are the changes in the cultural festival over the years?

How can we preserve our culture to transfer to the next generation? What kind of support do you expect from the government agencies for the preservation and promotion of your culture?

If yes how? Give them the appropriate target language dictionaries e. They can search and learn any phrasal verbs they like. Set a time limit for example, three minutes for them. The one who writes the greatest number of phrasal verbs and can tell their meanings wins the game. In direct speech the present tense is used, whereas in reported speech we need to use the past tense form of the verb.

But in reported speech, we convey the message of the speaker in our own words to another person. Follow the following general rules while reporting the direct statements.

Change of pronoun Since the person who originally spoke and listened are changes, we need to change the pronoun to denote these people. Script of the audio You will hear a telephone conversation between Yogendra and Sapana. Telephone ringing Yogendra: Hello! Yogendra speaking. Sapana: Hello, could I speak to Agrim? Can I take a message? Sapana: Oh, well, this is Sapana here. When will he be back? Sapana: Good.

Can you tell him I shall wait for him at NetaChowk, Rajbiraj at Yogendra : Okay. Could you please give him my cell number? Yogendra : Pardon? Could you please tell me your cell number again? Yogendra : Let me check it. Sapana: Sure. Yogendra : Thank you so much. Sapana: Bye.

Tell them that a fable is a story of birds or animals. Characteristics of Fable Fables are fiction in the sense that they did not really happen. They are meant to entertain. They are poetic, with double or allegorical significance. They are moral tales, usually with animal characters. Fables are short, and they usually 40 have no more than two or three characters.

Let them think for a while. Encourage the shy and introvert students to speak out. They may say some names from their community, school or class.

Ask the students to pronounce these words, if they cannot, provide a model pronunciation. After this ask the students to go through the text, and mark these words and other new words in the text. Ask them to guess the meaning of the words looking at the context. Facilitate the students with the structure of the sentence and grammar of the text wherever it is necessary. Simplify such sentences for them. Make the students aware of the grammar in the text too.

For example: ask them to mark direct questions, identify the tense of the sentences, etc. Now divide the class into the groups of four or five consider the sitting arrangement of the class , and ask them to discuss and write how Tom and George spent their lives. Ask each group to present their findings to the class, and provide necessary feedback. Extended activity Ask the students to use the words in the box below in their own sentences: gloom, hilarious, decently, expostulations, rumours, profoundly, unscrupulous, enticements, luxuries, amendment, considerable, qualm, cocktails, discreditable, prosecuted, assuredly, convicted, vindictive and scoundrel.

If you did, make a list of them. Provide necessary feedback. A sample paragraph The earthquake stricken people are still in deep gloom as the reconstruction of the damaged houses is delayed. They suspect that they would never be away from the temporary houses where they have been living for last two years. They would be in hilarious spirits only after they get the new quake resistant houses.

They have been affected financially too. Some of them are found to be involved in different illegal They say if the government creates an opportunity to work decently, they are ready to live a decent life. Make sure that the students understand what each questions expects. While the students are writing the answers, move around the class assisting the students and checking their answers.

To serve in a bar or to drive a taxi was a respectable profession to Tom. George Ramsay was staring into the space because his only brother, Tom, troubled him very much. Tom left his work and wife because he wanted to enjoy himself. Tom managed his life when he ran out of money at first by borrowing from friends. Cronshaw and Tom cheated George by creating a fake case at the court. George gave Tom considerable sums for amendment which Tom spent to buy a car and jewellery.

Such situations forced George to realize that his brother would settle down. Suggested answer h, b, c, d, g, e, i, a, f Extended activity Ask the students to write how they want to spend their life; like Tom or George? Ask them to give reasons to their answers. Reflection Did you use any activity other than the ones suggested?

If yes, mention them. Sample summary Ramsays were respectable people. George Ramsay had a brother, Tom, who was not labourious but problematic. Though he started a business, he left thinking that it was boring. He not only left his business, but also his wife and two children and went for travelling. He borrowed money from friends when he had none and George continuously helped him with the money thinking that he would start a new business and settle one day. But with the money George gave, he bought a car and some jewellery.

He never settled down and when he did not get money from his brother, George, he started blackmailing him. Lastly, he sued a fake case with the help of Cronshaw, and got five hundred pounds, and as soon as they cashed the cheque, they both went to Mont Carlo and remained there for months. Tom George troublesome, a black sheep of the a serious man, respectable, a lawyer family, wanted to enjoy ………… himself………………. Ask a pair to come to the front of the class.

Ask one of them to describe Tom and the other George. Possible answer Yes, there was a thug in my village whose name was Birkha. Though he was healthy and wealthy, he never wanted to labour. Rather, he wanted to get easy money. He made some fake documents, and started to deceive people. But one day, police caught him and sued a trial.

He is in a jail now. Unlike Tom who deceived everyone including his friends, Birkha never deceived his relatives neither did he blackmail them.

He is jailed but Tom was not. Extended activity Assign each student with the task of writing a description of a person who is like Tom as home assignment. The following description can be given to them as an example. Raju Dai: A Grasshopper of our Village Raju Adhikary, who is called Raju Dai by everyone in my village, was once very rich as his father had left a lot of property to him.

So, he neither paid attention to his studies nor learned any skills. He also bought a car and visited clubs every night. He began to cheat the people to satisfy his needs. You can write them on the board. Ask the students to work in pairs and find out the differences between the form of direct and indirect question. Ask them to share the differences they have noticed with the class. She asked me where Dolma was. She asked me if he was at home. She asked me how old I was.

He asked her where she was from. She requests him to help her the next day. Also get them to change those questions into indirect questions. For example they Reflection Which method did you use to teach grammar in this lesson, inductive or deductive? Why did you choose the very method? Note: The students are likely to have difficulty in solving the task. If this is the case, provide them with similar examples.

Do not teach the rules in isolation out of the context and until they really feel the need of the rules. You can introduce the rues bit by bit, one at a time. Provide sufficient examples and practice opportunities in the context so that the students can generate the rules themselves.

Anupam asks me where I live. Sanjeeb asks him if he can solve the problem. Prabin asked if Pramila loved him. Dinesh asked his friends who had gone to Muktinath for worshipping the God. Navaraj told Saraswati to visit him in Australia.

Julia inquired Pujan how her husband was. A stranger asked Astha what kind of music she liked. Bharatlal asked Phiroj if he was not applying for a grant. Aritosh asked Durgalal if he was not at the office. He asked me if I had not paid her. At the same time, make other two students report on what Pemba and the business person said. One reports what Pemba said and the other reports what the business man said.

Pemba greeted the business person, and asked how he could help him. Student 2: As the business person entered, he greeted Pemba and told that he wanted to see Mr. He was there to deal a project. Student 1: Then Pemba replied positively, and requested the businessperson to have a seat. He assured the business person that he would inform the boss right then.

Then ask them to change the sentences into indirect speech. Extended activity Ask the students to read the conversation below, and report it in a paragraph.

Laurie: So, what are your plans for this weekend? Do you want to get together or something? Sarah: How about going to see a movie? Laurie: That sounds like a good idea. May be we should go out to eat beforehand. Sarah: It is fine with me. Where do you want to meet? I have not gone there for a long time. Laurie: Good idea again. I heard they just came up with a new pizza. It should be good because Summer Pizza House always has the best pizza in town. Reflection Were your students able to change the direct questions into indirect questions?

What problems did they face? Mention the problems as well as the way you overcame those problems. For this, ask some questions relevant to the audio, such as: What is the weather like today? What are the other types of weather? How is a windy day? You can play the audio more than once. Make sure that they understand each of the sentences in the exercise. You can play it more than once. Ask the students to listen to the weather forecast on radio or TV in English; one in the evening and the other next morning.

Ask them to note down some main points from those reports. Some sample points a. The sun will rise at in the morning and set at 5: 55 in the evening. The day will be sunny though it will be partly cloudy in the east. The maximum temperature will be 28o C and the minimum will be 24o C. Remind them to use the points they listed earlier.

Provide your suggestion too. Then ask them to edit their writing considering the feedback provided by their friends and teachers. A sample weather report Good evening. Heavy rain is expected in the eastern region of the country. It will be cloudy all day there with plenty of rain.

In the central region it will be quite hot with long spells of sunshine, whereas in the west, it will again be cloudy, with showers at times. Moving to the mid-west and far west it will be mostly sunny and very hot. In the western hills it will be dry and windy. The maximum and minimum temperatures recorded at the five regions yesterday were: Dhankuta: maximum temperature Kathamndu: maximum temperature 30 degrees Celsius, minimum Pokhara: maximum temperature Birendranagar: maximum temperature Do you have the similar experience?

What strategies have you implemented for the improvement of the listening competency of the students? Ask them to use indirect speech. Give priority to introvert or shy students. Daddy, Mommy asks me when you finish your work. Mommy, Daddy asks if you are ready for the outing. Ask one student to act as an interviewer and the other as an interviewee.

Provide some sample questions that the interviewer can ask and the answer Anjana would give. Interviewer: How did you reach there? Anjana: Well, we went there for an expedition. Interviewer: What did you eat there?

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