LESSON PLAN: UNIT 10: THE HARE AND THE TORTOISE TOPIC: SPEECH BUBBLES

Title	UNIT 10: THE HARE AND THE TORTOISE TOPIC: SPEECH BUBBLES
CLASS		ONE	DURATION	80 MINUTES

 

STUDENTS LEARNING OUTCOMES:

Fill in speech bubbles with given appropriate words and formulaic expressions.

MATERIALS:

Chart paper

INFORMATION FOR TEACHERS:

•          Speech is the ability to talk or, the activity of talking. In simple words whatever we speak is speech. Speech is also a formal talk. •          Speech bubble is a special shape in which character’s words or thoughts are written. The bubbles with thoughts are also called thought bubbles. •          Discuss the dialogues and help in reading before giving the writing task. •          Display some of the speech bubble dialogues from the book and the plan in the classroom. You can also make dialogues with the students. •          Formulaic expressions are words or phrases that are used in everyday conversation for different purposes e.g greetings (Hello, Good morning, How are you?) permissions (may I, please, sure) gratitude (thank you, you are welcome). •          These expressions once learnt can be repeated in different situations without changing the words.

INTRODUCTION:

•          Write ‘Speech Bubbles’ on the board. •          Draw any 4 but all different speech bubbles on the board. •          Help the students read and say ‘speech bubble’. •          Explain the class that these speech bubbles show what a character is saying or thinking. •          We can draw speech bubbles of different shapes and size. We can also colour them. One same and very important thing is to draw a v shape with the bubble. The v shape points to the character who is saying something. •          Have you ever seen this kind of shape? (Some of them may recall that there are many speech bubbles in their English textbook). •          Clap for them if someone says English textbook or any other correct answer).

Development

ACTIVITY 1

Directions: •          Open you English textbook. Take 5 minutes to see all the speech bubbles in your book. •          You will read the speech bubbles. You will also observe the shapes, colours, and size. •          These are first 3-page numbers which have speech bubbles, find more pages and write the page numbers on the board. (Write the first 3-page numbers on the board which has speech bubbles). •          Encourage the students to write more page numbers as they find speech bubbles. The first three-page numbers are 12, 35, 45 Q. How do the speech bubbles look? (Ask about shape, colour and size) Q. What are the speech bubbles about?

ACTIVITY 2:

•          Begin the class greeting: Hello, how are you? •          Wait for the response. If they do not respond, tell them: Hi, I am fine. Thank you. Greetings: •          Ask them to greet each other and repeat the above dialogue. Hello. How are you? Hi, I am fine. Thank you. Permission/Agreement •          Now ask: Would you like me to play a game? May I use your pen? •          Wait for the response. •          If they do not respond, tell them: Yes. Sure. Of course. Okay. •          Explain that when we show agreement, we say anyone of the above words. Saying sorry: Sara: Sorry I am late. Amna: It is alright. Asking for help: Fatima: Excuse me. Can you please help me? Rabia: Sure. What do you want? Fatima: May I borrow your pen? Rabia. Yes, of course. •   Invite a few volunteers to come in front of the class and do a role play by acting out a few situations.

ACTIVITY 3:

Imran: Hello, how are you? Bilal:. I am fine. Thank you. Imran: I am going out to play. Bilal: Can I come with you? Imran: Sure. Let’s go. Bilal: Thank you so much. Note: Provide these dialogues to the students to write in speech bubbles (3 for Imran and 3 for Bilal). Give idea of pictures. They can draw their own. Let the girls write by changing names.

CONCLUSION / SUM UP / WRAP UP:

We can use speech bubbles to write what we talk and think.

ASSESSMENT:

Q. Draw 4 more speech bubbles and fill them. My dog is not shy. It plays with everyone.      I call it Billy. What is the name of your cat? No, it is friendly. Your cat looks cute.    My cat is Kitty. It is very shy. Does your dog bite?          Thank you. What do you call your dog? Note: The students can give any name to the boy and girl. Following is the sequence of the dialogues; it can also be changed but must have connection. Faiza: Does your dog bite? Faiza: Thank you. What do you call your dog? Faiza: My cat is Kitty. It is very shy.      Asad: No, it is friendly. Your cat looks cute. Asad: I call it Billy. What is the name of your cat? Asad: My dog is not shy. It plays with everyone.

FOLLOW UP:

Homework: Read and fill in the speech bubbles with the given sentences/phrases on textbook page 107- Writing Part 1.