DISTRICT INSTITUTE OF EDUCATION AND TRAINING

2019-20

A-5 DAY
ORIENTATAION TRAINING PROGRAMME
FOR
NALI-KALI
TEACHERS
 2019-20 A-5 DAY ORIENTATAION TRAINING PROGRAMME FOR NALI-KALI
TEACHERS

TIME TABLE
DAY SESSION 01 SESSION 2 SESSION 3 SESSION 4

Approaches adopted Analysis of the 1-

1 Programme Aims Language Games
in 1-3 English 3 Text Book

Language Skills Language Skills Language Skills Language Skills

2
Activity- Part-I Activity-Part-II Activity-Part-III Activity-Part-IV

Talks Using Simple

3 Classroom Language Intonation Pattern Reading
Present Tense

Language Games - Language Games –

4 Language Games -I Language Games -II
III IV

Unit Plan &

5 A’s Learning of X- Review and
5 Writing Recitation of
seed teaching Revisiting
Rhymes
General objectives of the programme:

1. To develop the general awareness of teachers about the approaches

adopted for introducing English in Classes 1-3.

2. To provide the teachers with the activity based learning which they can

build in their classroom practices.

3. To help teachers utilize the resources available in and around the school to

facilitate English language learning.

4. To help teachers develop insights into initial L.S.R.W programmes.

5. To equip the teachers with necessary inputs for opening a dialogue with

the parents about the 1-3 English learning programme and the kind of

support expected from them.

6. To ensure fair and equal opportunities to different level of learners.

7. To facilitate language learners to use language effectively.

8. To prepare language learners for their needs of education and for career.
 DAY-1
Session 1 :Programme aims and objectives.

By the end of this session the participants will be better able to

1. Understand the intended learning outcomes of this programme.
2. Use learner centered ice breakers to learn participants name at the
beginning of a course.
3. Provide a positive learning environment for all.
4. Work more closely with the other participants during this programme.

Aims and expectations.

Aims: To discuss participants expectationsof this course and compare those

with the intended learning outcomes.

Time: 20 minutes

T.L.M : Post it notes, Piece of chart paper on wall with Programme expect alone
written on top.

Presentation:

* Welcome participants to the course and introduce yourself.

* Put participants into groups. Ask them to discuss what they expect to gain from
the course.
* Give each group several postit notes. Ask them to write one expectation they
have from the course and stick them up on the piece of chart paper on the wall.
* Go through with the expectations and watch out for the ones which are unlikely
to be fulfilled by this course. Explain that you will return to these expectations at
the end of Day 5 to see whether or not they have been met.

Name Cards (Activity)

Aim:To familiarize the participants with each other, facilitator conducts an ice
breaker.

Time required: 40 minutes.

T.L.M : Sheets of A 4 Card, Colored pens, Magazines, An examples of a name card
with your name and picture of an object that starts with the first sound of the
name.

Swati

(Front) (Back)

Presentation:

Facilitator instructs the participants that they have to make name cards as
shown in the above example. Ask them to take a sheet of paper and fold it in half
and write their name in big letters on one side and draw a picture of a thing,
animal, verb or objective which starts with the same sound as their name on the
other side. Instruct them clearly and make sure that participants are using first
sound of their name but not the initial letter to relate it with an object , animal or
bird.

Practice:-
 Everyone should introduce him/herself showing the name on card and
then the picture on back.
For example – Hello I’ m Asha Arch; Hello I’ m Swati Swan etc.
 Now participants should show only the written names on the cards. Greet a
participant standing next to you.
For example- Hello Swati, I’m Asha arch. The next person should say Hello
Swati Swan, Asha arch, I’m Joseph Jackle…. Build a long name chain around
the group. Participants see the name on cards, but have to remember the
picture.
 Next, turn the cards around so that just the picture is showing and do the
name chain again participants can see the pictures but have to remember
the names.
 Finally repeat process once again, but this time participants should put
their cards behind their backs and recall the each ones name.
  Insight :-
 What helped them to remember all the names this time?
 Can we carry this experience to our classroom?
Generate:-
*.Frame two activities through which you can get to know each other.

Session 2:- Approaches adopted in 1-3 English

Objectives:-
By the end of this session the participants will be better able
*-To support teachers in implementing the 1-3 English programme.
*-To help teachers develop practical insights into organizing learning
activities in the English classroom.

(Group Activity)

Presentation :-
 Instruct the participants to make a list of activities that the teachers are
supposed to be organizing as learning experiences.
 Instruct the participants to make a list of problems that they are facing in
classroom.
 Instruct the participants to make notes on how you were taught English
initially and how that approach helped you or did not help you.
 Elicit their ideas

Support > A Brief overview:

Let us recall how a child picks up its mother tongue. Language learning
starts from listening to the language spoken at home. Then the child relates the
verbal expressions with different functions and slowly uses the same expressions
for carrying out those functions. It is a natural process of learning a language. The
more the exposure, the better is learning. Think of children in your classes. Those
who come from a home where a lot of language is spoken are usually good at
language use. This happens because these children do not get a good exposure to
their own mother tongue at home.
Would it be useful to provide such exposure as the above to facilitate
learning of English? Will our classrooms permit the use of English so fluently?
What is the support that the teachers would require if such an exposure has to be
organized? If the teachers are to create opportunities for listening to English,
then they need to speak English. What would be the suitable content for speaking
English in the classrooms? What else could they do to give more systematic
exposure to the use of English in classrooms?
It is around questions like the above that the present 1-3 English
programme was thought of stories would be the natural medium for language
transaction as stories interest children greatly. Apart from that, singing rhymes,
saying dialogues, following instructions and playing language games could also
enhance the quality of the exposure. Such experiences would provide a very
systematic yet informal or namely exposure to the target language. There is no
need to make learning formal. Reading and writing donot need to figure in initial
learning. We didn’t learn to read and write in our mother tongue first, we
listened to the language, tried to speak it and reading and writing came much
later, only when we entered schools after five years of informal use of that
language. It is in such a stress free atmosphere that the exposure to a new
language has to be given. Perhaps this approach would be effective in introducing
English from classes 1-3.
The committee designing the syllabus for 1-3 English was aware of the filed level
realities like the limitations of the teachers, background of student’s non-
availability of resources required etc.
Insight:
1) What did we learn?
2) What do we remember to introduce English language for class 1-3?

Generate: Participants will come up with few more personnel classroom

experiences of learning English language.
Session 3:-
Analysis of the 1-3 Text Book (English Reader Cum Activity Book)

Objectives:-
By the end of this session the participants will be better able
 To understand the content of the text book
 To know the activities suggested to transact in the classroom
 To prepare relevant T.L.M’s for the academic year.

Warmer: 15 minutes

Aim: Analyses of the 1-3 text book.

Time required:- 45 minutes.
Tools for analyzing Text Book
1.Class
2.Unit
3.Learning outcomes
4.Required outcomes
5.Required TLM’s

Interaction Pattern:- Group work

Presentation :
⦁ Divide the participants into six groups.
⦁ Allot the units among the participants according to the semester.
⦁ Elicit from the groups and consolidate.

Support :- Provide Text Book of Class 1-3

Insight:-
o What is the aim of this session?
o What did we learn from this?

Generate:-
 Prepare any two activities from class 3
Session 4:- Language Games
Objectives:
By the end of this session the participants will be better able
 To learn the language with fun and to improve vocabulary.
 To reduce anxiety related to learning and making errors while learning
language.
 To increase motivation for language learning.

Activity Name:- Pick and Run

Aim: To practice vocabulary

Time required: 20 minutes.
Interaction pattern: Group activity
TLM :Pictures of animals and chits having animal’s name (two sets)

Procedure:
 Divide the class into two groups.
 Let them stand in two rows facing each other.
 The pictures are spread in the centre.
 Two children, one from each group should be given the name of the
same animal. If there is lion in group 1, there should be a lion in group 2
also.
 The teacher calls the name of an animal. The children with that name
from both the groups run to the center try to pick the picture of that
animaland show it to teacher.
 For each picture collected the group getsone point.
 The game continues with other students.
 Each pair should be given only one chance.
 The name should not be repeated.
  The child who fails to pick the right picture may be allowed to say the
names of five vegetables before you count ten. If the child is able to say
the names then the group will be awarded with one point.

Adaptation:The same game can be played with the names of fruits/things
around.

Session 4:- Language Games

Activity Name:-Unwrap the Ball

Aim:- To provide the learners practice in saying the names of fruits.
Time required:- 20 minutes
T.L.M :- A ball with pictures of different fruits.
Interaction pattern: Whole class mingles.

Presentation:

Wrap the pictures of different fruits around a ball. Make the children to
form a circle. Let the children pass the ball in the circle when the teacher claps,
the child has to remove one picture and tell the name of the fruit in that picture.
Then the ball is passed on to the next student and so on. Children should
continue to pass the ball until the teacher claps. The child who fails to say the
name of the fruit will stand out of the circle. The child who says the name
correctly gets the chance to clap.

Practice:- Ask the participants to design any activity from class 2.

Insight:-
~ What language items did you practice while playing the game?
~ How is giving instructions an important aspect of language games?
Generate:-
Ask them to write a new language game of their own.
 DAY-2
Session 1:- Language Skills and Activities (Part-I)

Objectives:- By the end of this session the participants will be better able
 To develop language skills among the children.
 To help teachers develop the ability to reflect over the classroom processes
employed while playing a game.
 To help teacher adopt other language games to suit the levels of their class.

Activity Name:- Vegetable Girl

Aim:- To enable children to identify vegetables.

T.L.M:- Chart/Picture of vegetable selling girl.
Interaction pattern:- Group activity.
Time required:- 20 minutes.

Presentation:-
 Teacher divides the class into 2 groups and names the teams.
 Teacher shows the picture of vegetable girl and asks the teams to find out
the vegetables’ name one by one.
 From each team one student should say vegetable name and turn passes to
the next team.
 For saying correct vegetable name team will get points.

Session 2:

Activity Name:- what is the number?

Aim:- To enable the learners to learn numbers.
Time required: - 10 minutes.
Interaction pattern: - Whole class mingles.
T.L.M:- Flash cards and numbers.

Presentation:
> Make the children form a circle and ask them to move clockwise. Tell them
to ask you ‘What’s the number?’ Let them ask two or three times before
you actually start the game.
> Call out number between (1-5) or (0-7)
> Children have to form groups according to the number said by teacher. If
teacher calls out one, they have to remain single. If teacher calls zero they
have to keep moving in circle.
> If the members are less than the number called out, that group is out
similarly children who cannot find a group also gets out of the game.
> Repeat the game with different numbers.
> Once a group has been formed children should not be dragged or pulled
out of the group.
> The group / children who are out of the game, should keep clapping till the
game is over.

Practice:- Ask them to write language games in groups. Give each group a chart
paper. The games thus written can be displayed on the wall for the benefit of
other teachers.

Insight:- 1.Do you think you can write your own language game?
2. Why should we have a language game in language classroom?

Generate:-
1.Prepare an activity which helps our children to develop listening skill.
Session-II

Activity Name:-Find the object

Aim:-Familiarize the student with the names of flowers

Time required:20minutes.
T.L.M:- Pictures of flowers in flash cards.
Interaction pattern: Whole class mingles.

Procedure:-
 Collect / draw colorful pictures of flowers.
 Cut them and paste them on card board/ drawing sheets of 4’’x3’’ size
 Let the children sit in a circle.
 Distribute the flash cards in such a way that each child gets 1 or2 cards.
 Let the teacher be outside of the circle.
 The teacher has to hint out flower by its colour, size or shape.
 On hearing the hint students check their cards. If they have the right card
they show it to the class.
 The student who shows the right card will get one point.
 Teacher should only give hints and not announce the actual name of flower.
 The child who shows the card will tell the name of flower.
 The student who shows wrong cards more than twice may be asked to sit
outside the circle and watch the game closely. His/her cards can be
distributed to those who give correct answers.

Adaptation: The same game can be played with things around us.
Activity Name:- Fishing Animals

Aim:- To practice the sounds of animals.

Time required:- 20 minutes.
T.L.M:- Pictures of animals,nails, thread with magnet.
Interaction Pattern: Whole class mingles.

Procedure:-
 Make the children sit in a circle.
 Keep some pictures of animals with nails stuck behind them, in the centre
of the circle.
 Give the child, a thread/string with a magnet tied to it.
 Ask the child to go near the pictures in the center of the circle and hold the
thread over the pictures.
 The nail in the picture attracts the magnet.
 The child holds the picture, says the name of that animal and imitates the
sound of that animal.
 The child comes back and passes the string to the next child
 Teacher should only give hints and not announce the actual name of
animal.
 The child who does not say the name of the animal is out.
 Each child should be given only one chance.

Practice:-Design an activity where you can familiarize the learners with

movements of the animals.

Insight: 1.Do you think you can frame your own language game?
2. Why should we have a language game in language classroom?

Generate: Design an activity which helps to develop the speaking skill.

Session-III

Activity Name:- Traffic Lights.

Aim: To enable to identify colours remember the traffic rules and utter the name
of colours.

T.L.M: Flash cards of red, orange and green colour.

Interaction Pattern: Group activity/ outdoor / indoor.
Time required: 20-30 minutes.

Presentation:
 Make children stand in a circle and let them act as if they are driving a
vehicle and move in the circle slowly.
 To start with you can play the role of the traffic police and show the colour
cards one by one starting with orange, then red, and then green and so on.
 Orange is shown before showing red or green.
 They must move when teacher shows green, stop as teacher shows red and
get ready for movement when teacher shows orange card.
 When you show the orange card students will say ‘slow down, slow down’
after that teacher shows the red card ‘children slow down, and stop
moving.
 When teacher shows the orange card again children should act as if getting
ready saying, ready, ready.’
 When teacher shows green signal, students should start moving by saying
go, go.
 Children should follow the signals without mistakes
 The police (teacher) will seize the vehicle of the child who doesn’t follow
the signals.
Activity Name:- Name of months.

Aim:- To practice names of months.

T.L.M:- Teacher, students
Interaction Pattern:- Whole class.
Time required:- 15-20 minutes.

Procedure:

 Make two children face each other and form an arch holding their hands
above their heads.
 The other children pass through this arch in sequence. As they are passing
they must utter the names of the months. When they reach December, the
two children bring their hands down to catch two children who are passing
through the arch.
 The children who are caught will form the arch the students who formed
the arch earlier will join the group. The game continues.
 All the children should say the names of the months in a sequence.
 Teacher can ask students to say the names of the months in the reverse
order if he thinks they are able to say names in the regular order.
 The arch always closes at December. It could stop at any month and
continued at later stages.

Adaptation:-

 This game can be used for the days of the week, letters of the alphabet and
numbers.
Session IV: Develop language skills among the children.

Activity Name:- Stop and say.

Aim: To practice action words such as jump, sit, stand, eat, clap, hop, run, comb.
Time required: 10 minutes.
T.L.M : Cards with action words.
Interaction pattern: Group activity.

Presentation :-
> Make the children form a train. Let them move like a train.
> Make two gates making use of four children on the path of the moving
train.
> The gates will close when the teacher claps.
> The train should stop at the gates and students read the display board
there.
> Every time the train stops at the gates display a new action word card.
> The children in the train see the card and say what it is and do the action.
> Repeat the game with different flash cards.
> Ask them to sing a rhyme as the train moves.
> Everyone should sing rhyme when train moves.
> The children in the train who are not able to read the flash cards /words
within two seconds they should move.
> The same cards will be displayed even for the next round, to help them
read the cards.
>
Adaptation:-Different picture cards / flash cards can be used each time.
(Fruits/ animals /vegetables/ parts of body)
Activity Name:- The cat and the mouse

Aim:- To help learners practice saying the the days of a week.

Time required:- 15 minutes.
Interaction Pattern:- whole class activity.
T.L.M Required:-

Procedure:-
 Make the children form a circle.
 Choose two children. One as a cat and another as a mouse.
 The cat is outside and the mouse is inside the circle. The cat asks children
“will you let me in?”
 The children should say “No, only on Monday”. The cat goes on asking and
the children keep changing the days of the week. ( No, only on Tuesday, No,
only on Wednesday and so on.)
 When the children announce the day on which they are playing the game,
the cat say, “Then let me in”. They allow the cat in. The mouse has to
escape.
 Once the child playing the mouse role is caught, teacher can replace the cat
and mouse with other students. And game continues with new cat and
mouse.
 If the game is being played on Monday the children can begin from
Tuesday.
 The cat can’t enter until the children say the entering day,however; the cat
can try to break in.
 The mouse should not escape until the cat comes in.
 The children should not break the chain even if the cat tries to break it.
 If the mouse is caught by cat, the mouse has to say the days of the week and
the day on which it was caught.

Adaptation:-
The same game can be played with time numbers (after 2 days, after 3 days)
 DAY-3
Session -1 Classroom Language

Objectives:- By the end of this session the participants will be better able
 To create an Englishenvironment forlearners.
 Maintain a positive classroom environment.
 To provide opportunities to their learners to practice English.

Warmer:- 10 minutes.

Classroom Language:
Classroom language is the routine language that is used on a regular basis
in classroom like giving instructions, commands admiring and praising
etc.Example “please take out your books” or “please sit down”.

Activity Name:-Know about you

Aim:- To provide the English environment to the learner.

Time required: - 50 minutes.
T.L.M:- Paper sheets.
Interaction Pattern:- Six Groups.

Presentation :

 Divide the whole class into six groups.

 Distribute the below given topics
o Establishing rapport
o Starting the class
o About absentees and late coming
o Polite utterances
o Instructions given for reading
o Confirmation and Encouragement
 Ask the participants to write some polite phrases related to classroom.
 Presentation from the participants
  Extra inputs from the resource person

Practice:- The participants are made to practice / use/ read the extra input
related to classroom language is provided with this activity.
It should be made use in their day to day classroom activities.
Insight:- Can you take their phrases into your classroom.?
Generate:- Ask the participants to write few more polite phrases to make the
Classroom language lively.

CLASSROOM LANGUAGE

Establishing
Starting the class About absentees Late coming
rapport
Good morning, Is everybody ready to Who is absent today? Why are you late? Did you over
children. start? What is wrong with_ sleep or miss the bus?
Good morning, Let us start our lesson today? Try to be on time. This is not the
boys and girls. now. Shall we? Has anybody seen_ first time.
Hello everyone. Stop talking now, so today? You are late. Anyhow let this be
Hope you are that we can start. the last time.
feeling well today. I’ll mark the register.

As the teacher is about to begin

Polite utterance Further instructions.
the lesson.
Give out the books please. Take out your books and open Put your pen/pencil down.
Circulate the copy to the class. them at page___. The time is up. Stop writing.
Is there anybody who hasn’t got Turn to the next page. I want you to work on this in a
the copy? I want you to turn to the page__. group of five .
Where is your book____? Put your books away now.
Could you share with___?

Checking the students understanding

Instructions given for reading. While giving Exercises
and Comprehension.

Read the passage to yourself Do you know the meaning of all the I want you to do exercise 5.
If there are any word you words? Try the next exercise s well.
don’t know, please ask. Are there any words you are unfamiliar Now let us check the answers.
First we shall read the with? Let us run through answers
paragraph. Can I help you with any phrase? quickly.
Let us take turns reading. Has anybody got anything to ask? Change papers with your
Do not stop in the middle of Perhaps we can do some quick revision. neighbor.
the sentence. Give yourself one point for
__, go on from where s ___ every correct answer.
left off. How many did you get right?
I’ll will read it to you first.
 Giving instructions for Speaking about
Talking about writing About spelling
acting out something pronunciation
Copy this down in your Now, we shall act out How do you spell the It was not pronounced
note books. this conversation. words? correctly.
Write it in the empty Come to the front and How is the word spelt? Listen to the way I say it.
space at the top. say/act. Spell the word for me. Watch my lips carefully.
Write it out legibly at Who wants to be __? Watch my mouth
home and bring it to the I think you should clap. closely.
class. Let us applaud the Listen and repeat.
Your hand writing is actors.
illegible.
At least make sure I can
read your hand writing.
Have you got a spare pen
with you?

Asking questions on Checking Readiness Checking correctness. Asking it to say aloud

structure and
vocabulary
Is the word order in the Are you ready? What is the answer? Loud please.
sentence right? Who has not had a turn? Was that the correct Say it louder.
Mind your prepositions. answer? Speak more clearly.
Where did we stop last
time?
Is that right?
There was a small
mistake in what you said.
That was almost right.
Did anyone notice the
mistake in his answer?
Can anyone improve on
what__ has said?
Is there anything that
needs correction?
How else could you say
this?
What is the better way
of saying?

Instructions for grouping Getting things done in class room Requests

All of you. Clean the board. Please put your books down.
The whole class please. Close your books. Please try it again.
Work in pairs. ___, listen now. ___, come here please.
Form two groups of six. Answer the question,____ Come to the board, please___.
One at a time please. Don’t talk. Could you please come out to the
Just the front row Do hurry up, it’s time. front?
You must not use a ball-point pen.
You have to come prepared for a
test on Monday.
You should write your name at
the top.
 Confirmation and Apologizing Progress in work.
encouragement

Excuse me for a moment Has everyone got a book?

Right I’ll be back in a moment Can you all hear?
That is much better Would you excuse me for a Who would like to read this?
You have made a lot of While/moment? Where is your note book,
progress. Sorry, I have a sour throat _______?
That’s nic I’m sorry, I didn’t notice it. Does anybody need any help?
That’s just what I was looking Who would like to write this on
for. the board?
Not to worry it will improve. Can someone give ______ a few
That’s right sheets of paper?
Not quite right. What was I saying before was
Try again interrupted?
Have another try Can you summaries the last
Well done paragraph?
You have improved a lot. Can you all see the black board?
That’s perfectly correct Who would like to do this?
May be this will help you

End of the lesson clearing the class leave taking

I’m afraid it’s time to finish All of you go out now. Good bye.
now. Not so much noise please Students/children/boys and
That will do for the day. Get into the queue girls.
I think it’s almost time. We Form a queue and wait until Have a nice week end.
will have to stop here. the bell goes. See you tomorrow again.
DAY-3
Session 2
Intonation:-
By the end of this session the participants will be better able to
 Read and speak using proper intonation.
 Learn to maintain the rhythm in spoken English.
 Help the participants attain basic awareness and differentiate
between different sounds.

Warmer: 10 minutes.

Aim:- To know more about intonation pattern.

Required Time:10 minutes
When we speak the pitch of the voice goes on changing, that makes
the voice rise and fall. This rise and fall of pitch in speech is called
modulation of voice or intonation.

Rising Tone
1) Auxiliary questions
 Is this right?
 Were you present yesterday?
2) Statements (as questions)
 You can’t help me?
 She actually saw you?
3) Commands (encourage)
 Be patience
 Stand up
4) Requests
 Pass the salt, please
5) Wh- questions (when you wish to be polite, friendly, warm or to
show personal interest)
 What’s your name child?
 How’s your son?
6) Elliptical questions
 Coffee ?
 When ?
7) Tag questions ( when you express doubt or ask for information )
 It won’t cost more than ten rupees, will it?
 You did it quite easily. Didn’t you?

Falling Tone
1> Statement
 Bengaluru is the capital of Karnataka.
2> Commands
 Remember what I told you.
 Stop that noise.
3> Advice
 Work hard.
 Take a lot of rest.
4> Invitations
 Why don’t you come and have dinner with us?
5> Exclamations
 How lovely!
6> Wh –questions
 How old is she?
 Where does he live?
7> Tag questions ( When you want the listener to agree with you)
  It’s a warm day, isn’t it?
 The last bus goes at ten, doesn’t it?

1 Activity Name:- Role play

Aim:- Take part in role plays, conversation practice given in the text.
Time required:- 20 minutes
Interaction Pattern:- Group Work.
TLM:- Text Book

Presentation :
 Divide the class into four groups
 Teachers/participants are given freedom to choose any conversation
from class 3 text book.
 Participants should read and understand the conversation carefully
and also concentrate on the intonation pattern.
 Presentation by the groups.
 Feedback from other groups and resource person.

Practice:-
 Participants discuss in their groups and try to write and choose their
roles.
 They prepare a set of dialogues if necessary.
 They practice the dialogues in groups before presenting.

Insight:-
I. How important is intonation in our day to day communication?
 II. Why is it necessary to have role plays in the classroom?
III. Can we take this type of activity to our classroom?

Generate:- Pick out some suitable phrases/ sentences from the English
Reader which bend themselves to teach rising falling tones to the students.

2 Activity Name:-P A N Card activity

(Pronoun, Adjective, Noun)
Aim:- Use simple nouns, pronouns and adjectives in verbal and written
communication.
Time required:- 20 minutes.
TLM:- 3rd standard Text Book.
Interaction Pattern:- Six Groups.

Presentation:-
 Divide the class into six groups
 “The Apple Tree” (class 3)
 Read the story and list out Pronouns, Adjectives, and Nouns.
 Elicitation and consolidation from the resource person.
 Extra inputs from the resource persons.

Practice:- Participants discuss in their groupsand list out Pronouns,

Adjectives, and Nouns.
Support:- Raymond and Murphy Grammar Book.
Insight:-
 What do you think is the objective/aim of this session?
 Is it useful to you? If yes, how?
 Can you use it in your classroom? If yes how?
 Generate: Come up with alternative activities which includes Nouns,
Pronouns and Adjective.

Session 3:- Talks using simple present tense.

Objectives:- By the end of this session the participants will be better able to:-
 To help participants get adequate practice in the usageof different
grammatical concepts.
 To help participants participate in different activities to make
learning grammatical communicatively.
 To enable them to speak fluently using simple present tense.

Warmer:- 10 minutes.
Facilitator talks about celebration, surroundings sports, feelings and
emotions using simple past and present.

Activity Name:- “ Pick and Speak”

Aim:- Express orally his / her opinion using simple present tense.
Time required:- 25 minutes
TLM: Chits with different topic (Elephant, My pet animal, Myfavorite
teacher)
Interaction Pattern:- Individual.

Presentation :-
> Prepare the chits with different topics.
> Call the participants one by one.
> Ask them pick the chit and speak on the topic they find in the chit.
 > Facilitator should make a note of strengths and areas of
improvement.
> Feedback (constructive)

Practice:- The participants think individually and generate some ideas.

The participants prepares to speak for a minutes.
Insight:-
- What is the aim of this activity?
- Is there anything good which you can carry from this activity to your
classroom? If yes, mention?

Support:- Raymond and Murphy Grammar Book.

Generate:- Frame one more activity to facilitate simple past.

Activity Name:-Animals moving about.

Aim:- To be enable to use simple present tense and speak.
Time required:- 25 minutes
Interaction Pattern:- Whole class mingle.

Presentation :-
o Ask the participant to stand in a circle.
o Choose one participant to select a favorite animal Eg. A fish
o Ask him / her what can your animal do? Eg. Swim
o Write on the board.
I am a fish and I can swim.
o Ask the participants to read this sentence aloud. The child then
selects someone else to choose a favorite animal.
 o The next participant chooses an animal and says eg. He is a fish and
he can swim. I am a monkey and I can climb.
o The activity is continued among all the participants.

Support:- Five minutes Activities for young learners (Author Penny Mckay
and JenniGuee
Insight:-
i) What is the use of this activity?
ii) What do we learn from this?
iii) Why and how to do this activity?
Generate:- Design on your own one more activity related to speaking
(simple present)

Session 4:- Reading

BY the end of this session the participants will be better able to:
o Get a deeper understanding of the concept
o Read words with pictures
o Reads aloud words with appropriate pronunciation and pause
o Collect relevant information from a large number of alternate
materials

Warmer: - 10 minutes

Activity name:-Phonic song [you tube ]

Aim:- To know / read alphabetical song
Time required :- 10 minutes
Presentation :- Recite the rhyme
A for apple aaa ……
Practice :- The participants will repeat and practice twice

Activity name :- Read me

Aim :- understand the concept of reading
T.L.M :- Any relevant picture
Time required: - 20 minutes
Interaction pattern:-individual

Presentation :-
o Ask the participant to do the activity individually.
o Make a list of words you notice in the picture.
o The participants will collect the words.
o Ask them to frame simple sentence by using those words.
o Try to involve all the participants.
o Elicitation and consolidation by facilitator.

Practice:-
o Participants will find out the words by reading the picture.
o They try to put those words to frame simple sentences.

Insight:-
1. when does the child start to read?
2. How can teacher help children to read at school?

generate:-
o Design an activity to develop reading at initial stages
Activity name :-How to teach reading
Aim:-Able to know how to teach reading to the children
T.L.M:- Flashcard
Time required:-20 minute

Method 1.:-Phonic method

Once the children learnt the letter sound they will begin to bend two
letters together to make simple words, then three letters, four letters and
so on.
a-t i-t o-n i-f b-e m-e n-o c-a-t s-a-t m-a-t f-a-t r-a-t c-a-r f-l-a-t
p-l-a-t t-h-a-t

Method 2.:-Look and say method

With the look and say method children learn to recognize whole
words or sentence rather than individual sounds. Flashcards with words
written on them are used for this method.

Practice :-
o Flashcard are distributed among the participants
o They are asked before the class.
Insight:-
1.Do you think you can improve your students reading skill? If yes,
mention.
Session 4. :-Reading
Activity name: -Authentic materials for readings
Aim :-
o Collect relevant information from a large number of authentic
materials
o Use authentic materials in classroom to improve reading skill of
students
Time required:1 minute
T.L.M: Handbills, pamphletsetc
Interaction pattern: Group work
Presentation:
o Divide the participants into five groups
o Participants should go through the authentic material collected by
them and explore by keeping these points
 Colors on the cover
 Price
 Date of manufacturing
 Date of expiry
 Company
 Net weight
 Batch
 Nutrition facts
 Marketed by
 Ingredients used
o Feedback by resource persons
Insight:- 1. Do you think can you improve reading and speaking skill by
using authentic materials?
2. Can you take this activity to your classroom?
Generate: - collect the authentic materials available in your surrounding
and create a reading corner in your classroom.

Day -4
Session – 01
Language Game – I
Objectives:

By the end of this session the participants will be better able,

 To play a language game and provide teachers practical experience of
playing a language game.
 To help teachers develop the ability to reflect over the classroom
processes employed while playing game.
 To help teacher adopt other language games to suit the levels of their
class.

Let’s learn 3S
Activity Name - 3S (Sound, Shape, Sense)
Aim - To enable the participants to recognize all the letters of the alphabet
in order on the basis of their sound upper and lower case.
Time required – 20-30 Minutes.
Interaction pattern– individual activity.
TLM– Flash cards {Alphabetical Cards}

Procedure.
 Teacher asks the participants to listen the instructions carefully .
 Teacher shows the flash card of a letter like ‘Aa’ and utters it thrice.
 Asks the participants to listen and repeat after him/her.
 Teacher shows the flash cards randomly.
 Teacher asks the participants to recognize the letter and utter the
sound.

Insight.
 Can we have this activity in our classrooms?
 Why we should have this activity in our classrooms.

Activity name: Answer me

Aim: To enable the participants to articulate simple greetings in English
orally.
Time required : 20-30 minutes
TLMs : Questionnaires.
Procedure :Class 2 Page No 8
 Teacher gives instructions to the learners and asks them to listen
carefully.
 Teacher supplies the questionnaires to the learners in the pairs.
 Teacher asks ‘A’ student to ask questions and ‘B’ students to answer
then v/s.

Insight :
 Can we have conduct this activity to our classroom?
 Why we should have this activity in our classroom?
Language Games: II
Session – 2

Objectives: By the end of this session the participants will be better able
 To help teachers develop the ability to reflect over the classroom
process employed while playing game.
 To play a language game and provide teachers practical experience of
playing language game.
 To enable the teachers to develop insight into the advantages of playing
language games.
 To help teacher adopt other language games to suit the levels of their
class.

Activity Name:Rhyme, Rhythm.

Aim:1) To enable the participants to enjoy the rhyme.
2) To sing the rhyme rhythmically.
Time required– 10 Minutes.
Interaction Patterns:Whole class

Procedure:Class 02 page 25
 Teacher forms a circle of the participants and asks them to follow the
instructions.
 Listen to me carefully, don’t recite.
 Listen and repeat after me.
 Listen, repeat, sing and do the action along with me.
 Teacher asks some participants to present independent by calling
him/her in front of the class and encourage.
Insight:
 Can we have this activity in our classroom?
 Why should wehave this activity in our classroom?

Activity name: Ice breaking activity.

Aim: To enable the participant to talk about common and general topics
like family, food.
Time Required: 20-30 minutes.
TLMs: Chart of a Family, Questionnaire.

Procedure:
 Teacher gives instructions clearly.
 Listen to me carefully, don’t make noise.
 Look at the picture and tell what you see.
 Teacher asks questions from the questionnaire andtells the participants
to answer.
 Teacher motivates the participants on correct answer and makes the
corrections if needed.

Insight
 Can we have conducted the same activity in our classroom?
 What we learnt from this activity.
Sessions 03
Language Game – III
Objectives:
By the end of this session the participants will be better able
1. To develop insights into the advantages of playing language game.
2. To help teachers develop the ability to reflect over the classroom
process employed while playing a game.
3. To play a language game and provide teachers practical experience of
playing a language game.
4. To help teacher adopt other language games to suit the levels of their
class.

Activity Name–Elemu’s Gold.

Aim -to enable the students to listen and responds to English words
comprehend questions related to stories and poems.
Time required– 20-30 minutes.
Interaction pattern: Individual activity.
TLMs: Question strips.

Procedure: Class 2 page 58

1. Teacher gives some instructions to the learners.
2. Listen to me carefully.
3. Teacher reads the story.
4. Teacher asks students to come one by one take question strip and
answer the question.
Insight:
 Can we have conduct this activity to our classroom?
 Why we should conduct this activity in our classrooms?
Activity Name: Narration of story.

Aim : Listen and identifies characters and sequence of events in a story.

Verbally expresses opinions and questions on the same.
Time Required : 20-30 minutes.
Instruction pattern: Whole class mingle.
TLMs:pictures of characters.

Procedure
1) Teacher asks participants to sit in a circle.
2) Teacher narrates the story of Deepu and Angel. (page 42 clas3) by
using pictures.
3) Students listenthe story carefully and identify / list out the characters
and events in the story.
4) One by one student verbally expresses their opinion about the story
the activity goes on.
Insight:
 Can we use this type of activity in our classroom for narrating events
stories?
 Why we should have this activity in our classrooms?

Language Game: IV
Session – 04
Objectives: By the end of this session the participants will be better able.
1. To help teachers develop the ability to reflect over the classroom process
employed while playing a game.
2. To enable the teachers to develop insights into the advantages of playing
language games.
Activity name – Spell the word

Aim: To enable the participants with the right way of spelling a word.Time
required:15 minutes.
Interaction pattern: Individual activity.
TLMs: Picture papers having four lines at the bottom. {fan, tree, pen, cup,
bat, ball}

Procedure:
1) Teacher instructs the participants to listen carefully.
2) Teacher distributes pictures to all the participants.
3) Teacher asks all the learners to identify the object drawn on them
and write its name on the four lines in the bottom with proper
strokes.

Insight:
 Can we conduct this activity in our classroom?

Activity name – Be confident.

Aim – To enable the students to write three or four lettered words

independently.
Time required. 20-30 minutes.
Interaction pattern – Group activity.
TLMs – 6 sets of alphabet chits.
Procedure.
1) Teacher asks the participants to listen the instructions carefully and
stand in a circle.
1) Teacher divides the class into six groups.
2) Teacher provides alphabetic sets to all the teams.
3) Time duration is 5 minutes for all the teams.
4) When teacher says ‘get set go’ then participants have to arrange the
alphabetic chits to construct three or four lettered words.
5) At the end teacher counts the correct words and finally declares
winner team.

Insight.
 Can we conduct this activity in our classrooms?

Activity name:Build a story

Aim: to enable the participants to form a simple story with basic elements.
Time required: 20-30 minutes.
Interaction pattern: Group activity.
TLMs: story relevant pictures.

Procedure:
1) Teacher instructs the participants to listen carefully.
2) Teacher shows story relevant pictures and tells them to use them as
the basic elements in the story.
3) Teacher says the participants to connect those pictures with each
other to build a story.
4) Duration of the time will be 10-15 minutes.
 5) Then participants are asked to tell the story.
6) In the end of all the 6 stories all participants are asked to decide
which story was the best.
Insight.
 Can we take this activity to our classrooms?
 What we learnt from this activity?
 Day – 5
Session: 1
5 A’s learning of exceed teaching [ aim action analysis, application,
assessment]
Time Duration – 40 minute
Discussion and feedback – 20 minutes

Objectives
1) To enable the participants to gain command over language skills and
build the confidence.
2) To enable the participants to think logically and ask more questions.
3) To enable the participants to have concrete learning and to promote
scientific temperament.
Action: go to class with an action.
1) What am I going to teach?
2) What will the children learn?
In this step students know what they will learn.

Agenda. What are you going to do in the classroom for40minutes.

First 10 min _______?
Next ____________?
Next ____________?
In this step students experience the concepts themselves through
hands on activities and experimentation to understand their use and
appreciation in real life.

Analysis – Have an analysis of how they (pupils) are performing.

In this step students reflect on the experience and explore the concept
further through questions and answers.

Application:
Students use workbooks to apply and practice what they have learnt and
improve their writing skills.In this step teacher has to plan an activity
related to the aim so that the children learn at least by doing.

Assessment:
Students take periodic tests that measure and give feedback on
development in 3 key areas.
1) Conceptual understanding.
2) Applied thinking
3) English language and comprehension.
In this step teacher’ll assess students learning.

Practice:
Group activity
Participants will discuss about A5.
Support
Xseed education – Wikipedia
https://xseededucation.com

Insight
 Whether it is suitable and needed for our professional development?

Session: 2
 Writing
Time required. 10 minutes
Objectives.
 Be able to understand the principles and practice of being a good
writing teacher.
 Teach learners the mechanics of writing including pre-writing
activities the formation, size, and spacing of letter and handwriting
development.
 Teach punctuation appropriate to the age and level of the learners.

Pre Writing skills

1) Vertical line
2) Horizontal line
3) Circle shape
4) Cross shape
5) Square shape
6) Right or left diagonal line
7) Triangle
8) X shape
9) Curves

Activity name: Letter formation.

Aim: To be able to teach forming the letters of the English alphabet
effectively.
TLM: Card sheet, black board. Cut ups.
Time required:
Instruction pattern: Group Activity
Presentation –
 Resource person instructs the participant to rearrange the jumbled
sentence.
 Divides the whole class into groups.
 Cut ups of these steps for teaching how to form correct wordsby
letters.
1) The children open their books.

2) The teacher writes the letter on the board. The teacher and children
say the sound of the letter on the board.
3) The teacher holds up and names realia ( real objects and things) or a
flashcard (picture of a word that begins with the same letter)

4) Children complete two lines of letters in their books.

5) The teacher draws the letter in the air.

6) The teacher highlight the first sound of the realia/flash card she is
holding.
7) The children use their finger to draw over the letter in their books.

8) The children draw the shape of the letter in the air.

9) The children draw the shape of the letter on the table.

10) The children use a pencil to trace the letter-paying attention to

any start points and direction arrow.
 11) The teacher demonstrates writing the letter on the board
saying the movement at the same time. (round, up, down)
Key answers: 09 ,03,04, 01 ,12, 06,02, 10, 07, 08

Practice.
1) Participants practice after getting the key answer.
2) Participants get ready (clear idea) to present/teach the letter
formation.

Insight:
1) Is it important to improve writing skills among children? Why?
2) Is there anything good which you can carry from the experience to
your classroom? If yes, mention.

Generate:Practice these letter formation steps with your children’s in the

classroom.

Session -2
Hand writing development

Activity name:Good handwriting teacher.

Objectives: To understand the principles and practice of teaching writing

effectively to you students.
Time required: 20 minutes.
TLM:4 lined sheet
Interaction pattern:individual work.
Procedure:
1) Four lined sheet is distributed among the participants individually.
2) They have to copy the sentences given by the resource persons.
3) Collecting the sheets.
4) Resource person will select the good handwriting sheet and exhibit in
the classroom.
5) Generate discussion among the participant’s reasons for good
handwriting.

Support:
A good handwriting teacher has to be a model of excellent writing, a
monitor of all writing and a support for students as they develop their
writing skills.
 More accurate in the way the letters are formed.
 More fluent in terms of speed and confidence
 More legible or easier to read.

Session 2
Punctuation
Time required: 20 minutes
Activity name: Your turn
Objectives: To practice punctuating a passage to make it clear and
coherent.
TLM: Any passage without punctuation mark.
Interaction pattern: Group activity.
Procedure:

1) Divide the class into 5 groups.

2) Distribute a passage without punctuation marks to all the groups.
3) Ask them to punctuate the passage.
4) Collect them and give for the peer correction.

Support:
Resource persons are required to refer a good grammar book and discuss
the punctuation marks.

Practice:
Distribute the work sheets to punctuate the paragraph.

Insight:
How do you think punctuation marks are important to learn / teach any
language?

Generate:
Conduct these type of activities in your classroom.

Session: 3 Review and revisiting competencies of class 1-3

Activity Name: creative teacher.
Objective: To able to know and understand the learning standards from
class 1-3.
Time required: 60 minutes.
TLM: Text book
Interaction pattern: Group activity.
Procedure:
1) Divide the class into six groups.
2) Distribute the list of learning standards among the groups.
3) Class -1 two groups
Class – 2 two groups.
Class – 3 two groups.
4) They have to like the activities given in the text book to the learning
standards.
5) Presentation from all groups.

Support:
1) Resource persons should have thorough knowledge about the

competencies and activities from the text book to give the

constructive feedback

Insight: Do you think that your expectations are met in these 5 days? If yes
mention.
Class – 01 Class – 02 Class -03
Names familiar objects seen in Recognizes all the letters of Recites and enjoy
pictures, classroom walls and the alphabet in order on the poems/rhymes individually/in
surroundings: associates them basis of their sound capital groups with correct
with their words and lowercase pronunciation and intonation.
Recognizes and matches Sings or recites songs and Takes part in role
capital letters with small rhymes with actions plays/conversation practice
letters in print/Braille. given in the text
Recognizes all the letters Articulates simple greetings Uses simple nous, pronouns and
based on their sound and pleasantries, in adjectives in verbal and written
English/home language orally communication.
and in writing.
Makes straight / curve lines Talks about simple day to day Reads aloud with appropriate
and traces the letters to write topics like family food etc, pronunciation and pause.
them neatly using English/home language.
Responds to greetings and Listen ans responds to English Expresses orally
simple instructions in English words, comprehension her/his/opinion/understanding
and uses them in daily life. questions related to stories about the story and characters in
and poems. the story, in English/home
language.
Recites simple rhymes with Reads and identifies Responds appropriately to oral
actions. characters and sequence of messages/ telephonic
events in a story verbally communication.
expresses opinions and
questions on the same.
Responds to questions Writes three/four lettered Talks about celebrations,
related to stories and poems words with proper strokes surroundings, sports, feelings
using English/home and spellings eg. and emotions using simple past
language. Fan,hen,coe,bat,girl,etc. and and present tense.
reads them.
Reads common consonants Writer three or four lettered Writes 3-4 sentences/simple
blends as ‘br’ ‘fr’ ‘sk’ and words independently. paragraphs in English on
words based on them. personal experiences/events
using verbal or visual clues using
proper punctuation.
Responds orally and in Retells/makes a simple story Uses vocabulary related to
drawing (in any language with basic elements of subjects like mathematics and
including sign language) to beginning, middle and end. EVS relevant to class3
comprehension questions
related to stories/poems.

Talks about self or situations

or pictures in English.
Session -04
Vocabulary.

Activity name – LCWC

Objective – to enrich the vocabulary.
Time required – 20 minutes
TLM – flash card with words, hard card sheet.
Interaction pattern – individual / whole clam mingle.
Procedure.
1) Resource person should ask the participants to sit the participants steadily.
2) Resource person should flash the card written with a name word.
3) The participants ‘Look’ the word.
4) Resource person ‘ covers’ the word.
5) Participants have to ‘write’ that word.
6) Resource person will show the card and the participants have to correct by self.

Adaptation – for practicing alphabetical letters and new words.

Day – 5 session – 04
unit plan and recitation of rhymes.
Objectives-
By the end of this session the participants will be better able to
1) To know how to write unit plan.
2) Associate competencies with the activities.
3) To make the class lively.
4) To make learning fun with the help of rhymes.
5) To know how to recite the rhymes
 UNIT – THINGS WE USE
Competencies – Listening, speaking, Reading, and vocabulary.

Sl Expected learning outcomes and TLM Evaluation tools and techniques Self Date Sign
No activities assessment
1 Identify the tools. Card sheets Technique – observation
1) Activity name – do you know? with pictures Tool- checklist
Interaction pattern – group 1) Did they follow the
activity teacher’s instructions?
Procedure – make two groups among 2) Did they dictate
children teacher. correctly?
Writes some phrases on paper card sheet. 3) Did the others write the
One runner from each team runs and answers properly?
reads the phrases and dictate it to the
groups and others find the tools name
those who complete first are winners.
2) Activity name – joining the tools.
2 Interaction pattern – group activity.
Procedure – make four groups among Card sheet Technique – observation
children, teacher gives 4 card sheets with tools Tool - checklist
having tools picture and name. teacher picture and 1) Did they join correctly?
asks each group to join tools with their name 2) Did they co-operate each
name. which group complete first will be other?
winner.

By using clues students are able to Technique- observation.

3 rearrange the jumbles letters. Tool – words like knife, axe,
Activity name – jumbled letters. hammer etc
Interaction pattern – pair work. Spelling
Procedure – divide the whole class into Arrangement of words
pairs and instructs them to rearrange the Co-operation
 letters to get names of different tools. TB-
3,pg-41

Listen and comprehend simple stories. Stick of Technique- observation

4 Activity name – story telling. (TB- Pf-42) pictures of Tool – words.
Interaction pattern – whole class. Deepu and 1) Did they underline the
Procedure – teacher reads the story of Angel correct words.
deepu and angel with gestures. Pupils
listen and underline the words what
deepu wanted to be?

5 Learn and identify rhyming words.

Activity name – Flashing the cards. Flash card Technique – observation.
Interaction pattern – pair work. Tool – checklist.
Procedure – teacher divides the whole 1) Did they follow the
class into pairs. Set of cards with rhyming instructions?
words are provided randomly to them. 2) Did they co-operate with
One pupil flashes his rhyming word card each other?
and its pair has to join him/her like wise 3) Did they identify the
the activity will be continued. correct rhyming words?

Identify the plurals.

6 Activity name – matching pictures. Pictures flash Technique – observation
Interaction pattern – pair work. card Tool- checklist.
Procedure – divide the whole class into 1) Did they identify the
two row. facing each other. One row singular and plural
contains the singular nouns other row pictures?
contains the plurals. So by showing the 2) Did they match with each
pictures flashcard have to match with other?
singular and plurals. 3) Did they co-operate with
each other?
 Recitation of Rhymes.

Rhymes for class 1-3

Weblinks.
1) www.kidsfront.com
2) www.uspstudios.com
3) www.songs for teaching.com
4) www.emmasdiary.co.uk
5) www.bbc.co.uk

Reference –
1) Five minute activities for young learners. Penny Mc Kay and JenniGuse
2) Developing reading skill. Francoise Grellet
3) Oxford Guide to Effective writing and speaking. – John Seely
4) The English Classroom. (Bi-annual Journal) – RIE
5) Learning standards by KSEE Board Bangalore.
6) www.britishcouncil.in
 THANK YOU
FROM

DISTRICT INSTITUTE OF EDUCATION AND TRAINING

VIJAYAPUR