Describe a Sequence of Events

Students’ Learning Outcomes

·         Describe a series of events in a picture or a photograph.

Information for Teachers

·         Description is auxiliary story that interprets images and other graphic information into spoken words so that people who are blind or visually impaired can contact, relish, and learn from works of general, traditional, or educational importance.
·         The focus is on helping children use their imagination and practice spoken English.
·         Outline: Contain somewhat exciting and why this event is significant / fun to go to Description of locality, time, date Label the happenings that happened Describe the bodily particulars: Smells, colors, sounds, tastes Inference: Review why this event was value appearing and what you particularly relished second paragraph about to preparation of events. In the third we describe the actual event itself. In the conclusion, we write our impressions, reactions and recommendations.
·         Pictures or photographs can help people interpret the same situation differently.
·         While teaching the lesson, the teacher should also consult the textbook at all the steps where and when required.

Material / Resources

Chalk/marker, board, picture attached, textbook

Worm up activity

·         Paste the picture card 1 given below on the board. (Draw it yourself on the chart paper. Don’t cut it from here).
·         After looking at the picture that tells a series of events, students discuss, in pairs, about the possible events and characters the picture illustrates.
·         Allow children to share the ideas by asking them: give one word each that tells something about the series of events in the picture card 1.
·         Accept more than one answer as correct. Remember, you want the children to use their imagination too.
·         Possible responses in one word form could be: (encourage children to give responses in English, however correct response in any other language could also be appreciated and the English word for correct Urdu/Punjabi or any other language must be repeated by the teacher). Write their responses on the board.

Activity 1

·         Label the picture card 1 picture as 1, 2, 3, 4, 5, and 6.
·         Let children try to discuss in groups of five members each and develop a sentence for pictures 1.2, 3, 4, 5, and 6.
·         Ask them to write it on a page.
·         Once they have completed the task, allow them to share their ideas with the class by reading aloud group by group.
·         Take away the pages.
·         All responses must be appreciated by the asking all the students to clap for the whole class.
·         Write the sentences in correct order on the board.
·         This is a key to guide you. Please don’t limit your students’ responses to just these sentences.
1.       The field is dug.
2.       The potatoes are planted.
3.       The potatoes are picked.
4.       The potatoes are loaded on a lorry/truck.
5.       The potatoes are taken to the factory.
6.       The potatoes are washed.
7.       The potatoes are chopped.
8.       The potatoes are fried to make crisps.
9.       The crisps/chips are packed by the machine in small packet.
Sum up / Conclusion
·         Quickly review the lesson by asking the students to read the text about process of making potato crisps two times.
·         Allow loud reading or chanting where one child reads and others follow.
·         Assess students’ understanding through their correct responses during worm up activity, activity 1 and sum up.
·         Involve the students in solving problems given in the exercise at the end of unit/chapter.
Follow up
·         Read and write the same set of six sentences in paragraph form in the notebooks and replace the potatoes with the pronoun they / it from second sentence till nine.

Bring pictures from newspapers or old calendars to class and ask students 

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