Lesson Planning of Oral Communication
Grade 1st for beginner
Students` Learning Outcomes
- Express likes/dislikes.
- Express enjoyment while playing.
- Use appropriate body language for different communicative functions.
- Exchange basic routine greetings.
- Introduce themselves in class.
Information for Teachers
- Oral communication has two parts: as;
- The use of language
- Interpersonal skills
If you provide a safe environment to the students, and enforce rules so that students do not make fun of or fight with each other, students will then have the courage to express themselves in class.
- Provide phrases for students to learn, practice and reproduce appropriately while teaching them, the greetings and courtesies. However, give them multiple options, as; the response to ‘How are you?’ may be ‘I am fine’, or ‘Great’, or ‘I am good’, ‘Super!’
- Create opportunities for students to have real conversations with each other, not just role-plays in class. This will help developing students’ interpersonal skills.
- So, since these aren`t tasks that will be done once only in class, rather we are calling them ‘routines’ and not ‘activities’.
- While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.
Duration / Number of periods
- These and similar activities are to be done in 5-10 minutes slots, once / twice a week throughout the school year.
- These skills will be practiced during brainstorming sessions, during group work or class discussion, where you will remind them of the courtesies and rules of interaction wherever needed. So, there isn`t a set number of periods set aside for these skills: these are to be taught throughout the year.
Material / Resources Required
Writing board, chalk/marker, duster, stick for pointing, notebooks, textbook
- Announce to the class that we are going to do some real language work, and speak English like grown up! (Or say something else that makes them feel that they are doing something very important and special).
Prepare a chart for the wall. All along the edges of the chart draw round faces with different expressions: Happy, sad, angry, lazy, shy, surprised.
- Ask students to write their name near the face that describes their feeling that day.
- Ask students to volunteer to tell why they are feeling happy that day?
- Ensure that students listen to each other with respect.
- Greet students every morning with a lively tone. Say salaam as well as ‘Good Morning’.
- Make eye contact with them when you do this, and encourage them to look at you directly when they reply.
- Tell them that when you talk to someone it is polite to pay them attention and make eye contact with them.
- Ask them ‘How are you?’, and teach them to ask you the same question.
- Model different responses to ‘How are you?’ such as ‘I am great!’, ‘I am fine, thank you’, ‘I am good’, etc.
- Tell students that they can respond to ‘How are you’ with the above phrases in a formal situation, and they can also respond with what they did in Routine I, as; they may say ‘I am feeling lazy today’, or ‘I am very happy this morning’.
- Ask students about greetings outside the class.
- Ask them if they said Good bye or Allah Hafiz, or any other parting greeting to their family as they left the house.
- Encourage them to use this greeting with each other at home-time.
- Model saying Bye or Khuda Hafiz at the end of the day or at the end of the class, say it cheerfully and making eye contact with the students.
- Ask student how they should greet someone when they visit their home.
- Teach them to shake hands firmly while greeting someone. Tell them to shake each other’s` hands to brainstorm (only the first time you do this routine) about what else you can say when you go to meet someone: as; you have a very nice house, your garden is so pretty!, you are looking very nice!
- Ask students what you say when saying good bye to a guest: Thank you for coming.
- Ask them what they say to their family right before they go to sleep: Good night, or Shaba-e- Bukharin.
- Brainstorm on a different topic each time you do this routine.
The topics may be foods, seasons, games, cartoons, school subjects, colours.
- Introduce the activity (Today we will talk about the foods that we like)
- Ask students to name foods they like.
- If one child says, I like biryani, ask the others if they like it too.
- Help them to make responses such as ‘I don`t like it’, or ‘I like it a little’, or ‘yes’, I really like it’ or ‘I like it but not as much as I like chicken karri’.
- Repeat it with a different topic every week.
- Note: Encourage students to make individual responses, giving them the vocabulary they need as they go along. Don`t give them a list of sentences, asking them to limit their responses to those fixed responses.
Conclusion / Sum up
- Tell them that when we meet someone new we introduce ourselves, just like a new alphabet or activity is introduced.
- Through role-play, practice some introductions (Greeting, My name is…., I am…)
- Discuss with students how we have different roles in life. Tell them how you are a teacher, and a parent, and a sister / brother etc.
- Tell students that while the greeting and your name remain the same, the third line changes with the situation.
- Give them a different situation each week and ask them to introduce themselves through role-play.
- For example, you are playing cricket in the street. Your ball went into your neighbor`s house by mistake. How will you introduce yourself to the lady who lives there? ‘As; Assalam-o- Alikum Aunty, how are you? My name is Ali, I am your new neighbor from house no 43.’
- Or if you go to the tailor to pick your mothers clothes, how will you introduce yourself? As: As; Assalam-o- Alikum, how are you? My name is Tina, I am Mrs Habib`s daughter’.
- Or if there is a new child in your class, how will you introduce yourself? ‘As; hello, my name is Nadia. What is your name?’
- Note: if you give situations to the students that are close to their lives, they will be interested to learn and will also be able to apply their learning in their real life.
- These are ongoing routines. There will be repetition so that every child is able to learn these skills.
- Teacher is also required to involve the student in solving the problems given in the exercise at end of unit / chapter.
- Encourage students to use their skills at home, and to report about it in class.