Conversations - Grade 7 - English_AY24_TM

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CONVERSATIONS Achieve Fluency in Verbal Communication

Teacher Manual

NEP 2020 based |

NCF compliant

|

Teacher led activities

Teacher Manual

CONVERSATIONS Achieve Fluency in Verbal Communication

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Expert Opinion Dr Rejaul Karim Barbhuiya Assistant Professor, Central Institute of Educational Technology (CIET), NCERT, Ministry of Education, Government of India

Times have changed. Today is not the time of memorising and copying. Students must be enabled to think for themselves and articulate their thoughts well. They should be able to participate meaningfully and confidently in day-to-day activities – whether they be buying groceries, registering a formal complaint, or voicing opinions freely. A problem-solving attitude, critical outlook, scientific temperament and creativity are non-negotiable skills in the 21st century.

Ms Sonia Kumari Assistant Professor, Kamala Nehru College, University of Delhi

Dr Aakash Chowkase Post-doctoral Research Fellow, University of California, Berkeley, USA, Department of Psychology

NEP 2020 acknowledges the multilingual reality of India and asserts that the bridge of home language or other familiar language is absolutely crucial for children in the foundational years, not only to help them to comprehend basic subjects, but also to acquire additional languages like English. Thus, the needs-based and systematic use of learners' home languages should be encouraged in the classrooms, along with an anxiety-free, purpose-oriented and input-rich environment.

The National Education Policy 2020 talks about technology playing an important role in improving the learning outcomes and learning experiences of children. With the growing penetration of the internet and the easy availability of smartphones and other electronic devices, both parents and teachers can participate in and supervise children's learning through various online apps, quizzes, videos, e-books, educational games and so on.

In a nutshell, digital learning has the potential to impact on what children learn and how they learn.

In the post-Covid world, more than ever before, the parents' role is being seen as pivotal to children's growth and learning. The National Education Policy 2020 released by the Government of India, recognises parents as equal partners in their children's education. At home, it is important for caregivers to create a safe, engaging and positive environment for children to learn, apply themselves and have fun. Parents can also engage actively with children around their homework, curricular and co-curricular activities and projects.

Aparna Dixit Head of Content and Research, Centre for Learning Resources

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Foreword In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today's world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning.

Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children's knowledge acquisition, intellectual, social, and emotional development and lifelong learning.

In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills.

It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT).

The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities.

The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI - generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives.

Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century.

We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.

Dr Laraine O'Connell

D. Litt., English, North West University, South Africa I am a veteran English teacher and lecturer, with a great love for English and for teaching.

I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.

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Instructional Model “In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes” (NEP, 2020).

According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens

best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.

In this context, the Conversations series, along with the learning activities designed in it, can play a crucial

role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.

The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-

and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.

The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.

I do: The teacher first provides explicit instructions and modelling that initiate the learning process.

We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.

You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.

Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are: I do

We do

You do

Listen

Echo

Express and Repeat (E&R)

Fully guided; Modelled speaking by

Collaborative: Shared speaking

Independent practice and

the teacher

between the learners and the teacher

application by the learners

To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.

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CONTENTS

1 2 3 4 5 6 7 8 9 10 11 12

What Do You Think?

2

Let’s Craft Stories

16

Participating in Conversations

30

Requesting and Complaining

44

The Poet in You

58

My Experiences

72

Sum It Up

86

What’s Your Opinion?

100

A Message for You

114

Do You Agree?

128

Reporting Important Details

142

Campaigning for Social Cause

156

A Trip to a Wildlife Sanctuary

The Floating Body

The Viva Room

A Safe Place to Play

The Worthy Astronaut

Beyond the Earth

The Ostrich and the Penguin

A Period on Current Affairs

Malvika Takes a Message!

Is Social Media a Boon or a Bane?

A Rare Discovery

A Plea for Cleanliness v

Chapter Outcomes Chapter No.

Chapter Title

Big Skill

Listening Speaking Competencies

What Do You Think?

Sharing personal feelings and points of view

Share personal feelings and points of view Understand a person’s feelings and points of view

Let’s Craft Stories

Telling short stories

Create short stories with the help of cues Tell short stories to an audience with adequate voice modulation and action

3

Participating in Conversations

Engaging in conversations of personal interest

Listen to the other person attentively during a conversation Participate actively in conversations of personal interest

4

Requesting and Complaining

Making formal requests and complaints

Make a formal request politely, clearly and coherently Make a formal complaint using appropriate body language and tone

The Poet in You

Reciting poem

Create a short poem Present the poem to an audience with correct pacing, emotion and intonation

6

My Experiences

Sharing an experience

Recount an experience with vivid details and expressions Describe an event in a sequential order

7

Sum It Up

Giving a summary

Summarise informational texts using concrete details and key ideas Summarise fictional texts in a crisp and clear manner

8

What’s Your Opinion?

Presenting logical points of view

Express one’s point of view on a topic, with reason Infer someone’s point of view on a topic

A Message for You

Taking and sharing messages

Take a message for someone Convey a message concisely and precisely

10

Do You Agree?

Agreeing or disagreeing with an opinion

Agree with an opinion using adequate reasoning Disagree with someone’s opinion, using polite expressions and logical reasoning

11

Reporting Important Details

Presenting important details about events

Identify key details from a news report Present important details about events around them

12

Campaigning for Social Cause

Presenting a social campaign

Create a social campaign with a key message, a catchy tagline and a call to action Present the social campaign confidently and persuasively

1

2

5

9

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Student Selection Activities In order to ensure participation of the maximum number of learners during the classroom presentations and to keep the surprise element going, you can try the following quick games for inviting learners to participate:

• Randomly pick the learners’ names written on chits / ice cream sticks / playing cards.

• Ask the learners to write code names for themselves on a chit. Randomly pick the chit from the jar and ask who it belongs to.

• Call out the roll number randomly.

• Say some unique identification markers, e.g. the one who is carrying a blue water bottle, the one who has a red bag, the one who was born in the month of March, the one whose birth date is 15, the one

who has curly hair, the one who has two ponytails, the one who was born on the same date as that on

which the lesson is being taught, the one who has the same roll number as the date when the lesson is being taught.

• Throw a ball of paper or a plastic ball and give an opportunity to the one who catches it.

• Throw a ball of paper or a plastic ball and give an opportunity to the person who is sitting next to the one who catches it.

• Sing a song/recite a poem while students swiftly pass an object from one to the other. The one who is holding it when the song/poem ends, has to present.

• After their presentation, each student invites the next presenter.

• Open a book randomly at a page. Call out that (roll) number for presentation.

• Pick any letter flashcard from a pile of flashcards. Choose the one whose name starts/ends with that letter.

• Pick any learner’s identity card / passport-size photograph / notebook placed upside down on a table.

Call that student for a presentation.

• Roll a dice once to call out a single digit (roll) number, or roll a dice twice to call out a double digit (roll) number for presentation.

• At the count of three, the learners as well as the teacher show a number from 1-10 using their fingers.

The learner whose number matches the teacher’s will be invited to present.

• Play stone, paper, scissor with the whole class. Invite those students first whose action matches yours.

• At the count of three, the teacher as well as the learners will show a colour flashcard. The learners whose colour matches with the teacher’s is invited to present first.

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Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

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Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

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Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

x

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xi

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xiii

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xiv

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

1

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

What Do You Think?

Chapter 1

Big Skill: Sharing personal feelings and points of view Learning Objectives: Learners will be able to: • share personal feelings and points of view.

• understand a person’s feelings and points of view.

Chapter 1

What Do You Think?

Period 1

Sharing personal feelings and points of view

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U24ENCB_Grade7.indb 1

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2

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—What Do You Think?

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Can you tell me which place is shown in the picture?

(A stadium is shown in the picture.)

2. What do you see in the picture?

(I see a children’s cricket team, the team’s captain and a reporter. I can also see the captain holding a trophy. The rest of the team is celebrating.)

3. What do you think is happening in the picture?

(I think that the winning team’s captain is giving an interview.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a stadium where a cricket match was being played.

The stadium is packed with spectators. In the background, the winning team is celebrating their victory. They seem to be on cloud nine. The captain of the team is giving an interview to the reporter.

You may explain the meaning of the idiom ‘on cloud nine’ to the learners. It means to be very happy.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 2 of your content book. We will read the text—A Trip to a Wildlife Sanctuary.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What can you see in the first picture?

(I can see a jungle, three safari jeeps and a few tourists.)

2. What is the Jim Corbett National Park known for?

(The Jim Corbett National Park is known for Royal Bengal tigers, elephants and birds; and adventure sports like river rafting, wildlife jeep safaris and camping.)

3. What do you think this text can be about?

(I think this text can be about a person’s trip to the Jim Corbett National Park and how he/she feels there.)

Explain: We are going to read a text about the experience of a person who went to the Jim Corbett National Park. The name of the text is A Trip to a Wildlife Sanctuary. Now, let us begin reading.

Instruct: Pay attention to the narrator’s experiences. Also, pay close attention to how the narrator shares his/her feelings and opinions about the entire trip.

Chapter 1 • What Do You Think?

3

Listen

4

2

1

U24ENCB_Grade7.indb 2

2

Can you imagine the beautiful view, surrounded by hills, lakes, and waterfalls? It was awesome! We saw a Royal Bengal tiger and a herd of elephants during the safari. The tiger walked majestically just a few feet away from our jeep. It was a little bit scary, to be honest, and yet so exciting! Evening safaris, in my opinion, are better in the winter because you can see more animals than in the morning. Though it is not proven, this is what I have observed.

12/14/2023 4:53:23 PM

We went by road in our car, and it took us 6–7 hours to get there. In my opinion, the best part of going on a long trip in your personal car is all the fun moments you get to share with your friends and family. The first night, we all were tired, so we had a delicious meal and went to bed. The next morning, all the excitement began when I got to know we were going on the famous wildlife jeep safari.

I went to Jim Corbett National Park with my family in December. Do you know it’s one of the oldest National Parks in India?

• Wildlife jeep safari and camping

• Adventure sports like river rafting

• Royal Bengal tigers, elephants and birds

Known for:

(Nainital, Uttarakhand, India)

Jim Corbett National Park

A Trip to a Wildlife Sanctuary

4

3

Period 1

U24ENCB_Grade7.indb 3

Chapter 1 • What Do You Think?

unique (yoo.neek): only one of its kind

recommend (reh.kuh.mend): to advise someone to do something

opinion (o.pi.nyn): what you think about somebody or something

observed (uhb.zuhvd): noticed

majestically (muh.jeh.stuhk.lee): in a beautiful and a powerful way

12/14/2023 4:53:29 PM

3

Talking

I highly recommend the wildlife jeep safari that the park offers. It’s such a unique experience.

I promise you won’t be disappointed! So, what are you waiting for! Just drive down by car or take a bus or train to reach this lovely spot. I feel that everyone should definitely go on this amazing adventure at least once in their life!

It was such a thrilling and fun-filled trip! Being out in nature and seeing the wild animals up close is an experience that I will never forget.

Not to forget the delicious food! Arsa, a yummy sweet dish from the Nainital region, is a must-have!

The next day, we went camping in the wild and stayed in a tent. This was the first time that I heard the park come alive with the sounds of birds chirping. I also saw the beautiful rain quail and the Himalayan bulbul through binoculars.

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meaning, and stress on their pronunciation. For example: ‘Majestically’ means in a beautiful and powerful way. It is pronounced as muh. muh.jeh.stuhk.lee. muh.jeh .stuhk.lee. You may stress on the syllable in bold, like ‘jeh’.

You may pause at the annotations and ask these suggested questions.

After 1 In the narrator’s opinion, what is the best part about going on a long trip in one’s car?

(In the narrator’s opinion, the best part of going on a long trip in one’s car is that one gets to share all the fun moments with one’s friends and family.)

After 2 How did the narrator feel when a tiger walked past their jeep?

(The narrator felt scared and yet very excited when the tiger walked past their jeep.)

For annotation 2, you may even ask learners about how they would feel in a similar situation.

After 3 What did the narrator see the next day?

(The next day, the narrator saw a rain quail and a Himalayan bulbul through binoculars.)

After 4 What did the narrator feel about the trip?

(The narrator felt that the trip was thrilling, fun-filled and unforgettable.)

If a learner answers in sentences that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s confidence.

After the Text

You may ask these suggested questions.

1. Where did the narrator go?

(The narrator went to the Jim Corbett National Park with his/her family.)

2. Which animals and birds did the narrator get to see?

(The narrator got to see the Royal Bengal tiger, a herd of elephants, the rain quail and the Himalayan bulbul.)

3. What did the narrator say about the trip?

(The narrator highly recommended the trip to the readers.)

4. If given a chance, would you like to go to the Jim Corbett National Park? Give your opinion.

(Yes, I would like to go there because I would love to see tigers. / No, I would not like to go there as I am scared of wild animals.)

Chapter 1 • What Do You Think?

5

The next day, we went camping in the wild and stayed in a tent. This was the first time that I heard the park come alive with the sounds of birds chirping. I also saw the beautiful rain quail and the Himalayan bulbul through binoculars.

Talking Book

It was such a thrilling and fun-filled trip! Being out in nature and seeing the wild animals up close is an experience that I will never forget.

Not to forget the delicious food! Arsa, a yummy sweet dish from the Nainital region, is a must-have!

Period 1

I highly recommend the wildlife jeep safari that the park offers. It’s such a unique experience.

I promise you won’t be disappointed! So, what are you waiting for! Just drive down by car or take a bus or train to reach this lovely spot. I feel that everyone should definitely go on this amazing adventure at least once in their life!

majestically (muh.jeh.stuhk.lee): in a beautiful and a powerful way observed (uhb.zuhvd): noticed

opinion (o.pi.nyn): what you think about somebody or something

recommend (reh.kuh.mend): to advise someone to do something unique (yoo.neek): only one of its kind

3

Chapter 1 • What Do You Think?

U24ENCB_Grade7.indb 3

12/14/2023 4:53:29 PM

6

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—majestically (muh.jeh.stuhk.lee).

Instruct: Repeat the meaning after me—in a beautiful and powerful way.

Instruct: Repeat the sentence after me—The eagle soared majestically through the sky.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

observed

uhb.zuhvd

noticed

The scientist carefully observed the changes in the experiment.

opinion

o.pi.nyn

what you think about somebody or something

It was Sanya’s opinion that ice-cream sandwiches were not tasty.

recommend

reh.kuh.mend

to advise someone to do something

I recommend visiting the Taj Mahal if you ever go to Agra.

unique

yoo.neek

only one of its kind

Each person has a unique fingerprint.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The scientist / carefully observed / the changes / in the experiment.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ’majestically’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. A peacock sat majestically on a branch in the tree.

2. During our trip to Manali, we observed that a lot of tourists would litter the mountainside.

3. My opinion is that pizza is the best food ever.

4. Let me ask the librarian to recommend a good book for my English project.

5. Pratik has a unique style of painting.

Conclusion

4 mins

Say: Today, we read the text called A Trip to a Wildlife Sanctuary. We learnt how to understand others’ opinions and feelings on different things by reading about the narrator’s adventurous trip. We also learnt the words ‘majestically’, ‘observed’, ‘opinion’, ‘recommend’ and ‘unique’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 4. Learn how to express points of view by listening to and repeating Ayan, Tara and Zaid’s viewpoints that are given in the app.

Chapter 1 • What Do You Think?

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E-Speak 1 Practise at Home PROJECT 1A

In My View Ayan, Tara and Zaid are discussing whether they should buy animals from pet stores or adopt them from animal shelters. Listen to Ayan’s view and record it.

PROJECT 1B

Period 2

I Think

Tara agrees with Ayan’s view and gives her point of view. She feels the need to take care of street animals. Listen to her opinion and record it.

PROJECT 1C

My Disagreement Zaid, on the other hand, has a different view.

He stresses on buying animals from pet stores. Listen to him and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—What Do You Think? In the last class, we read a text called A Trip to a Wildlife Sanctuary. In this text, the narrator shared his/her feelings and opinions about the trip to Jim Corbett National Park. We learnt how to understand others’ feelings and opinions on different things.

We also learnt the keywords ‘majestically’, ‘observed’, ‘opinion’, ‘recommend’ and ‘unique’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to understand a person’s feelings and points of view. We are also learning to share our feelings and points of view.

Example from Text: In the narrator’s opinion, the best part of a road trip in one’s car is having fun with family and friends. The narrator felt happy and excited during the wildlife safari and camping. He/she is of the opinion that everyone should try the awesome safari experience.

Example from E-Speak 1: As a part of your homework project, you heard Ayan, Tara and Zaid sharing their points of view on whether they should buy animals from pet stores or adopt them from animal shelters. Each of them presented their opinion and supported it with reasons.

Echo E-Speak 1

8 mins

Say: Now, I will say what Ayan, Tara and Zaid discussed on whether they should buy animals from pet stores or adopt them from animal shelters.

Instruct: Repeat the Project 1A after me—In my view, we shouldn’t buy animals from pet stores, rather we should adopt them from shelters. Pet stores treat animals as things that can be bought and sold. They also keep them caged throughout the day.

Instruct: Repeat the Project 1B after me—I agree with Ayan. My opinion is that we should take care of street animals instead of neglecting them over animals bought from pet stores. Street animals need affection, care and love. Most of the times, these animals don’t even get food or clean water.

Instruct: Repeat the Project 1C after me—I have a different view. I think buying animals from pet stores is safer. They can also be trained to obey your commands. It depends on personal choice.

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: In my view, / we shouldn’t / buy animals / from pet stores, / rather we should / adopt them / from shelters.

Chapter 1 • What Do You Think?

Listen

9

Echo

Speak on the Spot Boost Your Speaking Two Ways of Living

Period 2

Look at the image of a tiger living in the zoo and in the wild. Think and say which living condition is better for the wild animal.

trapped

proper food

sad

safe

hunters

taken care of

protected from hunters

free dangerous

run

happy

roam freely

stronger on their own

natural habitat

caged against their will

Hello friends!

In my opinion, …

This is because …

I am also of the view that, …

Thank you.

Speak clearly and loudly.

Use actions and expressions when you speak.

Look at your friends when you talk.

5

Chapter 1 • What Do You Think?

U24ENCB_Grade7.indb 5

12/14/2023 4:53:34 PM

10

Period 2 continued E & R Speak on the Spot

15 mins

Explain: In the text, the narrator shared his/her experience of looking at nature in its undisturbed state. Now, look at the two situations on page no. 5—a tiger in a zoo and a tiger free in the wild. Share your point of view on which living condition is better for the wild animal.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may read aloud the model responses given below between learners’ presentations, if needed.

These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences.

You may encourage the learners to match their tone to the nature of their opinions. If they express concern, ask them to use a caring tone. If they support something, ask them to use an encouraging tone.

Model Responses: 1. Hello friends! In my opinion, living in a zoo is better for wild animals. This is because they are given food and cared for properly by the caretakers. I am also of the view that when wild animals roam freely, they can stray into towns and villages and harm the people living there. Thank you.

2. Hello friends! In my opinion, wild animals should live freely in the wild. This is because they can be free and happy. I am also of the view that wild animals should not be caged as it is not ethical. Thank you.

3. Hello friends! In my opinion, wild animals should live freely in the wild. This is because it’s their natural habitat, where they can find the right food and space to roam around. I am also of the view that keeping them caged is sad and unhealthy for them. Thank you.

You may praise the learners for their good presentations by saying, ‘Good work! You spoke confidently and gave reasons to support your opinion’ or ‘Your way and pace of speaking was good’. You may give suggestions for improvement like, ‘You should look at your friends and speak loudly’ or ‘Always support your opinion with reasons’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app your view on the topic Driving is a skill that everyone must learn. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think about the topic Everyone should learn to cook. Write your opinion with reasons. You may ask for help at home to do the work correctly.

Practise saying the sentences aloud, again and again, in front of your friends or an older family member.

Chapter 1 • What Do You Think?

11

E-Speak 2 PROJECT 1D

Practise at Home

My View Your friend Rohan and Kaashvi are discussing on the topic ‘Driving is a skill that everyone must learn.’ Share your views on this in 4-5 lines.

Gaming Zone Do You Agree?

It’s Fun Time

Period 3

Tick (ü) the statements you agree with. Cross (û) the statements you DO NOT agree with.

1. Travelling to different places is a waste of time and money.

2. Cocurricular activities are as important as subjects like science, language and mathematics.

3. Jogging is the best way to remain fit.

4. Communication skills are important life skills.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Do You Agree?

Say: Let us look at the four pictures. Each picture has a statement. You need to agree or disagree with the statements according to your point of view.

Instruct: Place the tick mark or the cross mark in the box beside each statement.

You may ask these suggested questions.

1. Do you think that travelling to different places is a waste of time and money?

(No, I don’t think that travelling to different places is a waste of time and money because they are unique experiences.)

2. Do you think that cocurricular activities are as important as subjects like science, language and mathematics?

(Yes, I think that cocurricular activities are as important as subjects like science, language and mathematics because they teach us important things like teamwork.)

3. Do you think that jogging is the best way to remain fit?

(Yes, I think that jogging is the best way to remain fit because it increases our stamina. / No, I don’t think that jogging is the best way to remain fit because dancing and yoga are better ways of remaining fit.)

4. Do you think that communication skills are important life skills?

(Yes, I think communication skills are important life skills because good communication helps us talk to friends, understand teachers and get along with everyone.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’My View’, where you shared your views on the topic Driving is a skill that everyone must learn.

Instruct: Listen to my response to the project.

‘In my view, learning to drive is important because it helps us go to new places and visit friends and family. It is like a big step towards being independent. Once we learn it, we can help our family by taking them to important places like to the doctor’s clinic, and even take fun road trips. But it is also important to be careful and follow the traffic rules to keep everyone safe on the road.’

Say: Now, you will listen to another response and repeat after me.

‘I don’t think that everyone must learn how to drive. Some people might live in places where they can walk or use buses and trains to go everywhere. Also, buying a car can be expensive. So, while driving is useful for many, it is not a skill that everyone must learn.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Some people / might live in places / where they can walk / or use / buses and trains / to go everywhere. / Also, buying a car / can be expensive.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 1 • What Do You Think?

13

Listen

Echo

14

Thank you!

U24ENCB_Grade7.indb 7

(agree/disagree)

difficult

dangerous

.

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with it.

.

!

time-consuming

necessary

important

careful

life skill

equality

(topic)

(give 2-3 reasons to support your opinion)

In my opinion/I believe/I think

I

Today, I will share my views about the topic

(say a greeting)

Write: Now, write what you think about this topic.

Chapter 1 • What Do You Think?

1

Everyone should learn to cook.

You have to share your point of view on the topic ‘Everyone should learn to cook.’ Write your opinion. Practise saying it and then tell your classmates about it.

My Point of View

The Final Show

Plan and Speak

Notes Corner

You can read from the book if you want to.

Look at your friends when you talk.

Speak in complete sentences.

Present: Tell your friends what you think about the topic.

Practise: Now, practise saying your thoughts in front of your friends and family. Practise speaking with expressions.

U24ENCB_Grade7.indb 8

8

3

2

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class your opinion on the topic Everyone should learn to cook. Share your views and support them with reasons.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Motivate them to express their opinions clearly and confidently.

You may read aloud the model responses given below between the learners’ presentations, if needed.

These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences.

Model Responses: 1. Hi! My name is Neha. Today, I will share my views on the topic Everyone should learn to cook. I agree with it. In my opinion, cooking is useful because you can cook your favourite meals whenever you want to. It is also a great skill for taking care of yourself and trying new things. Thank you!

2. Hello everyone! Today, I will share my views on the topic Everyone should learn to cook. I disagree with it. I think people have different interests, and not everyone enjoys cooking. Some might prefer other skills, like learning sports or arts and crafts.

Thank you!

3. Good afternoon, everyone! Today, I will present my views on the topic Everyone should learn to cook. I agree with it because learning to cook helps you to understand what is in your food and make healthier choices. Also, it can save money since you won’t have to eat out all the time. Thank you!

You may acknowledge and appreciate all opinions. If learners present well and confidently, you can give feedback like ‘Good try!’, ‘Keep it up!’, ‘Well done!’ or ‘I am of a similar opinion’. In case learners struggle, you can say ‘Let me help you’ or ‘You are doing great, but let us try it together’.

Conclusion

2 mins

Say: In this chapter, we learnt how to express our points of view and feelings on a topic.

We can now share our opinions and feelings on a topic or an experience that we had earlier with others. We also learnt to understand others’ feelings and opinions.

Chapter 1 • What Do You Think?

15

Chapter 2

Let’s Craft Stories

Big Skill: Telling short stories Learning Objectives: Learners will be able to: • create short stories with the help of cues.

• tell short stories to an audience with adequate voice modulation and action.

Chapter 2 8

Let’s Craft Stories

Period 1

Telling short stories

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 2—Let’s Craft Stories.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see an old man and two children sitting on a sofa.)

2. What do you think is happening in the picture?

(I think the old man is reading a story and the two children are listening to it carefully.)

3. What kind of a story do you think the old man is reading? How do you know?

(I think the old man is reading a horror story. / I think the old man is reading a mystery story. I know it from the thought bubble on the page. It shows a dark and haunted castle.)

Read aloud the model description of the cover page.

Say: On the cover page, we see an old man with two children. They are at home and sitting on a sofa. The old man is reading a horror story to them. The two children are listening to it carefully.

The boy is imagining a dark and spooky castle.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 10 of your content book. We will read the story—The Floating Body.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What can you see in the first picture?

(I can see a beautiful view of the sun rising / setting. I also see a pond with fish and a man on a bicycle.)

2. What kind of place does the picture show?

(The picture shows a small and beautiful village.)

3. Based on the picture and the title, can you guess what the story may be about?

(My guess is that the story may be about the man on the bicycle finding a floating body in the pond.)

Explain: We are going to read a story called The Floating Body. It is about a man called Raju.

He is a milkman. One morning, he was riding his bicycle by the pond when suddenly, he saw something shocking. Now, let us begin reading.

Instruct: Pay attention to the important events that happen in the story. Also, pay attention to the main idea of the story.

Chapter 2 • Let’s Craft Stories

17

Listen

18

2

1

U24ENCB_Grade7.indb 10

10

Both Raju and Vikas started panicking. “Should we jump into the water? Should we call the police?”

The two of them ran back to the pond. Vikas let out a shriek when he saw the body.

He left his bicycle there and started running at top speed. He only stopped when he saw Vikas, the newspaper hawker. “Vikas! Please come with me! There is a body floating in the pond!”

“A b-b-body! That’s a body! Help! Help!” Raju screamed at the top of his lungs, but no one heard him.

That’s when Raju saw it as clearly as the day— a face, a round belly, and the tips of the toes sticking out above the surface of the water.

12/14/2023 4:54:01 PM

As Raju was riding by the pond, something unusual caught his eye. “What is that thing floating in the pond?” Raju stopped his bicycle, got off it, and walked to the edge of the pond.

It was usually so quiet at that time that Raju often felt as if he was the only man alive. But that morning, something was different.

Everybody started their day very early in the small village of Bakasagunj. One man, however, started even earlier than the rest—Milkman Raju! At 5 a.m., he would already be out on his bicycle, delivering milk to everyone in the village.

The Floating BodyBody The Floating

4

3

Period 1

Talking Book

U24ENCB_Grade7.indb 11

Chapter 2 • Let’s Craft Stories

hawker (haw.kuh): a person who stands on the street or goes from door to door to sell things panicking (pa.nuh.kihng): feeling scared or frightened shriek (shreek): a short scream generally made when shocked or scared speechless (speech.luhs): unable to speak due to anger, shock or surprise stared (steuhd): to look at something or someone for a long time

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Raju and everyone else stared at him in shock. They were speechless. They had never heard of anyone doing anything like this before!

“Ha, ha, ha! I am so sorry to have scared you all. I am Gaurav. I moved to that house just three days ago. I like floating in the water for 15 minutes every day. It helps me relax and sleep better at night.”

That’s when they realised that it was a man—but very much alive! When they came out of the water, Raju said to the man, “We thought you were a dead body!”

To their horror, just as they reached the body, it started moving. All of them were screaming and splashing in the water when the ‘body’ spoke to them. “I swear I don’t have any money! Please leave me alone!”

Everyone agreed. Half of them jumped into the water, including Raju.

Five minutes later, Raju and Vikas had gathered about eight people near the pond, each one as confused as the other. One of them suggested, “Let’s jump into the pond and bring the body out of the water.”

“No, no, please don’t leave me alone with the body!” Vikas cried. “Let’s go and call more people from the nearby houses.” Raju agreed.

“You wait here, and I will go and call the police,” said Raju.

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

You may read the story with proper voice modulation and expression. You may also stress the keywords and explain their meaning.

You may pause at the annotations and ask these suggested questions.

After 1 What caught Raju’s eye as he was riding by the pond?

(As Raju was riding by the pond, something unusual caught his eye. He saw a body floating in the pond.)

After 2 Should Raju and Vikas jump into the water or call the police? Why? (I think Raju and Vikas should not jump into the water as the water might be deep and they might drown. / I think they should jump into the water to save the floating body. / I think they should call the police as that is the safest thing to do.)

For annotations 2 and 3, allow learners time to think creatively and express their ideas in complete sentences.

Compliment them on their out-of-the-box thinking.

After 3 Vikas did not want Raju to leave him alone with the body. How would you react if you were there instead of Vikas?

(I would have felt quite scared to be all alone near a floating body. / I would have felt frightened but would have asked Raju to call the villagers for help.)

After 4 What did they realise about the person in the water?

(They realised that the person in the water was alive and not a dead body.)

You may discuss the beginning, the middle and the end of the story in detail with the learners.

After the Text

You may ask these suggested questions.

1. What is the main idea of the story?

(The main idea of the story is that there was a misunderstanding. Raju and Vikas realised that the person in the water was alive, and not dead, as they had thought earlier.)

2. What do you think about the ending of the story?

(The ending of the story is surprising and funny. Raju and Vikas mistook a man floating in the pond for a dead body and panicked. They later found out that the man, Gaurav, was alive. He was floating in the water to relax.)

3. What about the story interested you the most?

(The part of the story where Raju saw a floating body in the pond interested me the most. / I found the middle of the story interesting when Vikas told Raju not to leave him alone. I was curious to know what would happen next.)

Chapter 2 • Let’s Craft Stories

19

“You wait here, and I will go and call the police,” said Raju.

“No, no, please don’t leave me alone with the body!” Vikas cried. “Let’s go and call more people from the nearby houses.” Raju agreed.

Five minutes later, Raju and Vikas had gathered about eight people near the pond, each one as confused as the other. One of them suggested, “Let’s jump into the pond and bring the body out of the water.”

Talking Book

Everyone agreed. Half of them jumped into the water, including Raju.

To their horror, just as they reached the body, it started moving. All of them were screaming and splashing in the water when the ‘body’ spoke to them. “I swear I don’t have any money! Please leave me alone!”

That’s when they realised that it was a man—but very much alive! When they came out of the water, Raju said to the man, “We thought you were a dead body!”

“Ha, ha, ha! I am so sorry to have scared you all. I am Gaurav. I moved to that house just three days ago. I like floating in the water for 15 minutes every day. It helps me relax and sleep better at night.”

Period 1

Raju and everyone else stared at him in shock. They were speechless. They had never heard of anyone doing anything like this before!

hawker (haw.kuh): a person who stands on the street or goes from door to door to sell things panicking (pa.nuh.kihng): feeling scared or frightened shriek (shreek): a short scream generally made when shocked or scared speechless (speech.luhs): unable to speak due to anger, shock or surprise stared (steuhd): to look at something or someone for a long time

11

Chapter 2 • Let’s Craft Stories

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20

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—hawker (haw.kuh).

Instruct: Repeat the meaning after me—a person who stands on the street or goes from door to door to sell things.

Instruct: Repeat the sentence after me—Every evening, a hawker goes around our neighbourhood singing jingles to sell balloons and toys.

Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

panicking

pa.nuh.kihng

feeling scared or frightened

I started panicking when I heard a strange noise in the middle of the night.

shriek

shreek

a short scream generally Kunal let out a shriek when a lizard fell made when shocked or scared on his desk from the ceiling.

speechless

speech.luhs

unable to speak due to anger, shock or surprise

The surprise party organised for Maya, on her birthday, left her speechless with joy.

stared

steuhd

to look at something or someone for a long time

Neeta stared out of the window, lost in thought.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: I started panicking / when I heard / a strange noise / in the middle of the night.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘hawker’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. The hawker was selling fresh fruit and vegetables in a singsong way.

2. The people in the building started panicking when they heard the fire alarm go off suddenly.

3. Nagma let out a shriek when she saw a spider on her desk.

4. Rita was speechless looking at the breathtaking sunset by the sea.

5. The little boy stared at the sky with wonder as the firecrackers went off in colourful bursts.

Conclusion

Say: Today, we read a story called The Floating Body. We learnt to pay attention to the key details in a story and identify its main idea. We also learnt to enjoy listening to stories read with voice modulation and expressions. We learnt the words ‘hawker’, ‘panicking’, ‘shriek’, ‘speechless’ and ‘stared’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 12. Learn to narrate stories by listening to and repeating the projects given in the app.

Chapter 2 • Let’s Craft Stories

21

4 mins

E-Speak 1 Practise at Home PROJECT 2A

The Beginning Rubeena, Raj and Manan decide to weave their ideas into a story. Rubeena narrates the beginning of the story called ‘Pari’s New Glasses.’ Listen to her and record it.

PROJECT 2B

Period 2

The Middle Raj decides to add interesting events in Rubeena’s story. Listen to what he adds and record it.

PROJECT 2C

The End Manan gets the chance to conclude the story.

Listen to him and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Let’s Craft Stories. In the last class, we read a story called The Floating Body. It was about a milkman named Raju who saw a body floating in a pond and called for help. When people jumped into the pond to take the body out of the water, they realised that the man was alive.

We also learnt the keywords ‘hawker’, ‘panicking’, ‘shriek’, ‘speechless’ and ‘stared’; and how to use them in sentences.

Say: Through this story and the projects, we are learning how short stories are created, including all the important details. We are also learning how to tell stories with proper voice modulation and actions.

Example from Text: The story, The Floating Body Body, has three main parts: the beginning, the middle and the end. The story begins by describing its setting—a village. It is an early morning scene. The main character, Raju, is also introduced at the beginning of the story.

The middle part of the story is the main part. It is when Raju sees a floating body in the pond. He calls the newspaper hawker, Vikas, for help. They call a few more people for help.

The story ends with an interesting twist—when the villagers jump into the pond, they find that the floating body is actually a man who is alive. He was floating on the pond as it helped him relax.

Example from E-Speak 1: As a part of your homework project, you heard Rubeena, Raj and Manan narrate a story called Pari’s New Glasses. Rubeena introduced the story; Raj added an important event; and Manan gave an interesting end to the story.

Echo E-Speak 1

8 mins

Say: Now, I will narrate the story Pari’s New Glasses.

Instruct: Repeat the Project 2A after me—Pari was a girl who had trouble seeing.

She liked riding her bicycle, but she could not see clearly enough to know where to turn.

She enjoyed playing table tennis, but she could not see when the ball was coming towards her. She also found it hard to read what was written on the blackboard.

Instruct: Repeat the Project 2B after me—Pari’s mother took her to the eye doctor.

The doctor examined Pari’s eyes and realised that she would need glasses. At first, Pari felt very sad about having to wear glasses. However, the doctor explained that glasses will help her see better, and she could continue doing all the things she loves.

Instruct: Repeat the Project 2C after me—After Pari wore her glasses, she could not believe all the wonderful things she could see clearly. She could ride her bicycle along the road, play table tennis with her friends, and read the lessons on the blackboard at school.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Pari was a girl / who had trouble seeing. / She liked riding her bicycle, / but she could not / see clearly enough / to know where to turn.

Chapter 2 • Let’s Craft Stories

Listen

23

Echo

story1

story1 story1

Speak on the Spot Boost Your Speaking

My Short Story Choose any ONE beginning and middle part of the story. Then, give it a title and an interesting end.

Period 2

1. Choose the beginning.

Last night, Anil heard about a beggar in their locality who saved an injured dog but could not take care of him. Anil was worried about that dog and his condition.

Yesterday, on his way home from school, Anil spotted an injured brown dog in the corner of a street. He didn’t know how to help the dog. When he got back home, he couldn’t stop thinking about the dog he had seen.

story3 story3

story3

2. Choose the middle.

The next morning, he requested his parents to look for the dog and take him to an animal shelter. They found him in the street and took him carefully to the animal shelter.

Anil told his mother about the dog. His mother suggested that they look for the dog and bring it home. Without wasting any time, they started searching for the dog.

3. Think about a suitable ending and a title for your story.

Share the complete story with the class.

You can give your story an interesting title.

Narrate your story with expressions and voice modulation.

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Chapter 2 • Let’s Craft Stories

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, it is your turn to present. You have to choose any one beginning and middle part of the story. Then, think of an interesting ending for the parts you have chosen.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to narrate their stories with proper voice modulation and add relevant details to make them interesting.

Model Responses: 1. Anil’s Dog Leo Last night, Anil heard that a beggar in their locality had saved an injured dog but could not take care of him. Anil was worried about that dog and his condition. The next morning, he requested his parents to look for the dog and take him to an animal shelter. They found him in the street and took him carefully to the animal shelter. There, the vet treated the wound. Anil did not want to leave the dog alone so he took him home. He asked his parents whether he could keep the dog. They agreed and Anil named the dog Leo. 2. Anil’s New Friend Yesterday, on his way home from school, Anil spotted an injured brown dog at the corner of a street. He didn’t know how to help the dog. When he got back home, he couldn’t stop thinking about the dog he had seen. The next morning, he requested his parents to look for him and take him to the animal shelter. They found him in the street and took him to the animal shelter. The doctor there assured Anil that they would take good care of the dog.

They also told Anil that he could come and visit the dog whenever he wanted. Since then, Anil has been visiting the animal shelter every Sunday morning to meet the dog. Anil has made a new friend and named it Shera.

If the learners present their stories confidently, praise them by saying ‘Well done!’, ‘Good try!’ or ‘Awesome!’. In case any learner uses an incorrect word or phrase while sharing their story, you can say, ‘Well tried!’ and ‘I appreciate your effort’. You may then correct the learner and tell him/her the suitable word or phrase.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app a problem that you would like to include in a story written by you. Practise in front of the camera and make several attempts before submitting your final response. The best model responses will be read out to the class.

2. Plan and Speak: Choose any one of the problems and its solutions given on page no. 15. Present it in a story, and conclude it with an interesting ending. Practise narrating your story aloud, again and again, in front of an elder in the family.

You may encourage the learners to bring props to make their final presentations interesting.

Chapter 2 • Let’s Craft Stories

25

E-Speak 2 PROJECT 2D

Practise at Home

The Problem!

We all love to craft creative stories with interesting characters, plot and problems. Think and tell us the problem you would like to include in the story you wrote. Talk about the problem in 4-5 lines.

Gaming Zone Sequence the Story

It’s Fun Time

Number the events of the story in the correct order. One has been done for you.

Period 3

Naman must have heard Sana’s bicycle fall, because he rushed to help her.

It was Sunday morning. “What a perfect day for a bicycle ride!” Sana said to herself, and decided to go cycling.

1

“Let’s get you home,” said Naman, picking up Sana’s bicycle and taking it towards the house.

However, Sana did not let Naman’s idea stop her from riding her bicycle. She went outside, put on her helmet and started cycling.

Suddenly, a dog appeared in Sana’s path! She quickly took a sharp turn to avoid hitting the dog and fell on her side with the bicycle.

Sana’s elder brother, Naman, asked her where she was going. When she told him, Naman replied, “That’s a boring idea”.

Although she hurt her knee, Sana was smiling. She realised that siblings may fight sometimes, but they always love each other.

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26

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Sequence the Story.

Say: The story about a girl called Sana is written in a jumbled manner. You have to number the events in the story in the correct order.

Show the example given in the book.

Instruct: Now, number the remaining events in the correct order.

You may ask these suggested questions.

1. What happened after Sana decided to go cycling?

(After Sana decided to go cycling, her brother Naman asked her where she was going.

When Sana told him, he replied by saying that it was a boring idea.)

2. Did Sana not go cycling, then?

(No, Sana went cycling anyway. She did not let her brother’s opinion stop her.)

3. What happened after Sana started cycling?

(A dog appeared in Sana’s path and she fell from the bicycle while trying to avoid hitting the dog.)

4. What did Naman do after he heard Sana’s bicycle fall?

(Naman rushed out of the house to help Sana.)

5. Even though Sana had hurt her knee, how was she feeling?

(Even though Sana had hurt her knee, she felt happy as she realised that siblings may fight but will always love each other.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘The Problem!’, where you told us about a problem that you would like to include in your story.

Instruct: Listen to my response to the project.

‘In a peaceful village near the sea, there lived a few fishermen. When the fishermen went fishing one morning, they found their nets mysteriously empty. The ocean seemed silent, and the marine life seemed to have vanished. They could not even see the regular dolphins who played every morning at a distance from the boats of the fishermen. They were worried about the sudden vanishing of the marine life and decided to look into the matter.‘ Say: Now, you will listen to another response and repeat after me.

‘Meadows Garden was famous for growing fruit and vegetables that were large and fresh.

One day, when Mr Gupta, the owner, entered the garden, he saw to his surprise that all the fruit and vegetables were missing. Some of the neighbours decided to help Mr Gupta look into this matter and find out the mystery behind the sudden disappearance of the fruit and vegetables.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Meadows Garden / was famous for growing / fruit and vegetables / that were large and fresh.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 2 • Let’s Craft Stories

27

Listen

Echo

28

Sameer creates a new paint that brings colour back to the world.

02_U24EN0705.indd 15

Chapter 2 • Let’s Craft Stories

Tanya decides to become a detective to find the thief herself.

Tanya calls the police, and they investigate to find the thief.

Tanya has a big problem. Last night, someone broke into her house and stole all the things that were special to her.

Sameer goes on a magical adventure to find the Colour Wizard and ask for help.

Sameer wakes up one morning and realises that all the colours in the world have disappeared. Everything is black and white!

Tick (ü) any ONE problem and its solution from the options given below.

15

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(give the story an interesting ending)

(expand on the solution you chose)

Notes Corner

You may use props to make your narration interesting.

Narrate your story in a loud and clear voice, with expressions and voice modulation.

You may add more characters to make your story interesting.

Make sure that the story has a clear beginning, middle and end.

Present: It is time to narrate your story! Present it to the class.

U24ENCB_Grade7.indb 16

16

4

(add more details: characters or plot twist)

decides to

.

.

.

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Practise: Practise telling your story to your friends and family. Improve your story and the style of your storytelling with their feedback.

Thank you!

Finally,

Suddenly,

. Listen to my story.

(expand on the problem you chose)

One day,

1

Hello everyone! My name is

You have to don the hat of an author. Choose ONE exciting problem and solution. Write an interesting story. Finally, present your story in front of the class.

Title of the story:

Write: Time to write down your story! Make sure it has an interesting title.

3

2

Mix and Match

The Final Show

Plan and Speak

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class the story that you have prepared. Your story should have one exciting problem, a solution and an interesting ending.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to narrate their stories with proper voice modulation and actions. They can also use props while presenting their stories in front of the class, to make them more interesting.

You may ask learners to begin by greeting their friends and mentioning the title of their story. Then, they can start telling the story.

Model Responses: 1. The Missing Colours Hello everyone! My name is Shreya. The title of my story is The Missing Colours.

One morning, when Sameer woke up, he realised that all the colours in the world had disappeared! Everything he saw was black and white. He stepped out of the house to see what was going on.

Suddenly, he saw a man dressed in black and white walking across the road, with a bucket in his hand. He realised that the man was pouring black and white colour all around from a magical bucket. Sameer decided to bring colours back to the world.

That night, when the mysterious man was fast asleep, Sameer switched his bucket with one that had vibrant colours in it. When the morning came, the man began painting the town back to its original colour. Soon, the whole town was bright and vibrant again. The people were happy to see colours return to their lives.

2. The Mystery of Missing Things Hello everyone! My name is Rohan. Listen to my story. The title of my story is The Mystery of Missing Things. One morning, when Tanya woke up, she saw that all the things that were special to her—her favourite toys, crayons and storybooks— were missing. Her parents were not at home. Tanya got worried. She saw that the back door was open and found that there were footprints in the garden, leading towards the woods nearby. She decided to follow the footprints. She reached a small wooden house in the forest. Tanya took a deep breath and entered the house.

To her surprise, she saw the entire house decorated with her favourite things and some balloons. ‘SURPRISE!’ screamed Tanya’s friends joyfully. Her parents, cousins, uncle and aunt were there too. It was her 10th birthday. Tanya was happy to see her favourite things and ran to her parents to hug them.

If the learners present their story confidently, you may praise them by saying ‘Well done!’, ‘Good try!’, and ‘That was an interesting story’. You can also motivate the learners who are struggling by telling them to use proper voice modulation. You can say, ‘Your story is interesting. Just try to speak loudly and with more expression’, or ‘You are doing well. Try to give some interesting twist to your story’.

Conclusion

2 mins

Say: In this chapter, we learnt to create stories. We also learnt to narrate stories with proper voice modulation and actions.

Chapter 2 • Let’s Craft Stories

29

Participating in Conversations

Chapter 3

Big Skill: Engaging in conversations of personal interest Learning Objectives: Learners will be able to: • listen to the other person attentively during a conversation.

• participate actively in conversations of personal interest.

Participating in Conversations

Chapter 3

Period 1

Engaging in conversations of personal interest

Nice bat!

My mom gifte d me this bat.

17

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 3—Participating in Conversations.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a school playground. / I see that two children are talking to each other. / I see that a girl and a boy are conversing with each other.)

2. What are the children talking about?

(The children are talking about a bat that has been gifted to the girl by her mother.)

3. When do you receive gifts from your family and friends?

(I receive gifts from my family and friends on my birthday. / I receive gifts during festivals.)

Read aloud the model description of the cover page.

Say: On the cover page, a girl and a boy are standing in the school field. It may be their physical education period. The two students are holding a football and a bat in their hands. They are conversing about the bat. The girl says that she got the bat as a gift from her mother. The boy says that it is a nice bat.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 18 of your content book. We will read the story—The Viva Room.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. Where are the students? Do you think they look nervous? Why / Why not?

(The students are standing outside the viva room. They seem to be nervous because they have their viva exam.)

2. Who was the first student to enter the viva room?

(Yash was the first student to enter the viva room.)

3. Look at the second picture. What can you make out of Yash’s expression?

(Yash appears to be happy / excited / relieved. It seems his viva went well.)

Explain: We are going to read a story called The Viva Room, which is a conversation between Yash and Sanju about the viva. The students are waiting outside the viva room for their viva exam. Now, let us begin reading.

Instruct: Pay attention to their conversation and try to gather details and information from their conversation.

Chapter 3 • Participating in Conversations

31

Listen

32

U24ENCB_Grade7.indb 18

18

Next student, please come in!

Pacific… Kabaddi… Venus

Okay. Answer 1 - Pacific Ocean; Answer 2 - Kabaddi; Answer 3 Venus

She first asked what is the largest…

Outside the viva room, students are waiting…

The Viva Room

I’ll ask some different questions now.

Next student, please come in!

12/14/2023 4:54:31 PM

Inside the Viva room…

That’s great! What did Ma’am ask?

Oh no! It is almost my turn.

Can you please skip the questions and tell me the answers only?

It went really well!

Hey Yash! How did the viva exam go?

2

4

3 1

Period 1

U24ENCB_Grade7.indb 19

Chapter 3 • Participating in Conversations

viva (vai.vuh): an oral examination

Kabaddi!

Yes, Ma’am.

Which sport is MS honi famous for?

Hello San u. Are you ready?

Venus!

What is the capital of India?

Pacific Ocean.

Tell me, what is the longest river in India?

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19

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

You may use voice modulation to show different characters. You can also ask two learners to act the roles of Yash and Sanju using expressions and voice modulation while you perform the role of the teacher in the text.

You may pause at the annotations and ask these suggested questions.

After 1 What is Sanju asking Yash?

(Sanju is asking Yash about how his viva exam went.)

After 2 Did Sanju get to know all the questions that the teacher asked? What did he finally ask Yash to tell him?

(No, Sanju wasn’t able to get all the questions from Yash as the teacher called him.

He asked Yash to tell him the answers only.)

After 3 Do you think Sanju is actually ready for the test?

(I think Sanju is not ready for the test.)

After 4 Which sport is MS Dhoni famous for?

(MS Dhoni is a very famous cricketer. / I have heard his name but I am not sure of the sport he plays.)

You may ask the learners to think about the questions for which the answers could be either kabaddi or Venus. For example: Which is the hottest planet in the solar system?

After the Text

You may ask these suggested questions.

1. What was the teacher’s reaction to Sanju’s answers?

(The teacher seemed to be shocked and angry while listening to Sanju’s answers.)

2. How did Sanju perform in the viva exam? How do you know that?

(Sanju performed terribly in the viva exam. He failed the viva exam because he gave the answers without listening to the questions carefully. Also, the last picture of the comic shows bad grades.)

3. Have you ever appeared for a viva exam? Share your experience.

(Yes, I had appeared for my computer viva. I was scared but I did very well in it. / No, I have never taken a viva exam. / Yes, I took the viva exam for English. My teacher asked me to give a speech on an interesting topic.)

For open-ended questions based on learners’ realities and experiences, you may rephrase their responses into complete sentences and ask the learners to repeat them. For example: Yes, I had appeared for my computer viva. I was scared but I did very well in it.

Chapter 3 • Participating in Conversations

33

Tell me, what is the longest river in India?

Hello San u. Are you ready?

Yes, Ma’am.

Talking Book

Pacific Ocean.

Which sport is MS honi famous for?

Kabaddi!

What is the capital of India?

Period 1

Venus!

viva (vai.vuh): an oral examination

19

Chapter 3 • Participating in Conversations

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34

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of a word and learn to make sentences with it.

Read aloud the keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—viva (vai.vuh).

Instruct: Repeat the meaning after me—an oral examination.

Instruct: Repeat the sentence after me—I have to appear for a viva tomorrow.

5 mins Echo

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I have to / appear for / a viva tomorrow.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keyword.

Instruct: Make some sentences with the word ‘viva’ and tell them to me.

Model Response: 1. I get scared whenever I have to take a viva.

E&R

You may give a chance to as many learners as possible to present their sentences. Also, motivate them to give different examples.

You may guide the learners to find some difficult words from the chapter and to find out their meanings. You may also help them with the meanings of the words they ask. Encourage them to make sentences with the difficult words.

Conclusion

4 mins

Say: We read a story called The Viva Room. It shows the conversation between Yash and Sanju. Through this story, we learnt to get details from conversations and understood the importance of listening attentively in conversations. We also learnt the word ‘viva’, and how to use it in a sentence.

Homework Say: Practise the E-Speak 1 projects on page no. 20. Learn to participate in conversations by listening to and repeating the projects given in the app.

Chapter 3 • Participating in Conversations

35

E-Speak 1 Practise at Home PROJECT 3A

Udaipur Diaries!

Aman and Rohit are discussing their trips to Udaipur. Aman shares his experiences first.

Listen and record it.

S

PROJECT 3B

Period 2

Rohit’s Trip Rohit shares his experience of visiting Udaipur. Listen and record it.

PROJECT 3C

Sunset View Aman asks Rohit about his experience of nighttime in Udaipur. Listen to him and record it.

20

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36

Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Participating in Conversations. In the last class, we read a story called The Viva Room. In the story, there is a conversation between two classmates, Yash and Sanju. We learnt to gather information from conversations and how to actively participate in them.

We also learnt the keyword ‘viva’, and how to use it in a sentence.

Say: Through this story and the projects, we are learning the skill to engage in conversations actively. We are also learning to gather information from other people’s conversations. We are also learning the importance of listening attentively to people during conversations.

Example from Text: Sanju and Yash were engaged in a conversation about the viva exam.

Sanju did not ask the questions from Yash and mugged up just the answers. He did not even listen to what his teacher asked him in the viva. He gave the same answers that he had memorised. For example: When the teacher asked which sport MS Dhoni is famous for, he replied, “Kabaddi!”

We learnt from the story that it is important to listen attentively to the other person in a conversation. This way, we will be able to actively participate in the conversation.

Example from E-Speak 1: As a part of your homework project, you heard Aman and Rohit indulge in a conversation about their trips to Udaipur and how their experience of travel was.

Echo E-Speak 1

8 mins

Say: Now, I shall speak the conversation between Aman and Rohit about their experience in Udaipur.

Instruct: Repeat the Project 3A after me—I went to Udaipur in the month of June. The temperature was very hot and humid. The afternoon heat was unbearable, but we still managed to visit the palaces and lakes.

Instruct: Repeat the Project 3B after me—Yes, it can get really hot in Udaipur during the summer months. I went there in November, so the weather was pleasant. We explored the city during the day and stayed in our cozy hotel room at night.

Instruct: Repeat the Project 3C after me—But it must have been biting cold after sunset, wouldn’t it? So, then what did you do in the evenings? We would take the sunset ferry rides at Fateh Sagar Lake and the view was breathtaking.

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: I went to Udaipur / in the month of June. / The temperature was / very hot and humid. / The afternoon heat / was unbearable, / but we still managed / to visit the palaces and lakes.

Chapter 3 • Participating in Conversations

Listen

37

Echo

Speak on the Spot Boost Your Speaking My Travel Plans Your teacher will ask you about the places that you want to visit. Respond to the questions asked by your teacher.

Where would you like to travel?

I would like to go …

Why do you want to go there?

I want to go there because …

Period 2

How would you travel to that place?

I would … (mode of transport) What activities would you like to do there?

I would ...

beaches

desert

jungle safari

swimming

mountains

desert safari

food

zip lining

parks

mountain climbing

beauty

waterfall

Speak clearly and loudly.

You can include more activities in your response.

Look at your teacher while speaking.

21

Chapter 3 • Participating in Conversations

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38

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, we will engage in a conversation where I will ask you some questions about the places you want to visit. You have to answer the questions.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may complete the entire conversation cycle with each learner. You may start the conversation with greetings.

You may ask eager or confident learners in the class to demonstrate the model responses with you.

Model Responses: 1. Teacher: Good morning, Shivam! Where would you like to travel?

Student 1: I would like to go to Kashmir.

Teacher: Why do you want to go there?

Student 1: I want to go there because I love mountains.

Teacher: How would you travel to that place?

Student 1: I would take a flight from New Delhi airport.

Teacher: What activities would you like to do there?

Student 1: I would definitely try mountain climbing.

2. Teacher: Good morning, Meera! Where would you like to travel?

Student 2: I would like to go to Goa. Teacher: Why do you want to go there?

Student 2: I want to go there because I love beaches.

Teacher: How would you travel to that place?

Student 2: I would take a train from New Delhi railway station.

Teacher: What activities would you like to do there?

Student 2: I would collect seashells and build sandcastles.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app some advice to help your friend Sanjay decorate his house, in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to get in pairs. Think about a conversation you will have with your friend about organising a birthday party. Write the details of the conversation. You can use the prompts given under the blanks. Practise the conversation with your partner in your free time.

Chapter 3 • Participating in Conversations

39

E-Speak 2 PROJECT 3D

Practise at Home

Help Sanjay Sanjay has recently moved to a new house and needs some ideas to decorate it. Give your advice to him in 4-5 lines.

Gaming Zone Let’s Find It

It’s Fun Time

Period 3

How many four-letter or more words can you find in the word CONVERSATION.

CONVERSATION

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40

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Let’s Find It. Say: Look at the word ‘CONVERSATION’. You have to make four-letter or more words from the letters in this word.

Instruct: Now, make as many words as you can.

You may ask these suggested questions.

1. Which is a four-letter word in which you eat ice cream?

(The four-letter word in which we eat ice cream is a cone.)

2. Which is a five-letter word that can be put in a piggy bank?

(A five-letter word that can be put in a piggy bank is coins / notes.)

3. Which is a six-letter word that usually crawls on the floor?

(A six-letter word that usually crawls on the floor is an insect.)

4. What is another word for ‘country’?

(Country is also called ‘nation’.)

5. How many words did you create from this word?

(I created fifteen small words from ‘conversation’.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Help Sanjay’, where you gave your friend Sanjay some advice to decorate his new house, in 4–5 lines.

Instruct: Listen to my response to the project.

‘Congratulations Sanjay, on your new house! I think you can decorate the walls of your room with your favourite colour. You can put beautiful lamps on the table. They will provide more light and beautify your house. You should put comfortable furniture in your room.’

Say: Now, you will listen to another response and repeat after me.

‘Congratulations Sanjay, on your new house! I have a few ideas about how you can decorate your house. Firstly, you should keep your house clean and organised. You can hang beautiful curtains and lights that match your furniture. You can also put paintings on the wall.’

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I have a few ideas / about how you can / decorate your house. / Firstly, you should keep / your house clean / and organised. / You can hang beautiful / curtains and lights / that match your furniture. / You can also put / paintings on the wall.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 3 • Participating in Conversations

41

Listen

Echo

42 !

(response to the question)

(response to the question)

arrange for the food?

U24ENCB_Grade7.indb 23

(suggest food menu)

.

12/14/2023 4:54:46 PM

23

(continued...)

. But, how do we

(suggest a theme for decoration and the reason)

since

. Do you have any interesting idea on how

. Do you know how many people are coming?

Student 2: That would be great! We can have

Student 1: How about

can we decorate the place?

Student 2:

Student 1:

Student 2: That’s a great idea! Where should we organise the party?

.

birthday next week.

(her/him)

(name of the person)

(greet each other)

We should plan a surprise for

Student 1: It’s

Both: Hello,

U24ENCB_Grade7.indb 24

24

Present: Present the conversation in the class in front of everyone.

4

Student 2:

Notes Corner

You can extend the conversation by discussing the cake, games that can be played, gifts and so on.

Use a lot of actions and expressions while speaking.

Listen carefully to your partner and wait for your turn to speak.

Practise: At home or in class, practise the conversation with your partner.

(end the conversation)

(extend the conversation)

(extend the conversation)

(response to the question)

3

Student 2:

Student 1:

Student 2:

Student 1: I think we can

Student 1:

Write: Discuss with your partner and complete the conversation.

Get into pairs.

Chapter 3 • Participating in Conversations

2

1

You have to organise a birthday party. Get into pairs and plan the conversation. Then, practise and present your conversation in front of the class.

Strike Up a Conversation

The Final Show

Plan and Speak

Period 3

12/14/2023 4:54:52 PM

.

.

.

.

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, present your conversation in the class about organising a birthday party with your partner.

Invite as many pairs as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Encourage the learners to use expressions, hand gestures and voice modulation. Motivate the learners to take turns in the conversation and say their parts clearly.

Model Responses: 1. Both: Hello, good morning!

Student 1: It’s Tanav’s birthday next week. We should plan a surprise for him.

Student 2: That’s a great idea! Where should we organise the party?

Student 1: We can organise it at my home. Do you know how many people are coming?

Student 2: There will be about twenty people. Do you have any interesting ideas on how can we decorate the place?

Student 1: How about a ‘superhero’ themed decoration since he loves them?

Student 2: That would be great! We can have burgers and French fries. But, how do we arrange for the food?

Student 1: I think we can ask my mother. She will be able to help us.

Student 2: That’s nice! How do we invite people to the party?

Student 1: We will have to make invitation cards.

Student 2: I agree! We are all set for the party.

2. Both: Hello, good afternoon!

Student 1: It’s Rishita’s birthday next week. We should plan a surprise for her.

Student 2: That’s a great idea! Where should we organise the party?

Student 1: We can organise it at her home. Do you know how many people are coming?

Student 2: There will be about fifteen people. Do you have any interesting ideas on how can we decorate the place?

Student 1: How about a ‘cartoon character’ themed decoration since she is a huge fan of cartoons?

Student 2: That would be great! We can have chole bhature and sandwiches. But, how do we arrange for the food?

Student 1: I think we can ask her parents. They will be able to help us organise this surprise party.

Student 2: That will be wonderful! We are all set for the party.

If the learners present the conversations well, you can give feedback like, ‘Brilliant presentation!’ or ‘You both were very confident’. In case the learners struggle, you can say, ‘Let me help you.’ or ‘You can practise more next time.’ etc. to boost their confidence.

Conclusion

2 mins

Say: In this chapter, we learnt to participate actively in conversations by asking and responding to questions. We also learnt to listen to other people attentively in a conversation. We also learnt to gather information from other people’s conversations.

Chapter 3 • Participating in Conversations

43

Requesting and Complaining

Chapter 4

Big Skill: Making formal requests and complaints Learning Objectives: Learners will be able to: • make a formal request politely, clearly and coherently.

• make a formal complaint using appropriate body language and tone.

Chapter 4

Requesting and Complaining

Period 1

Making formal requests and complaints

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44

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 4—Requesting and Complaining.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a girl and her school’s principal. It seems she is in the principal’s office.)

2. Read the title carefully. What do you think the girl may be doing in the principal’s office?

(The girl may be making a formal request to the principal.)

3. Have you ever been to the principal’s office? Why? (No, I have never been there. / Yes, I have been there to request three days of leave from school.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a scene of a principal’s room. The room is well-lit and organised. There are files and a trophy on a shelf. A girl is in the office. She is either making a formal request or talking about a grievance.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 26 of your content book. We will read the text—A Safe Place to Play.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a park that has a set of swings, a slide, a wooden hut and lots of garbage on the ground.)

2. Read the title carefully. What do you think the story could be about?

(The story could be about a park. / It could be about finding a good place to play. / It could be about the problems of littering in the playground.)

3. Do you have a safe place to play?

(Yes, I play in a clean and safe park in my neighbourhood. / No, the park in our colony is very dirty.)

For open-ended questions based on the learners’ realities and experiences, you can rephrase their responses into complete sentences. For example: Yes, I play in a clean and safe park in my neighbourhood.

Explain: We are going to read a story called A Safe Place to Play. It is about a boy, Ashish, who is sad to see the condition of the park in his neighbourhood. He decides to complain about it by writing an email. Now, let us begin reading.

Instruct: Pay attention to how Ashish formally expresses his grievance or complaint through the email.

Chapter 4 • Requesting and Complaining

45

Listen

46

2

1

U24ENCB_Grade7.indb 26

26

After reaching home, Ashish sat down at his computer and started typing an email.

They walked back home. Ashish was angry. He would have to do something about this.

On reaching the gate, they stopped and stared unhappily.

Where were they supposed to play? As always, the swings and slides were still rusty and broken.

They also noticed that almost all the shrubs and flowers had wilted. The ground was uneven and littered with garbage.

12/14/2023 4:55:03 PM

It was towards the end of the summer, and the sky was a clear blue. Ashish held his little sister’s hand as she skipped along beside him. They were on their way to the park after two weeks because they had been away on vacation.

A Safe Place to Play

4

3

Period 1

U24ENCB_Grade7.indb 27

Chapter 4 • Requesting and Complaining

deteriorated (duh.teeuh.ree.uh.ray.tuhd): became worse in quality littering (li.tuh.ruhng): throwing waste paper and packets on the ground recreation (rek.ree.ay.shun): activity performed to enjoy yourself rusty (ruh.stee): covered with rust saddened (sa.dnd): sad or affected

Thank you.

Yours sincerely Ashish Ghosh

The park is very important to all the children and the residents of this colony.

I sincerely request you to look into the matter. I shall be extremely grateful.

I have a few suggestions that you might find helpful. Perhaps you could assign a permanent gardener or caretaker to maintain the park. Installing new slides and swings would also ensure safe and enjoyable recreation for the children. Further, ensuring the presence of security guards could help keep littering and vandalism in check.

We have no place to play in the evenings. The children of our colony used to go to the park daily to play, walk, or exercise. Today, when I went to the park with my sister, I was deeply saddened by its condition. The ground has been dug up and is full of holes. In addition, piles of garbage have taken over the once beautiful flower beds in the park. Even the swings and slides are all broken and covered in rust.

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27

Talking

I am Ashish Ghosh, a resident of Gem Apartments, Kailash Road. I am writing this email to bring to your notice the poor condition of the main playground in our neighbourhood. The condition of the park has deteriorated since last year, and there seems to be no one to take care of it.

Dear Ma’am,

Subject : Request to restore the local park

To : reva.gulati@mcb.org.in

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, you may explain the meaning of all the difficult words that you come across. For example: ‘Wilted’ means to become dry and dull due to a lack of water.

You may pause at the annotations and ask these suggested questions.

After 1 Why were Ashish and his sister unhappy?

(They were unhappy to see the broken slides, wilted shrubs and the park littered with garbage.)

After 2 Have you ever written an email? Who did you write it to?

(Yes, I wrote an email to my best friend. / No, I do not have an email id. I have never written an email to anybody.)

For annotation 2, you can tell them that an email follows a proper structure. You may explain the different parts of an email. The picture given on page no. 27 can be used to explain the structure.

After 3 Look at the ‘To’ section of the email. To whom is Ashish writing the email?

(Ashish is writing the email to Reva Gulati. / Ashish is writing the email to someone in the local government.)

After 4 According to the email, who could help keep littering and vandalism in check?

(The presence of a security guard could help keep the littering and vandalism in check.)

If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance the learner’s confidence.

After the Text

You may ask these suggested questions.

1. What are the suggestions made by Ashish?

(The suggestions made by Ashish are to appoint a permanent gardener or caretaker; to install new slides and swings; and to appoint a security guard.)

2. Do you think Ashish’s email was a successful formal request?

(Yes, it was a successful formal request because he shared clear details of the problems. He also suggested possible solutions. He made a polite request at the end.)

Chapter 4 • Requesting and Complaining

47

Talking Book

To : reva.gulati@mcb.org.in Subject : Request to restore the local park Dear Ma’am,

I am Ashish Ghosh, a resident of Gem Apartments, Kailash Road. I am writing this email to bring to your notice the poor condition of the main playground in our neighbourhood. The condition of the park has deteriorated since last year, and there seems to be no one to take care of it.

Period 1

We have no place to play in the evenings. The children of our colony used to go to the park daily to play, walk, or exercise. Today, when I went to the park with my sister, I was deeply saddened by its condition. The ground has been dug up and is full of holes. In addition, piles of garbage have taken over the once beautiful flower beds in the park. Even the swings and slides are all broken and covered in rust.

I have a few suggestions that you might find helpful. Perhaps you could assign a permanent gardener or caretaker to maintain the park. Installing new slides and swings would also ensure safe and enjoyable recreation for the children. Further, ensuring the presence of security guards could help keep littering and vandalism in check.

The park is very important to all the children and the residents of this colony.

I sincerely request you to look into the matter. I shall be extremely grateful.

Thank you.

Yours sincerely Ashish Ghosh

deteriorated (duh.teeuh.ree.uh.ray.tuhd): became worse in quality littering (li.tuh.ruhng): throwing waste paper and packets on the ground recreation (rek.ree.ay.shun): activity performed to enjoy yourself rusty (ruh.stee): covered with rust saddened (sa.dnd): sad or affected

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48

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—deteriorated (duh.teeuh.ree.uh.ray.tuhd).

Instruct: Repeat the meaning after me—became worse in quality.

Instruct: Repeat the sentence after me—My uncle’s health has deteriorated over the last week.

Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

littering

li.tuh.ruhng

throwing waste paper and packets on the ground

The government has decided to charge a heavy fine for littering in public places.

recreation

rek.ree.ay.shun activity performed to enjoy yourself

The activities are organised by the school for the recreation of the teachers and students.

rusty

ruh.stee

covered with rust

The gears of my old bicycle have become rusty.

saddened

sa.dnd

sad or affected

Prisha was saddened to see the little puppy get hurt.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Prisha was / saddened to see / the little puppy / get hurt.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘deteriorated’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The condition of the garden has deteriorated.

2. The principal instructed the students against littering the area around the school.

3. The school took the teachers on a picnic for recreation.

4. The travellers saw a rusty treasure box in the cave.

5. Unnati’s friends were deeply saddened when she left the school.

Conclusion

4 mins

Say: Today, we read the story called A Safe Place to Play. The story was about Ashish and his sister’s feelings about the poor condition of the park. Through Ashish’s email, we learnt how to raise a formal complaint and make a polite request.

We also learnt the words ‘deteriorated’, ‘littering’, ‘recreation’, ‘rusty’ and ‘saddened’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 28. Learn to make requests about particular problems by listening to and repeating the projects given in the app.

Chapter 4 • Requesting and Complaining

E&R

49

E-Speak 1 Practise at Home PROJECT 4A

Leaking Water Cooler Prateeksha requests her teacher to forward her complaint regarding the water cooler repair to the concerned person. Listen and record it.

PROJECT 4B

Period 2

Doubt Classes Prateeksha requests her science teacher for extra classes to clear her doubts. Listen and record it.

PROJECT 4C

Class Monitor Prateeksha requests her class teacher to hold an election for choosing the class monitor.

Listen to her and record it.

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50

Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Requesting and Complaining. In the last class, we read the story called A Safe Place to Play. In the story, Ashish and his sister express their feelings on seeing the poor condition of the park. Through Ashish’s email, we learnt to formally express a grievance and make a formal request.

We also learnt the keywords ‘deteriorated’, ‘littering’, ‘recreation’, ‘rusty’ and ‘saddened’; and how to use them in sentences.

Say: Through this story and the projects, we are learning how to identify and formally express our grievances and make a request. We are also learning to use appropriate body language and tone while making a complaint. We should raise a complaint in a polite yet stern manner. We should request in a polite and humble manner.

Example from Text: In the story, Ashish is expressing his grievance about the neighbourhood park to the government. He writes an email of complaint to the government. In the email, he writes about the poor condition of the park. He is respectful in his manner while writing the email. He states the problem and also suggests a solution in his email. He suggests the need to have a permanent gardener to take care of the garden and a security guard to prevent littering.

Example from E-Speak 1: As a part of your homework project, you heard Prateeksha make requests for different issues like requesting her teacher to forward her complaint regarding the repair of the water cooler to the concerned person, requesting her science teacher for extra classes, and requesting her class teacher to hold an election for choosing the class monitor.

Echo E-Speak 1

8 mins

Say: Now, I shall speak about the complaints that Prateeksha raises and the requests that she makes.

Instruct: Repeat the Project 4A after me—Good morning, ma’am. The water cooler on our third floor is damaged, and there is a severe leakage problem in it. We have to go to a different floor each time any of us wants to fill our water bottle. It is very time-consuming.

Could you please help us by forwarding our complaint to the school administration?

Instruct: Repeat the Project 4B after me—Ma’am, since our final exams are round the corner, could you please help us by taking a few extra classes? We would like to clear all our doubts for the chapters in Science that are going to be tested in the exams.

Instruct: Repeat the Project 4C after me—Ma’am, since a few of us would like to be the new class monitor, could you please hold an election for that? In this way, we will be able to present our reasons to be chosen as the monitor. Also, our class will be able to choose the monitor per the qualities they like.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Good morning, ma’am. / The water cooler / on our third floor / is damaged, / and there is a / severe leakage problem in it.

Chapter 4 • Requesting and Complaining

Listen

51

Echo

Speak on the Spot Boost Your Speaking New Initiatives at School Make a formal request to the principal of your school to organise a ‘Best Out of Waste’ competition.

Period 2

Dear sir/ma’am, Good morning.

I request you to …

Such an event should be organised because … (give any two reasons) I had an idea that we could … (give one suggestion) recycling is good for the environment

shows our creativity

creative and eco-friendly activity

encourages use of waste materials

decorate our school

fun and engaging

create banners and posters

call for volunteers

keep a specific theme

participate in teams

set a specific time limit

raising awareness

low-cost activity

hands-on learning experience

Speak in complete sentences.

You can give your own answers.

Give your reasons and suggestions politely.

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Chapter 4 • Requesting and Complaining

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52

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, imagine you have to make a formal request to your principal to organise a ‘Best Out of Waste’ competition.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may read aloud the model responses given below between the learners’ presentations, if needed.

These model responses can help the learners get more ideas, use adequate vocabulary, and frame better sentences.

Model Responses: 1. Dear sir, Good morning.

I request you to organise a ‘Best Out of Waste’ competition in the school.

Such an event should be organised because it is a creative and eco-friendly activity.

Also, it encourages reusing waste materials. I had an idea that we could create banners and posters to make the students aware of it. Thank you.

2. Dear ma’am, Good morning.

I request you to organise an intra-school ‘Best Out of Waste’ competition.

Such an event should be organised because it encourages the reuse of waste materials and is a fun and engaging activity. It is a good way to recycle things.

I had an idea that we could call for volunteers who would organise this competition.

I hope you will agree to my request. Thank you.

3. Dear sir, Good morning.

I request you to organise an inter-class ‘Best Out of Waste’ competition.

Such an event should be organised because recycling is good for the environment and we can also decorate our school with these things. I had an idea that we could participate in teams and raise awareness. It would be a great hands-on learning experience. Thank you.

You may appreciate the learners on performing well by saying ‘Keep it up!’, ‘Well done!’ or ‘That was very thoughtful!’. In case the learners struggle to present, you can say, ‘Let me help you’ or ‘You are doing great, let us try it together.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app a complaint that you will raise to the restaurant manager when you find a small pin in your food, in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to get into pairs and discuss the problem with the customer care executive about the wrong items being delivered to you twice.

Write your lines on page nos. 31 and 32 of the book. You may ask for help at home.

Practise your lines together in your free time.

Chapter 4 • Requesting and Complaining

53

E-Speak 2 Practise at Home

PROJECT 4D

Oops! It’s a Pin You went to a restaurant with your family and found a small pin in your food. Raise a complaint to the restaurant manager, in 4-5 lines.

Gaming Zone It’s Fun Time

Polite Words

Read the clues and solve the crossword.

Period 3

4

T H

1

P

6

ACROSS

w

1.

2.

3.

2

What do you say to request something?

What do you say to apologise to someone?

What do you say to get someone’s attention?

DOWN

4. What do you say when you get a gift?

S

5. What do you say when you meet someone?

3

6. What do you say when someone says ‘thank you’?

E

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54

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Polite Words.

Say: In this activity, we need to read the clues and solve the crossword.

Instruct: In the boxes Across and Down, the clues are given to you. Read and solve them to complete the crossword on polite words.

You may inform the learners that ‘across’ is the sleeping / horizontal lines and ‘down’ is the standing / vertical lines.

You may ask these suggested questions.

1. What do you say to request something?

(I say, ‘please’.)

2. What do you say to apologise to someone?

(I say, ‘sorry’.)

3. What do you say to get someone’s attention?

(I say, ‘excuse me’.)

4. What do you say when you get a gift?

(I say, ‘thank you’) 5. What do you say when you meet someone?

(I say, ‘hello’.)

6. What do you say when someone says thank you?

(I say, ‘welcome’.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Oops! It’s a Pin’, where you raised a complaint to the restaurant manager when you found a small pin in your food.

Instruct: Listen to my response to the project.

‘Excuse me, ma’am! I found a pin in my noodles. I was about to eat the noodles when I saw it. Could you please take this bowl back and get it checked? I would also request a replacement for the food item. It is very unsafe to eat this food.’

Say: Now, you will listen to another response and repeat after me.

‘Excuse me, sir! I noticed a pin floating in this dal. I was serving the dal when I saw it. Could you please get the entire meal checked? It is highly unsafe to eat the food.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Excuse me, sir! / I noticed / a pin floating / in this dal. / I was / serving the dal / when I saw it.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat.

Chapter 4 • Requesting and Complaining

55

Listen

Echo

56

.

Student 2 (Customer Care Executive):

delay

incorrect

(date)

(give a brief description of the parcel)

U24ENCB_Grade7.indb 31

Chapter 4 • Requesting and Complaining

Student 1: I request you to (suggest what could be done)

Student 2: Yes, I can see that the parcel was first delivered to you on . Please tell me how I can help you. later on

Student 1:

Student 2: Can you give me more details about the parcel?

(raise your complaint)

Student 1: Hello sir/ma’am, I would like to talk about

exchange

return

Write: Complete the dialogues.

2

.

Student 1 (Customer):

Get into pairs.

1

(date)

.

.

.

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31

(continued...)

and

delivery

refund

Imagine you are a customer and your friend is a customer care executive. You placed an order but received a wrong package twice. Discuss the problem with the executive and try to resolve it.

Present your conversation in the class.

Wrong Delivery

The Final Show

Plan and Speak

U24ENCB_Grade7.indb 32

Notes Corner

You can use props to make your presentation more engaging.

Speak in complete sentences.

Stand straight and talk formally.

Maintain eye contact with your partner.

Speak in a polite tone.

Present: Now, it is time to present. Enact the conversation with your partner.

Practise: Practise this conversation with your friend, in your free time.

32

4

3

Student 2:

Student 1: Thank you.

(tell what you would do)

Student 2: Thank you for bringing this to my notice

Period 3

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.

.

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you and your partner will present in the class the complaint that you have prepared about receiving the wrong package.

Invite as many pairs as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to speak using a polite tone and body language. Encourage them to act, if possible, and also maintain eye contact with their partner.

Model Responses: 1. Student 1: Hello sir, I am Prateek. I would like to talk about the wrong package that has been delivered to me twice.

Student 2: Can you give me more details about the parcel?

Student 1: I had ordered a blue handbag with pearls on it. It was a sling bag. But last week, I received a black handbag. I returned that. Today, I received the parcel with a blue handbag, but of a different design.

Student 2: Yes, I can see that the parcel was first delivered to you last Tuesday and later this morning. Please tell me how I can help you.

Student 1: I request you to please exchange this wrong product with the right one and send it to me as soon as possible.

Student 2: Thank you for bringing this to my notice. I will get on this as soon as possible and get your package delivered.

Student 1: Thank you.

Student 2: You are welcome, Sir! 2. Student 1: Hello sir, I am Nisha. I would like to talk about the wrong package that has been delivered to me twice.

Student 2: Can you give me more details about the parcel?

Student 1: I had ordered a yellow shirt. But last Friday, I received a black shirt. I made an exchange request on the app. Today, as an exchange I received the yellow shirt but it was torn.

Student 2: Yes, I can see that the parcel was first delivered to you on Friday and later this morning. Please tell me how I can help you.

Student 1: I request you to please take the package back and refund my money, as this shirt is no longer needed. I have already purchased one from the market.

Student 2: Thank you for bringing this to my notice. We are very apologetic for the trouble you had to face. Ma’am if you want to return this package and get the refund amount, we can make that happen. I will send the delivery executive to pick up the package today.

Student 1: Thank you.

Student 2: You are welcome, Ma’am!

If the learners present with proper voice modulation and maintaining the body language, you can praise them by saying, ‘That was well presented’, ‘Keep it up!’ or ‘Well done’. You may also give feedback on their tone and volume by saying, ‘You could be more polite in raising your concern.’ or ‘You could have spoken louder and clearer’.

Conclusion

2 mins

Say: In this chapter, we learnt to politely make a formal request. We also learnt to raise a complaint using a formal tone and appropriate body language.

Chapter 4 • Requesting and Complaining

57

Chapter 5

The Poet in You

Big Skill: Reciting poem Learning Objectives: Learners will be able to: • create a short poem.

• present the poem to an audience with correct pacing, emotion and intonation.

Chapter 5

The Poet in You

Period 1

Reciting poem

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58

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 5—The Poet in You. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a boy looking at a paper and presenting something to his family and pet cat.)

2. How does the boy look?

(The boy looks confident and focused.)

3. Do you think the family is enjoying his presentation? Why? (Yes, I think that the family is enjoying his presentation, as the boy’s mother is clapping, and his father looks happy.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a boy happily reciting a poem to his family and pet cat.

Everyone is listening attentively. The boy seems confident and well-prepared, as he uses actions and expressions while presenting.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 34 of your content book. We will read the story—The Worthy Astronaut.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What can you see in the picture?

(I can see a girl dreaming about the solar system while reading a book.)

2. Read the title of the story. What do you think the story is about?

(The story, The Worthy Astronaut, might be about a famous astronaut. / It could be a fun story about space.)

3. Look at the second picture. What do you think the girl is doing?

(In the second picture, I think the girl is on the stage, presenting a poem / story / speech about a space adventure.)

Explain: We are going to read a story called The Worthy Astronaut. In this story, Devika takes part in a poetry contest at school, hoping to win a special prize. Even though things don’t go as planned, something surprising happens. Now, let us begin reading.

Instruct: Pay attention to the poem that Devika presents and how she presents it. Also, pay attention to the rhyming words used in the poem.

Chapter 5 • The Poet in You

59

Listen

60

2

1

U24ENCB_Grade7.indb 34

34

The next day, the school hall was buzzing with energy. Participants took turns to present

“Dear students, this is to inform everyone that the school will hold an Inter-House Poetry Recitation contest tomorrow for all Grade 7 students. The winner will receive a once-in-a-lifetime opportunity to visit the ISRO headquarters in Bengaluru.” A wave of excitement swept through Devika. Her eyes brimmed with joy as she eagerly anticipated the opportunity to share her passion for space through poetry.

It was just another day at school. Devika, along with her classmates, was passing through the bustling school corridor, when an announcement caught her attention.

Devika was a dreamer! An inquisitive girl, she was always lost in the wonders of the Universe.

Her eyes sparkled with excitement whenever she looked up at the stars, imagining herself floating among them. She dreamt of becoming an astronaut and exploring the vastness of Space.

The Worthy Astronaut

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4

3

Period 1

Talking

U24ENCB_Grade7.indb 35

Chapter 5 • The Poet in You

inquisitive (uhng.kvi.zuh.tihv): interested in knowing new things or curious

erupted (e.rup.tid): broke out

bustling (buh.suh.ling): full of people

brimmed (brimd): filled to the top

anticipated (an.ti.suh.pay.tid): waited with excitement

Devika stared at him, her eyes filled with renewed hope. Mr Ujjwal concluded with a question, “How would you like to visit ISRO, maybe not as a winner but as a future astronaut?”

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35

After all the students went back to their classes, a tall man with a warm smile came towards her. It was none other than Mr Ujjwal, the renowned ISRO scientist, who had come as the chief guest for the event. Mr Ujjwal consoled her, “Never lose hope, my dear. I could feel your passion through your words as you were reciting the poem. Dreams may not always come true the way we expect. Sometimes, what seems like a rejection is actually a redirection to something even greater.”

As Devika concluded her poem, the room erupted in thunderous applause. However, when the results were announced, she was left heartbroken as she did not win the contest. She bravely held back her tears.

She’ll fly to the space, on her very first chance.”

For the puzzling beauty and the weightless dance,

Mysteries and dark shores—she fears not.

She’ll be the explorer and a worthy astronaut

She might be on the ground, but her dreams are higher.

To explore the universe, she’ll walk through fire

Courage and persistence, all night and day,

Through telescopes and textbooks, she’ll find her way,

And the radiance of a newborn star.

She dreams of planets and galaxies afar,

And a wish to gaze deep into the skies.

“Here’s a girl, with stars in her eyes,

their poems. Finally, it was Devika’s turn. She stood tall and confident, ready to share her dreams in poetry.

With a steady and calm voice, she began,

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

You may use your gestures and expressions to show how the characters in the story are feeling. You may recite the poem within the story in tune.

You may pause at the annotations and ask these suggested questions.

After 1 What did Devika dream of becoming?

(Devika dreamt of becoming an astronaut and exploring the vastness of space.)

For annotation 1, you may also ask the learners what they dream of becoming.

After 2 Do you ever find yourself getting excited about some event the way Devika did about the poetry contest? What is it?

(Yes! I get excited about our school’s science fair. I love thinking about cool experiments and showing them to everyone.)

After 3 How did the room react when Devika finished reciting her poem?

(Everyone in the room clapped and cheered loudly when Devika finished reciting her poem.)

After 4 What do you think Mr Ujjwal means when he says, “Sometimes, what seems like a rejection is actually a redirection to something even greater.”?

(I think that Mr Ujjwal means that sometimes, when things don’t go the way, we want them to, it might be leading us to something even better.)

You can rephrase the learners’ responses in complete sentences and ask them to repeat those sentences. For example: Devika dreamt of becoming an astronaut and exploring the vastness of space.

After the Text

You may ask these suggested questions.

1. What was the theme of Devika’s poem, and why do you think she chose that theme?

(The theme of Devika’s poem was her dream of becoming an astronaut and exploring the universe. She chose this theme because it reflected her deep passion for space.)

2. What did you notice about the poem recited by Devika?

(I noticed that the theme of her poem was her passion for space. She used a lot of rhyming words in her poem.)

3. Were you inspired by Devika’s experience? Why or why not?

(Yes, I was inspired by Devika’s experience because I love space too, and hearing about Devika’s passion made me excited about my dreams. / No, I was not inspired by Devika’s experience because I am not interested in space or in poetry.)

Chapter 5 • The Poet in You

61

their poems. Finally, it was Devika’s turn. She stood tall and confident, ready to share her dreams in poetry.

With a steady and calm voice, she began, “Here’s a girl, with stars in her eyes,

Talking Book

And a wish to gaze deep into the skies.

She dreams of planets and galaxies afar, And the radiance of a newborn star.

Through telescopes and textbooks, she’ll find her way, Courage and persistence, all night and day, To explore the universe, she’ll walk through fire She might be on the ground, but her dreams are higher.

She’ll be the explorer and a worthy astronaut Mysteries and dark shores—she fears not.

For the puzzling beauty and the weightless dance,

Period 1

She’ll fly to the space, on her very first chance.”

As Devika concluded her poem, the room erupted in thunderous applause. However, when the results were announced, she was left heartbroken as she did not win the contest. She bravely held back her tears.

After all the students went back to their classes, a tall man with a warm smile came towards her. It was none other than Mr Ujjwal, the renowned ISRO scientist, who had come as the chief guest for the event. Mr Ujjwal consoled her, “Never lose hope, my dear. I could feel your passion through your words as you were reciting the poem. Dreams may not always come true the way we expect. Sometimes, what seems like a rejection is actually a redirection to something even greater.”

Devika stared at him, her eyes filled with renewed hope. Mr Ujjwal concluded with a question, “How would you like to visit ISRO, maybe not as a winner but as a future astronaut?”

anticipated (an.ti.suh.pay.tid): waited with excitement brimmed (brimd): filled to the top

bustling (buh.suh.ling): full of people erupted (e.rup.tid): broke out

inquisitive (uhng.kvi.zuh.tihv): interested in knowing new things or curious

35

Chapter 5 • The Poet in You

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62

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—anticipated (an.ti.suh.pay.tid).

Instruct: Repeat the meaning after me—waited with excitement.

Instruct: Repeat the sentence after me—The launch of the new product by my favourite e-commerce company is highly anticipated.

Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

brimmed

brimd

filled to the top

The basket brimmed with fresh fruits and vegetables from the garden.

bustling

buh.suh.ling

full of people

The bustling airport filled with travellers had tight security.

erupted

e.rup.tid

broke out

Last week, the great volcano at Andaman Islands erupted.

inquisitive

uhng.kvi.zuh.tihv

interested in knowing new things or curious

Rohan, my brother, is inquisitive and always asks questions.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The basket / brimmed with / fresh fruits / and vegetables / from the garden.

Echo Introducing Keywords

5 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ’anticipated’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Sana eagerly anticipated her birthday celebration with friends and family.

2. The cup brimmed with hot coffee, filling the room with its aroma.

3. Pune’s bustling streets were filled with people rushing to work.

4. An argument erupted between the neighbours over the property boundary.

5. The inquisitive journalist interviewed various sources to find out the truth.

Conclusion

4 mins

Say: Today, we read a story named The Worthy Astronaut. In the story, Devika presents a rhyming poem at school with confidence. We learnt how to present a poem to an audience with correct pacing, emotion and intonation.

We also learnt the words ‘anticipated’, ‘brimmed’, ‘bustling’, ‘erupted’ and ‘inquisitive’; and how to use them in sentences.

Homework Say: Practice the E-Speak 1 projects on page no. 36. Learn to present a poem by listening to and repeating the projects given in the app.

Chapter 5 • The Poet in You

E&R

63

E-Speak 1 Practise at Home PROJECT 5A

Mesmerising Beauty Deepak has written a beautiful poem describing the scenic view of nature.

Listen to his poem and record it.

PROJECT 5B

Period 2

Ballet by Birds Deepak then captures the calm nature of the birds in his poem. Listen to it and record it.

PROJECT 5C

Secrets of the Night Deepak ends his poem by complimenting the beauty of the moonlit night. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—The Poet in You. In the last class, we read a story called The Worthy Astronaut where we learnt to present poems with correct pace, emotion and actions.

We also learnt the keywords ‘anticipated’, ‘brimmed’, ‘bustling’, ‘erupted’ and ‘inquisitive’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to present poems confidently with correct tone, pace, emotion and voice modulation. We are also learning to create poems. We use rhyming words and rhyming lines to make our poem interesting. This also enables us to present our poem in tune. Poems also have a rhyming scheme. It is a pattern in which rhyming words are used in a stanza.

Example from Text: In the story, Devika stands tall and confident as she presents her poem. She uses actions and expressions, and delivers the poem in a calm voice. Devika’s poem follows a rhyming scheme (AABB), where the last words in every two lines rhyme. For example, she says, “Here’s a girl, with stars in her eyes, / And a wish to gaze deep into the skies. / She dreams of planets and galaxies afar, / And the radiance of a newborn star.”

The first two sentences of the stanza end with a rhyming pair—‘eyes’ and ‘skies’. The last two sentences of the stanza end with a rhyming pair—‘afar’ and ‘star’. So, the rhyming scheme is AABB. Example from E-Speak 1: As a part of your homework project, you heard Deepak present his poems. He presented poems confidently and in the correct tone. His poems followed a rhyming scheme (AABB). For example: “Upon a hill where breezes play, A serene view unfolds each day.”

Echo E-Speak 1

8 mins

Say: Now, I shall read Deepak’s poems in tune.

Instruct: Repeat the Project 5A after me—Upon a hill where breezes play, / A serene view unfolds each day. / Mountains tall, touch the sky, / Nature’s canvas, wide and high. / The sun dips low, a golden hue, / Painting the sky in shades so true.

Instruct: Repeat the Project 5B after me—Reflecting on a calm, still lake, / A tranquil scene, for hearts to take. / Birds in flight, a graceful ballet, / Singing songs to the end of day. / A world of peace, both near and far, / A serene view, like a shining star.

Instruct: Repeat the Project 5C after me—Underneath the moon’s soft glow, / Night whispers secrets, to sow. / A peaceful world, where dreams may roam, / A serene view, my heart calls home. / In the quiet dusk, stars align, / A celestial dance, capturing design.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Underneath the moon’s soft glow, / Night whispers secrets, / to sow. / A peaceful world, / where dreams may roam, / A serene view, / my heart calls home.

Chapter 5 • The Poet in You

Listen

65

Echo

Speak on the Spot Boost Your Speaking Conclude the Poem!

Given below is a poem about a sailor and his fateful day on the seas. Read the poem and create the last stanza. Then, present your poem in class.

... (give an interesting title) In a town, nestled by the ocean, Lived a brave sailor named Captain Tai-Shan.

He sailed the seas far and wide, With his crew of sailors by his side.

He went to the beach on a fateful day,

Period 2

To set sail in his ship at the bay.

His ship was known to pass the storms, Which came in the way in their glory forms.

Now, create the final stanza of the poem. You may use the rhyming words given below. save

wave

cave

vast

last

blast

deck

reck

check

land

sand

grand

fear

clear

dear

Choose the way you want to end the poem. You can give a happy ending or a sad ending.

Try to describe the events, like what happened to the ship and the sailors after it got caught in the storm.

Recite the poem with expression and voice modulation.

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66

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Having read the poem presented by Devika, it is now your turn to become a poet.

You have to create the last stanza of the given poem and then present the whole poem in the class. Also, give your poem an interesting title.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners that they may choose to give either a sad or a happy ending to the poem. Encourage them to describe what might have happened to the ship and the sailors.

Model Responses: 1. Hello friends! The title of the poem is Captain Tai-Shan’s Sea Adventure.

Listen to my last stanza of the poem.

Sailing with open sails, they rode the wave, A brave crew, hearts full of courage so brave.

Facing stormy blasts, they’d guide with care, Captain Tai-Shan, was a sailor so rare.

2. Good morning, everyone! The title of the poem is A Sad Tale.

Listen to my last stanza.

The storms came fierce, a relentless blast, Their ship is now part of the ocean vast.

Through caves of sorrow, a captain’s grand Farewell echoed over the sandy land.

You may appreciate the learners who present the poem confidently at appropriate pace by saying ‘Great job on your poem! I really liked how you used words that made us imagine things’ or ‘Awesome work on your poem! I loved the title that you gave your poem’. If the learners struggle you may say, ‘Keep going! Your poem is interesting. Do not hesitate to express yourself as it makes your poem really special’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to read and record in the app Alok’s adventure with expressions. Listen to the stimulus given in the app. You may choose to record it in a nervous or excited expression. Practise in front of the camera and make several attempts before submitting your final response. The best model answer will be read out to the class.

2. Plan and Speak: You have to choose any one of the given topics and create a rhyming poem on it. Then, write the poem on page no. 39. Ask for help at home to do the work correctly. Practise saying the poem, again and again, in front of friends or older family members.

Chapter 5 • The Poet in You

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E-Speak 2 PROJECT 5D

Practise at Home

Read with Expression!

Alok notices something strange about a bookshop. Read the lines about Alok’s adventure in the strange bookshop. You may choose to read and record the lines with a nervous or excited expression.

Period 3

Gaming Zone An Adventure Poem!

It’s Fun Time

Tick (ü) the words that can be used to write a poem about a happy adventure.

exciting

spooky

lively

unforgettable

thrilling

calm

misty

elation

peculiar

captivating

astonishing

scary

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—An Adventure Poem!

Say: It is now time to think of words that you would use for a poem about a happy adventure.

Instruct: Read the words in the boxes. Then, tick the words you would use for a poem about a happy adventure.

You may ask these suggested questions.

1. Look at the picture. What kind of picture do you think it is?

(The picture shows a happy adventure where people are doing different activities like zip line, balancing on a tightrope and hopping through tyres.)

2. Which words did you select for a happy adventure poem?

(I chose ‘thrilling’, ‘exciting’, and ‘captivating.’)

3. Can you provide a rhyming word for ‘calm’?

(The rhyming word for ‘calm’ is balm / alarm.)

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ‘Read with Expression!’, where you read the lines about Alok’s adventure in a strange bookshop with nervous or excited expressions.

Instruct: Listen to my response to the project in a nervous expression.

‘One day, I found a mysterious bookshop in town. Inside, I discovered a magical portal.

Excitement bubbled up, but nerves kicked in—was this an adventure or a leap into the unknown? Taking a deep breath, I stepped through, ready for whatever awaited on the other side.’

Say: Now, you will listen to another response read with an excited expression and repeat after me.

‘One day, I found a mysterious bookshop in town. Inside, I discovered a magical portal.

Excitement bubbled up, but nerves kicked in—was this an adventure or a leap into the unknown? Taking a deep breath, I stepped through, ready for whatever awaited on the other side.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: One day, / I found / a mysterious bookshop / in town. / Inside, / I discovered / a magical portal. / Excitement bubbled up, / but nerves kicked in— / was this an adventure / or a leap into the unknown?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 5 • The Poet in You

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Listen

Echo

70

dark

fear

U24ENCB_Grade7.indb 39

share supports laugh

heart help share

gloomy

rides

slides

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partner

guides

In the Scary Night of Fear

fondness

care

trembling

dark

spark

Write: Write your poem in the box given below.

frightened

chilling

Chapter 5 • The Poet in You

1

terror

horror

A Friend in Need is a Friend Indeed

Choose any ONE topic given below and create a rhyming poem of two stanzas related to it.

Then, present the poem in the class.

Poetry Club

The Final Show

Plan and Speak

U24ENCB_Grade7.indb 40

Notes Corner

You may use props to make your presentation more engaging.

Narrate your poem confidently, and look at the class.

Take the help of the given words to write your poem.

Recite your poem with expressions.

Present: Recite your poem to the class.

Practise: Practise reciting your poem, in front of your family members, with expressions.

40

3

2

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present your poem which you have created on any one of the two topics.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to recite the poem confidently with appropriate pace, emotions and voice modulation.

You may read aloud the model responses given below between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences.

Model Responses: 1. Hello everyone!

I am presenting a poem on the topic A Friend in Need is a Friend Indeed.

In the playground where friendships start, A friend is someone close to heart.

When skies are dark, and you feel low, They’re the ones who help you grow.

With a caring heart and a hand to share, Together, they laugh and show you care.

Like partners in fun, on slides and rides, Through sunny days and gloomy tides.

Thank you!

2. Hello everyone!

I am presenting a poem on the topic In the Scary Night of Fear.

In the night so dark and drear, A spooky feeling, oh so near.

I’m all alone, a bit scared, But in my heart, courage is paired.

Trembling slightly, shadows play, Yet a little spark will light my way.

Fear may come, but I’ll find the cheer, In the scary night, I’ll persevere.

Thank you!

If the learners present the poem confidently, you can praise them by saying ‘Well done!’, ‘Good try!’, ‘Awesome!’ or ‘You are a budding poet.’ In case the learners are unable to present the poem, you can allow them to look at the book to read. This will boost their confidence.

Conclusion

2 mins

Say: In this chapter, we learnt to create short poems. We also learnt to present poems with correct pace, emotion and intonation.

Chapter 5 • The Poet in You

71

Chapter 6

My Experiences

Big Skill: Sharing an experience Learning Objectives: Learners will be able to: • recount an experience with vivid details and expressions.

• describe an event in a sequential order.

Chapter 6 3

My Experiences

Period 1

Sharing an experience

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 6—My Experiences.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Where is the boy?

(The boy is standing on a stage.)

2. Look at the board behind / beside the boy. Can you guess what the boy may be talking about?

(The boy may be talking about his funny experiences. / The boy may be sharing something funny to make everyone laugh.)

3. Can you recall a funny incident in your life? Would you like to share it?

(Yes, one day I was running late for school. I left my house in a rush. When I reached the school gate, I realised I had forgotten my school bag at home. / No, I don’t want to share it.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a boy on a stage. He is using a mic to speak. He is entertaining the audience with some funny stories. The thought bubbles show that he made a mistake by throwing a banana peel on the street. This caused another boy to slip and fall.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 42 of your content book. We will read the text—Beyond the Earth.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What can you see in the first picture on the page?

(I can see an astronaut in space.)

2. Read the title of the text. What do you think the text is about?

(In my opinion, the text is about a man’s visit to space. / I think it is the life story of an astronaut.)

3. Do you want to become an astronaut when you grow up? Give reasons for your answer.

(Yes, I want to become an astronaut because I love the sky, the stars, the planets and the asteroids. / No, I do not want to become an astronaut as I am scared of unexplored things.

I want to become an engineer.)

4. What do you think is happening in the second picture?

(In my opinion, the second picture shows an interview between two people. / I think it is a radio programme.)

Explain: We are going to read a text called Beyond the Earth. In this text, we will read a radio broadcast. A radio broadcast is a programme that we hear on the radio. It is about the experiences of a renowned astronaut, Raunak Singh. A few students of grade 7 ask him questions about life in space. Now, let us begin reading.

Instruct: Pay attention to how Raunak Singh describes his experiences with some details.

Chapter 6 • My Experiences

73

Listen

74

2

1

U24ENCB_Grade7.indb 42

42

Raunak: We sleep in small compartments in sleeping bags, and we are strapped in loosely so that we don’t float around the cabin!

Caller 3: I’m Kunal. But if there is no up or down, how do you lie on a bed to sleep?

Raunak: Oh, yes; that is quite true. It is a very strange feeling. There is no up or down, and you can easily lose your bearings and become disoriented and confused.

12/14/2023 4:59:18 PM

Caller 2: Hi, I’m Himanshu. Is it true that there is no gravity in space and that you are weightless?

Raunak: Not really scared, no. But I was quite nervous. We were trained well before our first space flight, but it was still quite a nerve-racking first experience.

Caller 1: Hi, I’m Mina. Were you scared the first time you were launched into space?

Host: We have our first caller. Please tell us your name and then ask your question.

Raunak: Wow! That is really cool! Fire away, kids.

Host: This is going to be an interview with a difference. The questions today will be asked by Grade 7 learners who want to know more about your experiences. They will call in to the studio.

Raunak: Thanks, Palak. It is my privilege.

Host of radio broadcast: Welcome to this unique programme, Beyond the Earth. I am Palak Bhatia, and I have the renowned astronaut Raunak Singh in the studio today. Welcome, Raunak.

20 December 2022

Beyond the Earth

4

3

Period 1

U24ENCB_Grade7.indb 43

Chapter 6 • My Experiences

compartments (kuhm.paat.muhnts): a small section or a part of something disoriented (dis.aw.ree.uhn.tuhd): unable to think clearly nerve-racking (nuhv ra.kihng): something that causes a lot of worry privilege (pri.vuh.luhj): a benefit enjoyed by a particular person or a group that is not given to others renowned (ruh.nownd): famous

43

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Raunak: It is my pleasure. And thanks, kids, for your interesting and intelligent questions! Take care!

Host: Well, Raunak, kids, this is all we have time for today. Thanks for your time, Raunak. It is all very interesting.

Raunak: We don’t get bored as we have many physical tasks to do, like space walks and helping visiting space vehicles. We also conduct various experiments all the time, which are very interesting. Of course, I miss everyone at home, but we have video chats almost every day, so that helps a great deal.

Caller 5: Hi, I’m Anish. Do you get bored and miss your family and friends and your pet when you are in space?

Raunak: It can float away if you are not careful! We take some snacks with us, like biscuits and fruit, and you have to hold onto them firmly. Other food is cooked, dried, and often powdered. It is packed in pouches. We just add water and suck the mixture out like cold drink out of a bottle!

Caller 4: Hi, I’m Saloni. What do you eat in space, and doesn’t your food float away from your plate?

Talking Book

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Compartments’ means a small section or a part of something. It is pronounced as kuhm.paat.muhnts. You may stress on the syllable in bold, like ‘paat’.

You may pause at the annotations and ask these suggested questions.

After 1 In your opinion, how would Raunak Singh have felt the first time he was launched into space?

Give a reason for your response.

(In my opinion, he would have felt scared because he was going far away from Earth and his family. / In my opinion, he would have felt nervous because he was doing something dangerous.)

For annotation 1, guide the learners to think creatively and be in the shoes of an astronaut. You may accept all the responses and appreciate the learners on their responses.

After 2 Why are the astronauts strapped in loosely when sleeping in their sleeping bags?

(Astronauts are strapped in loosely when sleeping in their sleeping bags so that they don’t float around the cabin.)

After 3 What do the astronauts eat in space?

(The astronauts eat some snacks, like biscuits and fruit. The food they eat is cooked, dried and powdered. It is packed in pouches. They just add water to the pouches and drink them out of bottles.)

After 4 List any two activities that astronauts take up not to get bored in space.

(Astronauts take up many activities like spacewalks and visiting space vehicles to avoid getting bored in space. / They conduct experiments and chat with their families on a daily basis.)

You may rephrase learners’ responses into complete sentences and ask the learners to repeat them.

For example: Astronauts are strapped in loosely when sleeping in their sleeping bags so that they don’t float around the cabin.

After the Text

You may ask these suggested questions.

1. What do you recall about Raunak’s interview with Palak Bhatia in the programme?

(The students of grade 7 asked some questions to the astronaut about his experiences. He shared that it was a nerve-racking experience. Living in space is tough as there is no gravity, and they mix their powdered food with water and drink it. They have to conduct many experiments.)

2. What did we learn in this story?

(We learnt to retell important details after reading about someone’s experience.)

3. If you were to meet an astronaut, what question would you ask him/her?

(If I got a chance to meet an astronaut, I would ask, “How does it feel to float in space?” / “How can I become an astronaut in the future?”)

Chapter 6 • My Experiences

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Talking Book

Period 1

Caller 4: Hi, I’m Saloni. What do you eat in space, and doesn’t your food float away from your plate?

Raunak: It can float away if you are not careful! We take some snacks with us, like biscuits and fruit, and you have to hold onto them firmly. Other food is cooked, dried, and often powdered. It is packed in pouches. We just add water and suck the mixture out like cold drink out of a bottle!

Caller 5: Hi, I’m Anish. Do you get bored and miss your family and friends and your pet when you are in space?

Raunak: We don’t get bored as we have many physical tasks to do, like space walks and helping visiting space vehicles. We also conduct various experiments all the time, which are very interesting. Of course, I miss everyone at home, but we have video chats almost every day, so that helps a great deal.

Host: Well, Raunak, kids, this is all we have time for today. Thanks for your time, Raunak. It is all very interesting.

Raunak: It is my pleasure. And thanks, kids, for your interesting and intelligent questions! Take care!

compartments (kuhm.paat.muhnts): a small section or a part of something disoriented (dis.aw.ree.uhn.tuhd): unable to think clearly nerve-racking (nuhv ra.kihng): something that causes a lot of worry privilege (pri.vuh.luhj): a benefit enjoyed by a particular person or a group that is not given to others renowned (ruh.nownd): famous

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Chapter 6 • My Experiences

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—compartments (kuhm.paat.muhnts).

Instruct: Repeat the meaning after me—a small section or a part of something.

Instruct: Repeat the sentence after me—The carriage has two compartments.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

disoriented

dis.aw.ree. uhn.tuhd

unable to think clearly

Priya could not sleep properly at night and was disoriented when she woke up in the morning.

nerve-racking nuhv ra.kihng

something that causes a lot of worry

Travelling across the mountains was a nerve-racking experience.

privilege

pri.vuh.luhj

a benefit enjoyed by a particular person or a group that is not given to others

It is a privilege to serve my country.

renowned

ruh.nownd

famous

Agra is renowned for the Taj Mahal.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Travelling / across the mountains / was a / nerve-racking experience.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘compartments’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. There are storage compartments built under the table.

2. Long flights make you feel a little disoriented.

3. Speaking in public can be nerve-racking sometimes.

4. It was a privilege to meet the president yesterday.

5. The island is renowned for its beautiful beaches.

Conclusion

4 mins

Say: Today, we read the text called Beyond the Earth. It is about Raunak Singh, an astronaut, who gave an interview on a radio programme. He shared his experience of life in space. We learnt to retell important details after reading about someone’s experience.

We also learnt the words ‘compartments’, ‘disoriented’, ‘nerve-racking’, ‘privilege’ and ‘renowned’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 44. Learn to give details about an experience by listening to and repeating the projects given in the app.

Chapter 6 • My Experiences

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E-Speak 1 Practise at Home PROJECT 6A

Into the Deep Sea Maya is a deep-sea diver. She shares her diving experience. Listen and record it.

PROJECT 6B

Period 2

Amazing Sea Creatures Maya sees amazing sea animals. Listen to her talk about them and record it.

PROJECT 6C

Shipwrecks Maya gives more exciting details about her deep-sea adventures. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—My Experiences. In the last class, we read a text called Beyond the Earth. In this text, we read an astronaut’s interview on a radio programme.

We learnt how to recount an experience with vivid details and expressions.

We also learnt the keywords ‘compartments’, ‘disoriented’, ‘nerve-racking’, ‘privilege’ and ‘renowned’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to narrate an experience with proper details and expressions. We are also learning to describe an event in a sequential order.

When we recount an experience, we talk about what happened, when and how it happened, who was with us, how we felt at that time and what happened after the experience. We also give complete details like what we saw, what we heard and what we did.

Example from Text: The astronaut Raunak Singh recounted his experience of the first space flight and how it was nerve-racking despite all the training. He remembered how astronauts slept in small compartments in sleeping bags and the snacks they took with them. He also used to video call his family almost every day. He shared various interesting details in the radio programme.

Example from E-Speak 1: As a part of your homework project, you heard Maya talk about her experience as a deep-sea diver where she sees amazing animals and does other exciting activities.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Maya told about her deep-sea diving experience.

Instruct: Repeat the Project 6A after me—Hello everyone! I am a deep-sea explorer, and I enjoy wearing a special suit to dive deep into the ocean. As I swim deeper, the sunlight disappears, and it becomes colder and darker. The first thing I realise is how quiet it is in here in the depths.

Instruct: Repeat the Project 6B after me—After I dive in deep, I see beautiful sea creatures.

There are big squids and jellyfish that glow like they have their own flashlights. To take pictures of them, I use special cameras that do not bother them. I also see the sea plants down there. Some even provide homes and hiding spots for other sea creatures.

Instruct: Repeat the Project 6C after me—While swimming in the deep sea, I often see sunken shipwrecks. These are very old ships that have been resting on the ocean’s floor for hundreds of years. They are in a terrible state. Diving and swimming in the deep sea is an amazing experience.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Hello everyone! / I am a deep-sea explorer, / and I enjoy wearing / a special suit / to dive deep / into the ocean. / As I swim deeper, / the sunlight disappears, / and it becomes / colder and darker. The first thing / I realise is / how quiet it is / in here / in the depths.

Chapter 6 • My Experiences

Listen

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Echo

Speak on the Spot Boost Your Speaking What an Adventure!

We all experience adventurous and thrilling moments in our lives. Describe any adventurous or thrilling experience that you have had. Share your experience with the class.

Hello everyone!

Today, I want to share an adventurous experience. Recently, I … (what you did) I went with my … (with whom you went) I … (explain more about what happened)

Period 2

I really enjoyed … (the activity) because … (share reasons) I wish I could do it again.

Thank you! camping

rock-climbing

travel

jungle safari

swimming in the river

scuba-diving

camping

forest

breathtaking

awesome

wonderful

incredible

learnt a lot

made memories

made friends

made me stronger

Look at your classmates when you share your experience.

Use a lot of facial expressions when you speak.

In the end, ask your friends what they felt after listening to your experience.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to share with the class any adventurous or thrilling experience that you’ve had in your life. You can use the prompts given on page no. 45 of the book to help you.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to maintain eye-contact with their classmates and use expressions and voice modulation. Encourage them to speak in complete sentences.

Model Responses: 1. Hello everyone!

Today, I want to share an adventurous experience. Recently, I went camping in the forest.

I went with my classmates and teachers. I enjoyed sitting next to the camp fire and listening to ghost stories shared by my friends. The night was scary but my friends and teachers made me feel comfortable. I really enjoyed camping because I made a lot of memories. I wish I could do it again.

Thank you!

2. Good morning friends!

Today, I want to share an adventurous experience. Recently, I went rock-climbing. I went with my siblings. I wore the protective equipment and listened carefully to the instructors.

I was nervous that I might hurt myself and get bruised. I really enjoyed rock climbing because when I reached the top, I felt proud and accomplished. I wish I could do it again.

Thank you!

3. Hello everyone!

Today, I want to share an adventurous experience. Recently, I went on a jungle safari.

I went with my parents and cousins. I was scared in the beginning but later, I enjoyed watching the wild animals and the breathtaking scenes of the jungle. I really enjoyed the jungle safari because I like animals a lot and it was very peaceful. I wish I could do it again.

Thank you!

If learners present their sentences confidently, you can praise them by saying ‘You recounted your experience well!’, or ‘Very nice presentation!’. In case they struggle, you can say ‘Don’t worry, let me help you’ or ‘You speak well, you just need some practice’, etc. to boost their confidence.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app an experience of a recent family gathering that you were a part of, in 4–5 lines. You may refer to the visual stimulus in the app.

Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think about a memorable outing that you had with your family or friends. Write the details about what you did. Practise saying the lines with expressions in front of your family members or friends. You can also bring photographs of that memorable day on the day of the presentation.

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E-Speak 2 Practise at Home

PROJECT 6D

Share with Us Family gatherings are always fun. Tell us about a recent family gathering that you were a part of. Share your experience in 4-5 lines.

Period 3

Gaming Zone It’s Fun Time

Adventure Sports

Find the adventure sports in the grid. Circle the words.

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Outdoor Activities

Outdoor Activities

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Adventure Sports.

Say: You have to find different types of adventure sports in the wordsearch.

Instruct: Circle the adventure sports in the wordsearch.

You may ask these suggested questions.

1. Name an adventure sport that begins with the letter ‘r’.

(Rock-climbing begins with the letter ‘r’.)

2. Have you ever done an adventure sport?

(Yes, I have done an adventure sport. / No, I have never done an adventure sport.

But I will try.)

3. In this sport, you are connected with a cable and you go from one end to other.

Name the sport.

(The sport in which we are connected to a cable and go from one end to other is zipline.)

4. Name any one adventure sport which can be done in the water.

(Surfing can be done in the water. / Scuba-diving can be done in the water.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Share with Us’, where you told us about the experience of a recent family gathering that you were a part of.

Instruct: Listen to my response to the project.

‘Hello friends! I went to attend a lunch party at my aunt’s new home with my parents.

Her new house is spacious and elegant. She had prepared a delicious lunch for all of us.

She was delighted to receive gifts from everyone.’

Say: Now, you will listen to another response and repeat after me.

‘Hi friends! It was my grandfather’s 80th birthday. It was so much fun as all my cousins attended the gathering. We decorated the house beautifully. Together, we cut the chocolate cake. We all played a lot of games and enjoyed thoroughly.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Hi friends! / It was / my grandfather’s / 80th birthday. / It was / so much fun / as all my cousins / attended the gathering. / We decorated / the house beautifully.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 6 • My Experiences

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Listen

Echo

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Thank you!

I felt

U24ENCB_Grade7.indb 47

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Finally,

(give details in order of their occurrence)

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Then,

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First,

The day started with a lot of excitement.

(when it happened)

It happened on the occasion of

had with

Today, I will tell you all about a memorable outing that I

Hello everyone!

Write: Complete the sentences. You may add your own sentences.

Think of a memorable outing.

Chapter 6 • My Experiences

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Recall a memorable outing that you had with your family or friends. Think and write what you did. Then, share it with your classmates.

U24ENCB_Grade7.indb 48

Notes Corner

You may use words/phrases like ‘to begin with’, ‘next’, ‘at the end’, ‘later’, ‘in the evening’ and so on.

You may bring a picture of the day to show it in the class.

Look at your friends while speaking.

Speak loudly and confidently.

Present: Now, it is time to tell your friends about your experience.

Practise: Share your experience in front of your family and friends.

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4

The Final Show

A Great Time Together

3

Plan and Speak

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class a story about a memorable outing that you had with your family or friends. Talk about where you went, what you did and how you felt.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Guide the learners to speak with expressions and actions.

You may guide the learners to ask their friends how they felt after listening to their experience. This will make the presentation interactive. Guide them to pause for the audience to respond if they choose to ask a question.

Model Responses: 1. Hello everyone!

Today, I will tell you all about a memorable outing that I had with my friends.

It happened on the occasion of Children’s Day. The day started with a lot of excitement. First, we went to the theme park that has opened recently. Then, we enjoyed a lot on the rides and swings. Finally, we ate yummy dishes from the stalls in the park. I felt very happy that day. Thank you!

2. Hello everyone!

Today, I will tell you all about a memorable outing that I had with my family.

It happened on the occasion of my birthday. The day started with a lot of excitement. First, we all packed the picnic basket, and sat in the car. When we reached the lakeside, we saw beautiful birds and greenery around. Then, we enjoyed the delicious snacks which my mother had prepared. We also rode on a boat. Finally, we played board games together on the mat and enjoyed the sunset.

I felt very joyful that day. Thank you!

3. Hello everyone!

Today, I will tell you all about a memorable outing that I had with my mother.

It happened on the occasion of getting my results as I had scored good marks.

The day started with a lot of excitement. First, my mother took me shopping. Then, I tried on various clothes and bought my favourite dress. Finally, we enjoyed a meal in the restaurant. I felt extremely glad that day. Thank you!

If learners present their sentences confidently, you can praise them by saying ‘Great job!’, or ‘Excellent presentation, you shared your experience well!’. In case they struggle, you can say ‘It’s okay, I will help you’ to boost their confidence.

Conclusion

2 mins

Say: In this chapter, we learnt to recount vivid and important details of a personal experience or someone else’s experience. We also learnt to describe an experience in a sequential order.

Chapter 6 • My Experiences

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Chapter 7

Sum It Up

Big Skill: Giving a summary Learning Objectives: Learners will be able to: • summarise informational texts using concrete details and key ideas.

• summarise fictional texts in a crisp and clear manner.

Chapter 71

Sum It Up

Period 1

Giving a summary

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 7—Sum It Up. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a boy on the stage. / I see two paintings next to the boy.)

2. What do you notice about the two paintings in the picture?

(One painting shows a snow-covered field and a tree. The other painting has a green tree and a bright sun.)

3. What could the boy be saying?

(The boy could be talking about the two seasons—summer and winter.)

Read aloud the model description of the cover page.

Say: On the cover picture, a boy is standing at the centre of the stage. There are two paintings next to him which show different seasons. It seems that the boy is explaining the difference between the different seasons in his speech.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 50 of your content book. We will read the text—The Ostrich and the Penguin.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. Could you identify the two birds?

(The first picture is of an ostrich and the second picture is of a penguin.)

2. Look at the subtitle ‘Fun Facts/Did You Know?’. What do you think the text is about?

(The text could be about some interesting facts about the two birds.)

3. Do you know any fun facts about any other animal?

(Crocodiles cannot stick their tongues out. / The skin of the polar bear is black, but its fur is white.)

Explain: We are going to read a text called The Ostrich and the Penguin. In this text, we will learn some interesting facts, similarities and contrasts between the two birds. Now, let us begin reading.

You may explain to the learners that ‘similarities’ means things that are almost the same and ‘contrasts’ means differences.

Instruct: Pay attention to the key details that are given about ostriches and penguins, in the text.

Chapter 7 • Sum It Up

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Listen

88

2

1

Emperor penguins rarely go on land.

They live on the sea ice (frozen ocean) their entire lives.

Penguins are excellent divers and swimmers! They can even slide over the ice on their bellies using their flippers.

Penguin

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No, penguins and ostriches are both flightless birds. They cannot fly. However, they have other ways of moving from one place to another. Another interesting similarity is that both penguins

Does this mean they can also fly like birds?

Penguins and ostriches are unique and fascinating birds. Just like other birds, penguins and ostriches lay eggs and have feathers, beaks and claws.

Of all birds’ eggs, ostrich eggs are the largest.

Ostriches can run superfast. They can run at a speed of over 70 km per hour.

Ostriches are the tallest and heaviest birds in the world!

Ostrich

Fun Facts/Did You Know?

The Ostrich and the Penguin

4

3

Period 1

Talking Book

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Chapter 7 • Sum It Up

bulky (buhl.kee): large and heavy colonies (ko.luh.neez): groups of creatures of the same type that live together contrast (kon.trast): an easily noticed difference between two or more things differ (di.fuh): vary or be different rarely (reuh.lee): not very often

Thus, ostriches and penguins have some similarities, yet they are unique in their own ways.

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Most kinds of penguins live in the coldest part of the world–Antarctica. It is the southernmost, ice-covered land near the South Pole. Ostriches, in contrast, are found in the Sahara Desert and the Savanna regions in Africa, which are among the hottest regions of the world.

Now, the question is, where do they live?

Penguins and ostriches also have very different diets. Despite their huge bodies, ostriches feed on plants and some small animals, such as lizards and snakes. On the other hand, penguins feed on fish and other sea animals that are available where they live.

Despite many similarities, the birds look very different from each other. All ostriches have long necks, long, strong legs, and bulky bodies covered with feathers. On the other hand, penguins have black bodies and white bellies that help them hide on the ice and in water.

There are 18 kinds of penguins in the world, and they differ in size.

and ostriches live in groups. However, their groups vary in size. Ostriches live in small groups “called flocks” of 10 to 12 birds, whereas penguins live in huge colonies that may have from a thousand to millions of penguins.

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Bulky’ means large and heavy. It is pronounced as buhl.kee. You may stress on the syllable in bold, like ‘buhl’.

During the read aloud, you may guide the learners to underline the differences between penguins and ostriches.

You may pause at the annotations and ask these suggested questions.

After 1 Where do Emperor penguins live their entire lives?

(Emperor penguins live on the sea ice or frozen ocean, their entire lives.)

After 2 Why are ostriches and penguins known as birds if they can’t fly?

(Penguins and ostriches are known as birds because they have feathers, beaks and claws like the other birds.)

After 3 Although both ostriches and penguins live in groups, what is the difference?

(Ostriches live in small groups, called flocks, of ten to twelve birds. Penguins live in huge colonies that may have thousands to millions of penguins.)

After 4 Do penguins and ostriches live in the same area?

(No, they live thousands of kilometres apart. Penguins live in Antarctica where it is always cold. Ostriches live in Africa, where it is always hot.)

You may use a world map or a globe to point out the two geographical locations—the Sahara Desert and Antarctica.

After the Text

You may ask these suggested questions.

1. What are some similarities between an ostrich and a penguin?

(Both an ostrich and a penguin lay eggs, have feathers and cannot fly. They both have beaks and claws, and they live in groups.)

2. What are the differences between an ostrich and a penguin?

(The difference between an ostrich and a penguin is that an ostrich lives in the desert and a penguin lives in cold places. The diet of the two birds is also different.

The two birds differ in size.)

3. Have you seen any unique animal? What interesting detail do you remember about the animal?

(I have seen a huge tiger. It looks like a big cat. It is yellow in colour and has black stripes. / I have seen a kangaroo. It is very big. It is brown in colour and has a small pocket at the front. It takes long jumps and eats leaves.)

If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s confidence.

Chapter 7 • Sum It Up

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and ostriches live in groups. However, their groups vary in size. Ostriches live in small groups “called flocks” of 10 to 12 birds, whereas penguins live in huge colonies that may have from a thousand to millions of penguins.

Talking Book

Despite many similarities, the birds look very different from each other. All ostriches have long necks, long, strong legs, and bulky bodies covered with feathers. On the other hand, penguins have black bodies and white bellies that help them hide on the ice and in water.

There are 18 kinds of penguins in the world, and they differ in size.

Penguins and ostriches also have very different diets. Despite their huge bodies, ostriches feed on plants and some small animals, such as lizards and snakes. On the other hand, penguins feed on fish and other sea animals that are available where they live.

Period 1

Now, the question is, where do they live?

Most kinds of penguins live in the coldest part of the world–Antarctica. It is the southernmost, ice-covered land near the South Pole. Ostriches, in contrast, are found in the Sahara Desert and the Savanna regions in Africa, which are among the hottest regions of the world.

Thus, ostriches and penguins have some similarities, yet they are unique in their own ways.

bulky (buhl.kee): large and heavy colonies (ko.luh.neez): groups of creatures of the same type that live together contrast (kon.trast): an easily noticed difference between two or more things differ (di.fuh): vary or be different rarely (reuh.lee): not very often

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—bulky (buhl.kee).

Instruct: Repeat the meaning after me—large and heavy.

Instruct: Repeat the sentence after me—We packed so many clothes in the bag, that it became bulky.

Repeat this process for the other keywords as well.

Word

Pronunciation Meaning

5 mins Echo

Sentence

colonies ko.luh.neez

groups of creatures of the Ants live in colonies and work together as a same type that live together team.

contrast kon.trast

an easily noticed difference between two or more things

Cats, in contrast to dogs, like to live alone.

differ

di.fuh

vary or be different

Ryan and I differ in our opinions on recycling waste.

rarely

reuh.lee

not very often

We rarely go to that restaurant that is up the hill.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Ants / live in / colonies / and work together / as a team.

You may show pictures of insects living in colonies. You may also show a picture of a town and a village and ask the learners to highlight the differences between the two. This will help them understand the word ‘contrast’ better.

E & R Using Keywords in Sentences

Say: Now, I will call you, one by one, so you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘bulky’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Although the box was very bulky, Nisha carried it effortlessly.

2. Colonies of bees include worker bees, drone bees and the queen.

3. In contrast to the very chilly weather yesterday, the weather is hot today.

4. The two sets of question papers differ from each other.

5. Hemant rarely eats junk food.

Conclusion

E&R

4 mins

Say: We read the text The Ostrich and the Penguin. We learnt some interesting facts about the two birds. We learnt to identify the important details in an informational text. We also learnt the words ‘bulky’, ‘colonies’, ‘contrast’, ‘differ’ and ‘rarely’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 52. Learn to summarise informational texts by listening to and repeating the projects given in the app.

Chapter 7 • Sum It Up

6 mins

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E-Speak 1 Practise at Home PROJECT 7A

Blue Whales Manan has just finished reading a book on blue whales. Listen to him as he talks about them and record it.

PROJECT 7B

Period 2

Habitat

Manan reads details about the blue whale’s habitat from the book. Listen to him and record it.

PROJECT 7C

Let’s Summarise!

Manan summarises what he has learnt about the blue whales. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Sum It Up. In the last class, we read the text called The Ostrich and the Penguin. In this text, we learnt some interesting and unique facts about penguins and ostriches. We learnt to identify key details from an informational text.

We also learnt the keywords ‘bulky’, ‘colonies’, ‘contrast’, ‘differ’ and ‘rarely’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to identify key details. We are also learning to give a clear summary of informational texts using important details. When we summarise a text or an event, we give all the key details.

Example from Text: In the text, the narrator has given the key details to establish the similarities and differences between ostriches and penguins. As similarities, the narrator mentions that they are both flightless birds with claws and beaks and they both live in groups. The differences between the two birds are that they vary in size and live in different geographical locations. The size of their groups also varies. Towards the end, the narrator has summarised the key details by saying, “Thus, ostriches and penguins have some similarities, yet they are unique in their own ways.”

Example from E-Speak 1: As a part of your homework project, you heard Manan giving key details about blue whales and summarising what he has read about them.

Echo E-Speak 1

8 mins

Say: Now, I shall speak about the details and summary Manan gave about blue whales.

Instruct: Repeat the Project 7A after me—Blue whales are the largest animals on Earth.

They are sea mammals and can grow to be 30 metres long. They can also weigh about 1,72,000 kg. They have long, slender bodies and their flippers are about 3 to 4 metres long.

They mainly eat krill, which are tiny shrimps found in the sea.

Instruct: Repeat the Project 7B after me—Blue whales can be found in major oceans around the world. To communicate with each other, blue whales make a series of super-loud sounds. Their calls are the loudest of any creature on the planet and can be heard underwater hundreds of kilometres away.

Instruct: Repeat the Project 7C after me—Blue whales are the largest animals on Earth, with long bodies and huge flippers. They eat tiny shrimps called krill and are found in all the major oceans. What is amazing is that they communicate using super-loud sounds that can be heard under from miles away!

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Blue whales are / the largest animals / on Earth, / with long bodies / and huge flippers. / They eat / tiny shrimps / called krill / and are / found / in all / the major oceans.

Chapter 7 • Sum It Up

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Echo

Speak on the Spot Boost Your Speaking Fascinating Facts

Period 2

An article on ‘Octopuses’ was published in the school magazine. Read the article given below.

Then, summarise it for the class.

Octopuses are interesting sea creatures with eight legs and round bodies. They are special because they do not have backbones, making them invertebrates. Octopuses are soft and can camouflage themselves by changing their colours.

The Mimic Octopuses move their tentacles to take on the shape of other sea creatures. You can find them in oceans worldwide, especially in warm, tropical waters. Octopuses do not live very long lives, some only make it to six months, while others can live up to five years. Do you know that they have three hearts—one for their gills and two for the rest of their bodies? Octopuses are super smart and can solve puzzles, remember things, and recognise shapes and patterns.

Hello friends!

Today, I will talk about …

They are … (summarise in 2–3 lines) They …

To conclude, I would say that …

Thank you.

You should include the main idea in your summary.

Ignore the little details and pay attention to the major facts.

Use key terms from the text.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to read the article on ‘Octopuses’ and then present a summary of the article in the class.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may inform the learners that a summary includes all the key details about a topic and a conclusion at the end.

You may read aloud the model responses given below between learners’ presentations if needed.

These model responses can help the learners get more ideas, use adequate vocabulary, and frame better sentences.

Model Responses: 1. Hello friends! Today, I will talk about octopuses.

They are sea creatures with eight legs and round bodies. They do not have backbones. Octopuses are soft and can camouflage themselves by changing their colour. They do not live very long lives; some only make it to six months. Unlike other creatures, they have three hearts.

To conclude, I would say that octopuses are interesting sea creatures with many distinct features like eight legs and three hearts. Thank you.

2. Hello friends!

Today, I will talk about octopuses.

They are interesting sea creatures with eight legs, three hearts, and round bodies. One of their hearts is for the gills. They are invertebrates and do not have backbones. Octopuses are very smart and can solve puzzles, remember things and recognise shapes and patterns. They are found in warm, tropical waters.

To conclude, I would say that octopuses are smart sea creatures who live in warm tropical waters.

Thank you.

If the learners share the summary with key details and conclusion, you can say, ‘Well done!’, ‘It was nicely spoken’ or ‘You gave the summary confidently’. If the learners struggle to speak in complete sentences, then you can say ‘Let’s try once again’ or ‘Let’s try to look for the key details that you can include in your summary’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the main idea of a story that you like in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to read a story of your choice from the options given on page no. 55 and write its summary in the book. While writing the summary, keep in mind that you have to talk about the title, the author and also about the beginning, middle and end of the story. Practise saying the summary aloud, again and again, in front of your friends and family members.

Chapter 7 • Sum It Up

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E-Speak 2 PROJECT 7D

Practise at Home

Recap for Us We all enjoy reading and listening to stories. Some of them become a part of our favourite list. Think of your favourite story and tell us the main idea of the story, in 4-5 lines.

Gaming Zone Guess the Story!

It’s Fun Time

Period 3

Guess the names of the classic stories based on their main ideas.

The story is about an unusual friendship between the king of the jungle and a mouse. The forgiveness of the lion empowers the mouse to save the trapped lion.

It is about a young girl’s encounter with a cunning, when she goes to visit her grandmother in the woods.

A charming frog transforms into a prince because of the magical friendship with a princess. Their friendship breaks the old evil spell and wins the heart of a princess.

A giant learns the value of compassion and friendship when he allows children to play in his previously forbidden garden, leading to a magical transformation.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Guess the Story!

Say: Given below are the main ideas of some classic stories.

Instruct: You have to read the main idea of the stories and guess their correct names.

You may ask these suggested questions.

1. In which story does a mouse save the lion?

(The mouse saves the lion in the story The Lion and the Mouse.)

2. Which story has the characters—a little girl, her grandma and a wolf?

(In Red Riding Hood, there is a little girl, her grandma and a wolf.)

3. In which story does a frog become a prince?

(A frog becomes a prince in The Princess and the Frog.)

4. In which story does a giant allow the children to play in his garden?

(In the story The Selfish Giant, the giant allows the children to play in his garden.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Recap for Us’, where you told us the main idea of your favourite story.

Instruct: Listen to my response to the project.

‘Hello! My favourite story is Hansel and Gretel. In this story, Hansel and Gretel are walking in the forest where they see a gingerbread house. In this house, there lives a witch who captures the two kids and wants to eat them. But Gretel cleverly makes a fool of her, and both the kids run away.’

Say: Now, you will listen to another response and repeat after me.

‘Hello! My favourite story is Jack and the Beanstalk. In this story, Jack sells his cows in exchange for some magic beans. His angry mother throws them in the garden. The next day, he sees a tall beanstalk that goes up into the clouds. He climbs the beanstalk and sees a giant sleeping and a hen that lays golden eggs. Jack quickly catches the hen and starts to climb down the beanstalk. The giant sees Jack and runs after him. Jack quickly climbs down and cuts the beanstalk.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello! / My favourite / story is / Jack and the Beanstalk. / In this story, / Jack sells / his cows / in exchange / for some / magic beans. / His angry mother / throws them / in the garden.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 7 • Sum It Up

97

Listen

Echo

98 Alice’s Adventures in Wonderland

Thank you!

End:

Middle:

Beginning:

Author:

Title:

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(speak about the solution and ending)

(explain the problem)

(describe the characters and the setting)

Write: Write a summary of the story that you have read.

Peter Pan

Read any ONE of the stories given below.

Chapter 7 • Sum It Up

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1

.

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55

.

.

Charlie and the Chocolate Factory

Read a story of your choice and write its summary. Then, practise and present the summary in the class.

Tell Us in Short

The Final Show

Plan and Speak

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Notes Corner

Look at your friends while summarising the story.

Narrate your story with expressions and actions.

Speak slowly and clearly.

Present: Now, it is time to share your summary with the class.

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Practise: Present your summary in front of your family and friends. Ask them what they think.

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Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class a summary of the story that you have chosen and read about.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may motivate the learners to speak clearly with appropriate pauses. You may also guide them to modulate their voices and speak with expression. If time permits, learners may also ask their friends about what they liked and what could be improved in their summary.

Model Responses: 1. Hello everyone. The title of my story is Peter Pan by J.M. Barrie. It is about the adventures of the mischievous boy, Peter, who never grows up. The story is set in Neverland and The Darling’s House. Peter runs away to Neverland. On this fantastical island, he will never grow up or die. Peter takes the children Wendy, John, and Michael to the magical land of Neverland. Peter and his friends face challenges, including battles with pirates. The children go on adventures with fairies, pirates and mermaids.

Thank you!

2. Good afternoon, friends! The title of my story is Alice’s Adventures in Wonderland by Lewis Caroll. It is about a young girl Alice who sees a rabbit with a watch in his hand saying something and getting into a burrow. Alice also jumps inside the burrow and finds herself in a magical land where she can become big or small just by drinking a potion. In Wonderland, she meets many creatures. She comes back from this fantasy world when she wakes up. Yes, she was dreaming all of this!

Thank you!

3. Hello friends. The title of my story is Charlie and the Chocolate Factory by Roald Dahl.

The two main characters are Charlie and Willy Wonka. Willy Wonka is the owner of a chocolate factory. He hides four golden tickets in his chocolates. Whoever gets those tickets can visit the chocolate factory. Charlie, a boy from a poor family, gets this ticket along with three more kids. They visit the factory and the children who misbehave face the consequences. After the visit, Willy Wonka comes to know that Charlie is the most genuine kid of all and makes him the owner of his factory.

Thank you!

If learners present their summary well, you can praise them by saying, ‘Keep it up!’, ‘Well done!’ or ‘You gave all the key details!’. In case learners struggle to present, you can allow them to look at the summary in the book and try again. You may also give feedback on their presentation skill by saying, ‘You could have spoken more loudly and clearly’.

Conclusion

2 mins

Say: In this chapter, we learnt how to summarise informational texts using concrete details and key ideas as done in the text The Ostrich and the Penguin. We also learnt to summarise fictional texts in a crisp and clear manner through different projects and speaking activities.

Chapter 7 • Sum It Up

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Chapter 8

What’s Your Opinion?

Big Skill: Presenting logical points of view Learning Objectives: Learners will be able to: • express one’s point of view on a topic, with reason.

• infer someone’s point of view on a topic.

Chapter 8

What’s Your Opinion?

Period 1

Presenting logical points of view

WHAT’S YOUR REASON?

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 8—What’s Your Opinion?

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who do you see in the picture?

(I can see a girl, judges and audience.)

2. Look at the title. What do you think is happening in the picture?

(I think the girl on the stage is sharing her opinion on a topic with the judges and the audience.)

3. Why is the boy in the audience saying, ‘What’s Your Reason?’

(I think the boy is saying so because he is keen to know the reason for the girl’s opinion on the given topic.)

Read aloud the model description of the cover page.

Say: On the cover page, there is a girl standing on stage. She is holding papers in her hand.

It seems that she is sharing her opinion on a topic. The judges and the audience are all ears. The boy in the audience is asking the girl for the reason behind her opinion. The girl looks confident.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 58 of your content book. We will read the text—A Period on Current Affairs.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What can you see in the picture?

(I can see a news reporter.)

2. What do you think is going on? Where else have you seen this visual?

(I think that the news reporter is presenting news on the screen. I have seen this visual on the television while watching news channels.)

3. Look at the text on the screen behind the reporter. What, according to you, is the subject of the news reporter’s presentation?

(According to me, the news reporter is reporting about the invention of a new technology.)

Explain: We are going to read a conversational text called A Period on Current Affairs.

In this text, the students and the teacher are discussing the importance of current affairs.

They are also deciding whether or not to have a period on current affairs. Now, let us begin reading.

Instruct: Pay attention to how the students are expressing their points of view on the topic, with reasons.

Chapter 8 • What’s Your Opinion?

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2

1

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Teacher: Both Sahil and Sarah have raised very interesting points.

I want to hear what others have to say about this.

Sarah: Don’t you feel that we should know what’s happening around the world, Sahil?

Sahil: I’m aware of my own surroundings. I think that’s enough for me.

Sarah: I read it in the newspaper.

How do you not know about such an important issue?

Sahil: Ma’am, I was just wondering how Sarah knows about the floods in Africa.

Teacher: That’s right… Yes, Sahil?

Sarah: Yes, like the wildfires in Spain and the US or the floods in Pakistan and Africa.

Teacher: Climate change has had a terrible effect on the environment. You can see it in the extreme weather events we are experiencing around the world.

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It’s a Social Studies class and the teacher is discussing climate change with students. Sahil raises his hand to ask a question. This leads to a discussion on whether there should be a period for current affairs in schools. Let’s hear everyone’s opinion on it.

A Period on Current Affairs

4

3

Period 1

Talking Book

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Chapter 8 • What’s Your Opinion?

complicated (kom.pli.kay.tid): difficult to understand current affairs (kuh.ruhnt uh.feuhz): events happening in the world at the present time relevant (reh.luh.vnt): related and appropriate to what is being done or discussed terrible (teh.ruh.bl): very bad or serious updated (uhp.day.tuhd): informed

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Teacher: I’m really impressed with how all of you voiced your opinions and reached a decision.

We’ll have one class every week to talk about current affairs!

Students: Yes, Ma’am.

Teacher: Does everyone agree?

Sahil: I think you’re right. Maybe we could also have class discussions on some of these relevant topics. They can help us to express opinions confidently.

Teacher: Current affairs will make you more aware of what is happening around the globe. Even if there are no exams, that does not make it any less important.

Sahil: But what’s the point of one whole class just on current affairs? We won’t even have an exam on it.

Teacher: That’s a great idea! You can all choose your topics of interest and keep others updated with the latest news.

Rohit: I enjoy sports news too! I think we can choose different topics for different classes so that everyone’s areas of interest get covered.

Sahil: Hmm… yes… but a lot of the news is so complicated and difficult to read. The only news I understand easily is sports news!

Teacher: That’s a great idea! What do you think, Sahil?

Sarah: I think we should have one class in the week in which we talk about current affairs.

Rohit: I think we should be aware of current affairs. They keep us informed of what’s happening around the world and how it can affect us. It helps us develop our opinions. Moreover, I have a lot to add to our family discussions at the dining table! They are always discussing world events.

How important is it to know about current affairs?

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

You may use voice modulation to read the lines of the teacher. You may also ask the eager or confident learners to read the lines of the students—Sarah, Sahil and Rohit.

You may pause at the annotations and ask these suggested questions.

After 1 Do you think schools should have a period on current affairs? Give a reason.

(Yes, the schools should have a period on current affairs because it helps the students to stay informed. / No, I do not think the schools should have a period on current affairs because it might take away time from other subjects.)

After 2 Do you agree with Sahil? Give a reason.

(No, I do not agree with Sahil because we all must be aware of what is happening around the world. It also helps us develop our own opinions.)

After 3 Do you read, listen or watch the news? What type of news do you like and why?

(Yes, I read a newspaper daily. I love to read the International Affairs section, as it broadens my knowledge about the world. / Yes, I listen to the news on radio. I like listening to sports news because I like to keep myself up to date about different sports.)

After 4 Have you ever expressed your opinion and reached a decision? When?

(Yes, I have expressed my opinion and reached a decision when my friends and I were deciding what game to play. We all shared our opinions and then agreed to play cricket.)

For open-ended questions based on the learner’s realities, you can rephrase their answers into complete sentences. For example: Yes, I read a newspaper daily. I love to read the International Affairs section, as it broadens my knowledge about the world.

After the Text

You may ask these suggested questions.

1. What is Rohit’s opinion about current affairs?

(Rohit thinks it is important to stay informed about current affairs. It helps us develop our opinions.)

2. What did the students finally decide about the period on current affairs? How will they share the information?

(The students finally decided to have a period on current affairs every week.

They decided to choose the topic of their interest and present different topics in different classes.)

3. How can staying up-to-date with what is happening around the world benefit us?

On what topic would you like to stay up-to-date?

(Staying up-to-date with what is happening worldwide can benefit us by increasing our knowledge and shaping our opinions. I would like to stay up-to-date on environmental issues, as they are important for the well-being of our planet.)

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How important is it to know about current affairs?

Rohit: I think we should be aware of current affairs. They keep us informed of what’s happening around the world and how it can affect us. It helps us develop our opinions. Moreover, I have a lot to add to our family discussions at the dining table! They are always discussing world events.

Talking Book

Sarah: I think we should have one class in the week in which we talk about current affairs.

Teacher: That’s a great idea! What do you think, Sahil?

Sahil: Hmm… yes… but a lot of the news is so complicated and difficult to read. The only news I understand easily is sports news!

Period 1

Rohit: I enjoy sports news too! I think we can choose different topics for different classes so that everyone’s areas of interest get covered.

Teacher: That’s a great idea! You can all choose your topics of interest and keep others updated with the latest news.

Sahil: But what’s the point of one whole class just on current affairs? We won’t even have an exam on it.

Teacher: Current affairs will make you more aware of what is happening around the globe. Even if there are no exams, that does not make it any less important.

Sahil: I think you’re right. Maybe we could also have class discussions on some of these relevant topics. They can help us to express opinions confidently.

Teacher: Does everyone agree?

Students: Yes, Ma’am.

Teacher: I’m really impressed with how all of you voiced your opinions and reached a decision.

We’ll have one class every week to talk about current affairs!

complicated (kom.pli.kay.tid): difficult to understand current affairs (kuh.ruhnt uh.feuhz): events happening in the world at the present time relevant (reh.luh.vnt): related and appropriate to what is being done or discussed terrible (teh.ruh.bl): very bad or serious updated (uhp.day.tuhd): informed

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—complicated (kom.pli.kay.tid).

Instruct: Repeat the meaning after me—difficult to understand.

Instruct: Repeat the sentence after me—Solving this maths puzzle is complicated for me.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

current affairs

kuh.ruhnt uh.feuhz

events happening in the world at the present time

The newspaper gives us information on current affairs around the world.

relevant

reh.luh.vnt

related and appropriate to what My class teacher always shares relevant is being done or discussed examples to explain a new concept.

terrible

teh.ruh.bl

very bad or serious

The latest movie by Reddy Productions received terrible reviews from the media.

updated

uhp.day.tuhd

informed

The students are updated about the events happening in the school.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The latest movie / by Reddy Productions / received / terrible reviews / from / the media.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ’complicated’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The students of grade 5 solved the complicated puzzle within five minutes.

2. Rohan watches news to stay informed about current affairs.

3. The new laws address issues that are relevant to the current economic conditions.

4. I had a terrible headache after staying up late to work on the project.

5. The class teacher updated the students about the schedule for the week.

Conclusion

4 mins

Say: Today, we read a conversational text called A Period on Current Affairs. It is a classroom discussion in which the students express their points of view on current affairs.

We learnt to understand others’ points of view and express our opinions on a topic with sound reasoning. We also learnt the words ‘complicated’, ‘relevant’, ‘terrible’, ‘updated’ and the phrase ‘current affairs’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 60. Learn to express your opinions by listening to and repeating the projects given in the app.

Chapter 8 • What’s Your Opinion?

E&R

105

E-Speak 1 Practise at Home PROJECT 8A

Importance of Yoga!

Ritika thinks that yoga is a better form of physical activity than sports. Listen to her viewpoint and record it.

PROJECT 8B

Period 2

Importance of Sports!

Dashmeet, on the other hand, thinks that sports activities are better than yoga. Listen to his viewpoint and record it.

PROJECT 8C

Yoga vs Sports Shalini listens to Ritika and Dashmeet’s opinions and summarises their points of view.

Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—What’s Your Opinion? In the last class, we read a text called A Period on Current Affairs. We learnt to understand others’ points of view and express our opinions on a topic with sound reasoning. We also learnt the keywords ‘complicated’, ‘relevant’, ‘terrible’, ‘updated’ and a phrase ‘current affairs’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to understand others’ opinions and express our opinions on a topic with sound reasoning. When we present our opinion, we should be respectful, polite and support our views with reasons. We should be attentive while listening to others’ opinions and try to understand them. In case of any disagreements, we should express ourselves respectfully. A good discussion is when everyone expresses their views, and finally comes to a common understanding or solution.

Example from Text: In the text, the teacher and the students discuss whether schools should have a period on current affairs. Sarah expresses her opinion by asking for a weekly current affairs period because she believes it is important to stay informed about what is happening around the world. Whereas Sahil thinks that we should just be aware of our immediate surroundings and that there is no need for a separate period on current affairs. Even though Sahil presented his disagreement, he was respectful and polite. It was a good discussion, as the class was able to reach a decision that was agreeable to all.

Example from E-Speak 1: As a part of your homework project, you heard Ritika, Dashmeet and Shalini share their opinions on which of the two is a better form of physical activity— yoga or sports.

Echo E-Speak 1

8 mins

Instruct: Repeat the Project 8A after me—I believe yoga is more beneficial than sports.

It strengthens our muscles. Yoga is good for our mind, body and soul and helps to improve our strength and balance.

Instruct: Repeat the Project 8B after me—In my opinion, sports is better than yoga. It helps in the overall development of a person. Through sports, we can also learn the importance of teamwork, discipline and perseverance.

Instruct: Repeat the Project 8C after me—To sum up, yoga is a good exercise for our minds and bodies. It helps to improve our strength and balance and makes us more flexible.

Sports is also beneficial for us as it helps develop qualities like discipline, teamwork and perseverance.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I believe / yoga is / more beneficial / than sports / because / it strengthens / our muscles.

Chapter 8 • What’s Your Opinion?

Listen

107

Echo

Speak on the Spot Boost Your Speaking Shopping Malls or Local Vendors Jeet, Rekha, and Falak are discussing whether shopping from malls and supermarkets is better than shopping from local vendors. Read their viewpoints. Then, present your opinion to the class.

Period 2

Jeet

Shopping in malls and supermarkets provide a wholesome experience. There is a variety of items that we can choose from, and there is also a wide selection of stores. They offer diverse options and brand recognition. They offer a convenient one-stop experience with added amenities.

I feel that we should shop from the local vendors, as they offer products at much lower prices. Local vendors also provide a range of items and quality products.

Also, it helps to support the local economy and encourages the community to be productive. They may be more knowledgeable about their products, offer customised options, and build relationships with their customers.

Falak

Rekha

In my opinion, malls and supermarkets are good for buying furniture and electronic devices, as they offer great discounts and ensure quality. But when it comes to purchasing fruit and vegetables, then local vendors are a good option, as they provide these items at reasonable prices. It depends on what one wishes to buy and one’s personal preference.

Choose any ONE character’s viewpoint and share your own thoughts about it.

Hello friends!

I agree with …

I also believe that …

This is because …

You can share as many reasons as you like for your choice.

Speak clearly and confidently.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You read Jeet, Rekha and Falak’s opinions on whether we should shop from the malls and supermarkets or from the local vendors and how they supported their opinions with reasons. Now, it is your turn to present your opinion with sound reasons. You have to choose any one character’s point of view and share your thoughts on it.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to speak loudly and clearly. They should maintain eye contact with the audience. Encourage the learners to ask questions at the end of their presentations to make them interactive.

Model Responses: 1. Hello friends! I agree with Jeet. I also believe that malls and supermarkets have many added facilities, such as the food court and the gaming zone. These can make shopping fun. This is because these facilities provide a break from shopping and allow us to enjoy our time. It changes our simple shopping trip into a memorable day filled with entertainment. Do you agree with me? Raise your hand if you do. Thank you.

2. Hello friends! I agree with Rekha. I also believe that shopping from local vendors promotes small businesses. This is because when we buy things from our local stores, we help them grow. They can hire more people, offer more unique things, and make our neighbourhood a fun place to be. Thank you.

3. Good afternoon, everyone! I agree with Falak. I also believe that where we choose to buy from would always depend on what we wish to buy. If I want to buy diyas and candles for Diwali or colours for Holi, I would definitely choose to buy from the local vendors. But if I want to buy a new mobile phone, I would choose to shop from a mall or supermarket for a better experience and guarantee. I hope you agree with me. Thank you.

You may give your feedback by first complimenting the learners on their presentations and then talking about the areas of improvement. For example: ‘Good start! Can you tell me a little bit more about it?’ or ‘Your ideas were wonderful! However, I wish you spoke a little louder.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app your point of view on whether sports should be taken up as a profession. Listen to the audio stimulus given in the app.

Practise in front of the camera and make several attempts before submitting your final response. The best model answer will be read out to the class.

2. Plan and Speak: Choose any one sport that you think should be promoted in the country. Write about your choice and give two reasons to support it. Practise saying your point of view again and again in front of older family members or friends.

Chapter 8 • What’s Your Opinion?

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E-Speak 2 PROJECT 8D

Practise at Home

Sports as a Profession!

Sports offer a wide range of career paths and allow us to follow our passion. Do you think sports should be taken up as a profession? Share your views in 4-5 lines.

Gaming Zone Guess the Word

It’s Fun Time

Period 3

Read the sentences and guess the words. All these words mean the same as the word ‘opinion’.

1. It rhymes with the word ‘caught’.

2. It ends with the sound ‘leaf’.

3. It rhymes with the word ‘few’.

4. It has three words. The first word is to indicate at a direction.

5. It rhymes with the word ‘detective’.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Guess the Word.

Say: It’s now time to play a fun guessing game!

Instruct: You have to read the sentences and guess their answers. The answers should mean the same as the word ‘opinion.’

You may ask these suggested questions.

1. What is a word that sounds like ‘caught’ and means the same as ‘opinion’?

(The word is ‘thought.’)

2. What is a word that ends with the sound ‘leaf’ and means the same as ‘opinion’?

(The word is ‘belief.’)

3. What is a word that sounds like ‘few’ and means the same as ‘opinion’?

(The word is ‘view.’)

4. What is a three-word term where the first word means to indicate at a direction?

(The term is ‘point of view.’)

5. What is a word that sounds like ‘detective’ and means the same as ‘opinion’?

(The word is ‘perspective.’)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’Sports as a Profession!’, where you shared your opinion about whether or not we should take up sports as a profession in 4–5 lines.

Instruct: Listen to my response to the project.

‘In my view, sports should not be taken up as a profession. I think so because playing sports requires being very active and fit. Not everyone can stick to a strict schedule and be super disciplined. Practising sports for career purposes might lead one to lose focus on their education.’

Listen

Say: Now, you will listen to another response and repeat after me.

‘In my opinion, sports should be taken up as a profession. I think so because playing any sport is rewarding and always keeps one very active. Playing any sport professionally also lets one make new friends and travel to exciting places. It’s like turning something one loves into a job that makes one happy!’

Echo

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: In my opinion, / sports should be / taken up / as a profession. / I think so because / playing any sport / is rewarding / and always keeps / one very active.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 8 • What’s Your Opinion?

111

112 Kabaddi

Archery

I think so because

In my opinion,

Hello friends!

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should be promoted in our country.

(give 2-3 reasons to support your opinion)

(sports name)

Write: Write your point of view. You may make use of the clues provided.

Chapter 8 • What’s Your Opinion?

1

Kho Kho

Javelin Throw

You have to choose a sport that you think should be promoted in our country. Write TWO reasons for your choice. Practise saying your lines and then, present them to the class.

Promoting Sports!

The Final Show

Plan and Speak strength and balance

promotes talent

Notes Corner

12/22/2023 12:19:01 PM

requires strategic thinking

historically important

creates opportunities

excellent sports

In the end, you may ask with your friends and your teacher whether they agree with your views or not.

Speak with clarity and confidence.

deeply rooted in our culture

recognition

builds collaborative thinking

hand–eye coordination

variety

unique sport

08_U24EN0707.indd 64

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Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you will share your opinion on which sport should be promoted in our country.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Guide them to express their opinions politely and respectfully. They may choose to ask questions at the end of their presentations to make them more interactive.

Model Responses: 1. Hello, friends!

In my opinion, Kabaddi should be promoted in our country. I think so because, firstly, Kabaddi is a traditional sport that is a part of our culture, and promoting it can help us connect with our roots. Secondly, Kabaddi is a team sport that requires minimum equipment and can be played anywhere, making it accessible to many people.

Give me a thumbs up if you agree with me. Thank you.

2. Hello, friends!

In my opinion, Archery should be promoted in our country. I think so because, firstly, our cultural association with Archery goes back to the time of the Mahabharata and Ramayana. Also, Archery is a sport that increases focus and patience, which are important skills for personal development. Archery can provide an alternative to mainstream sports like cricket, badminton and hockey. Thank you.

3. Good afternoon, everyone! In my opinion, Javelin Throw should be promoted in our country. I think so because, while cricket dominates the sports scene in India, promoting Javelin Throw can contribute to the diversification of sports talent.

This will help our country gain global recognition. Successful javelin throwers like Neeraj Chopra can serve as role models for the youth, inspiring them to pursue sports as a career. Thank you.

You may appreciate the learners if they have expressed their opinions confidently and with sound reasoning by saying, ‘You expressed yourself well’ or ‘You were confident and spoke loudly’. You may help the learners who struggle to share their opinions, by saying, ‘Do not worry! You are doing great. You may look in the book and speak’.

If time permits, you may give a different topic to the confident learners, like—Students in Japan cook their meals at school. Should we also do the same at our school?

Conclusion

2 mins

Say: In this chapter, we learnt to understand others’ points of view on a topic.

We also learnt to express our opinions with sound reasoning. We can now participate in discussions and conversations confidently.

Chapter 8 • What’s Your Opinion?

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A Message for You

Chapter 9

Big Skill: Taking and sharing messages Learning Objectives: Learners will be able to: • take a message for someone.

• convey a message concisely and precisely.

Chapter 9

A Message for You

Period 1

Taking and sharing messages

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 9—A Message for You. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who do you see in the picture?

(I see a boy in the kitchen reading a note on the fridge.)

2. Look at the note on the fridge. Who do you think wrote the note?

(I think the note was written by the boy’s mother / father / brother / sister.)

3. Why do you think someone wrote the note?

(I think the note was written to give a message to the boy. / I think the note was written to inform the boy about something.)

4. Do you ever leave notes for your family and friends? Why? (Yes, sometimes I leave notes to inform my family about where I am going and when I will return. / No, I never leave notes for my family and friends.)

Read aloud the model description of the cover page.

Say: On the cover page, there is a boy who has a curious look on his face and is standing in the kitchen. He is focused on reading a note that is stuck on the fridge. The note says that the person who wrote it has gone out to buy vegetables.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 66 of your content book. We will read the text—Malvika Takes a Message!

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(I see two girls talking to each other on the phone. The girl on the sofa is taking notes of the message. The other lady is saying something to the girl on the phone.)

2. Who do you think has called the girl who is sitting on the sofa?

(I think an office assistant / a customer care representative / the girl’s teacher has called the girl who is sitting on the sofa.)

3. Why do you think the girl sitting on the sofa is taking notes of the message?

(I think the girl sitting on the sofa is taking notes of the message because she wants to make sure she remembers all the important details.)

Explain: We are going to read a conversational text called Malvika Takes a Message!

In this text, Malvika answers the phone for her dad, Mr Gupta. She writes down all the important information. Now, let us begin reading.

Instruct: Pay attention to how Malvika takes notes of all the important details and communicates them clearly and briefly.

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Listen

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Garima: Yes, of course! The event is next week, on 22nd September at the Bharat Stadium. It will begin at 10 a.m. and wind up by 5 p.m.

Malvika: That sounds great! Could you please share the exact date, time, and venue for the event?

Garima: Great, thank you! The senior management at the State Agriculture Department has read Mr Gupta’s work on modern and sustainable farming. They want to invite him as a speaker at an event being hosted by our department to present a talk on sustainable agriculture.

Malvika: Yes, or you could share the message with me, if it’s important. I will tell him as soon as he wakes up and ask him to call you back.

Garima: Oh! I’m sorry to bother you then. Should I call later?

Malvika: Father is sleeping right now, as he is feeling a bit under the weather today.

Garima: This is Garima from the State Agriculture Department. I called him on his mobile phone, but it went unanswered, so I have called his residence. May I please speak to him?

Malvika: Yes. May I ask who is calling?

Garima: Hello! Is this Mr Gupta’s residence?

Malvika Takes a Message!

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Period 1

Talking

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Chapter 9 • A Message for You

sustainable (suh.stay.nuh.bl): using natural products in a way that does not harm the environment

management (ma.nuh.juh.ment): a group of people who are responsible for running a company or business

fielding (feel.dihng): taking or responding to

certainly (suh.tuhn.lee): surely

bother (bo.thuh): to concern someone

Malvika: I am so happy for you, father!

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Mr Gupta: Oh, thank you, Malvika, for taking such an important message for me. I will call Ms Garima right away and confirm my attendance. This is going to be great! I feel better already.

Malvika: Ms Garima said that the event is on the 22nd of September at the Bharat Stadium. It will begin at 10 a.m. and end by 5 p.m. The topic of your speech would be Sustainable Farming and Modern Technology. She has asked for your confirmation no later than tomorrow.

Mr Gupta: Wow! What is this event about? And when is it?

Malvika: Father, while you were sleeping, Ms Garima from the State Agriculture Department called.

They have read your work on modern and sustainable ways of farming. They want to invite you as a speaker at an event next week.

Malvika: You’re welcome. You have a good day too!

Garima: Great! Thank you for your time. Have a good day!

Malvika: Certainly! I will speak with him as soon as he wakes up and ask him to call you back.

Garima: My pleasure! Please pass on this message to your father and ask him to confirm his availability for the event no later than tomorrow.

Malvika: Thank you so much for sharing all the details.

Garima: Sure! The topic of his speech would be Sustainable Farming and Modern Technology. Please inform him that at the end, he will be fielding some questions from the audience.

Malvika: Thank you! Could you please tell me more about the program and the exact topic of his speech?

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

You may modulate your voice or ask the confident or eager learners in the class to read the parts of the other two characters with you. This will make reading aloud more fun for everyone.

You may pause at the annotations and ask these suggested questions.

After 1 How do you usually greet someone when on a phone call?

(I usually say, “Hi! May I talk to Raghav?”/ I greet them with a simple Namaste!)

After 2 Who is Garima, and why is she calling Mr Gupta’s residence?

(Garima works for the State Agriculture Department, and she is calling Mr Gupta’s residence because he did not answer his mobile phone.)

For annotation 4, encourage the learners to share the message they have conveyed with the class.

After 3 Why do you think fielding questions from the audience is an important part of the event?

(Fielding questions from the audience is an important part of the event, as it will help the audience to ask questions and clarify their doubts.)

After 4 Have you ever been asked to give an important message to your family or friends?

If yes, how did you let them know?

(Yes, once my neighbour, Aunt Anita, asked me to tell my mother that their family would be coming over for lunch. I went to my mother and said, “Mom, Aunt Anita and her family are coming to our house for lunch.”)

For open-ended questions, encourage the learners to answer in complete sentences. For example: Yes, once my neighbour, Aunt Anita asked me to tell my mother that their family would be coming over for lunch.

After the Text

You may ask these suggested questions.

1. What details did Garima provide about the event? Why are these details important for Mr Gupta?

(Garima mentioned that the event is on the 22 September at the Bharat Stadium, starting at 10 a.m. and ending at 5 p.m. These details are important for Mr Gupta to confirm his availability and make the necessary arrangements.)

2. Was Malvika able to convey the complete information to her father? How did her father react on receiving the message?

(Yes, Malvika conveyed the complete information to her father. Her father thanked Malvika for taking such an important message for him. He wanted to join the event and mentioned that he would call Garima to confirm his attendance.)

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Malvika: Thank you! Could you please tell me more about the program and the exact topic of his speech?

Talking Book

Garima: Sure! The topic of his speech would be Sustainable Farming and Modern Technology. Please inform him that at the end, he will be fielding some questions from the audience.

Malvika: Thank you so much for sharing all the details.

Garima: My pleasure! Please pass on this message to your father and ask him to confirm his availability for the event no later than tomorrow.

Malvika: Certainly! I will speak with him as soon as he wakes up and ask him to call you back.

Garima: Great! Thank you for your time. Have a good day!

Period 1

Malvika: You’re welcome. You have a good day too!

Malvika: Father, while you were sleeping, Ms Garima from the State Agriculture Department called.

They have read your work on modern and sustainable ways of farming. They want to invite you as a speaker at an event next week.

Mr Gupta: Wow! What is this event about? And when is it?

Malvika: Ms Garima said that the event is on the 22nd of September at the Bharat Stadium. It will begin at 10 a.m. and end by 5 p.m. The topic of your speech would be Sustainable Farming and Modern Technology. She has asked for your confirmation no later than tomorrow.

Mr Gupta: Oh, thank you, Malvika, for taking such an important message for me. I will call Ms Garima right away and confirm my attendance. This is going to be great! I feel better already.

Malvika: I am so happy for you, father!

bother (bo.thuh): to concern someone certainly (suh.tuhn.lee): surely

fielding (feel.dihng): taking or responding to

management (ma.nuh.juh.ment): a group of people who are responsible for running a company or business

sustainable (suh.stay.nuh.bl): using natural products in a way that does not harm the environment

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—bother (bo.thuh).

Instruct: Repeat the meaning after me—to concern someone.

Instruct: Repeat the sentence after me—The loud music at the party did not bother my father.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

certainly

suh.tuhn.lee

surely

Amina certainly deserves recognition for her hard work.

fielding

feel.dihng

taking or responding to

The teacher was fielding questions from students about the topic.

management

ma.nuh.juh.ment a group of people who are responsible for running a company or business

During the meeting, the management discussed the plans for the next year.

sustainable

suh.stay.nuh.bl

The farmer used sustainable methods of farming to improve soil health.

using natural products in a way that does not harm the environment

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: During the meeting, / the management / discussed the plans / for the next year.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘bother’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The complex math sums did not bother the students.

2. I will certainly complete the task before the last day.

3. John is skilled at fielding questions during the press conference.

4. The management of the company believes in clear communication.

5. Riya and her family have decided to use sustainable items.

Conclusion

Say: Today, we read a conversational text named Malvika Takes a Message! In this text, Malvika answers the phone for her father, Mr Gupta and notes down the important details.

We learnt to take a message for someone and convey it properly.

We also learnt the words ‘bother’, ‘certainly’, ‘fielding’, ‘management’ and ‘sustainable’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 68. Learn to take a message and convey it by listening to and repeating the projects given in the app.

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E&R

4 mins

E-Speak 1 Practise at Home PROJECT 9A

Giving a Message Vishesh calls Rakshit to inform him about a badminton match. Listen to his conversation and record it.

PROJECT 9B

Period 2

Taking the Message Vishesh gives the details of the match to Rakshit’s older brother. Listen to their conversation and record it.

PROJECT 9C

Conveying the Message Rakshit’s brother gives him the message when he’s back home. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—A Message for You. In the last class, we read a text called Malvika Takes a Message! In the text, we learnt to take messages for someone and convey them with complete details.

We also learnt the keywords ‘bother’, ‘certainly’, ‘fielding’, ‘management’ and ‘sustainable’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to take messages for someone and convey them properly with complete details. When we receive a message from someone, we should understand the key details that are to be communicated. We convey the message clearly, concisely and accurately to the person for whom the message is meant.

Example from Text: In the text Malvika Takes a Message!, Malvika takes a call on behalf of her father, Mr Gupta. She notes down all the details and conveys them clearly and accurately to her father. She gives him all the details about the event, saying that it is on 22 September at the Bharat Stadium. It will begin at 10 a.m. and end by 5 p.m. The topic of the speech will be ‘Sustainable Farming and Modern Technology’.

Example from E-Speak 1: As a part of your homework project, you heard the conversation between Vishesh and Rakshit’s brother. Rakshit’s older brother, Rohan took a call on Rakshit’s behalf and took notes of the message from Vishesh. Later, Rakshit received all the crucial information about the interschool badminton match from Rohan.

Echo E-Speak 1

8 mins

Say: Now, I shall read the conversation between Vishesh and Rakshit’s older brother, Rohan.

Instruct: Repeat the Project 9A after me—Hello, Rohan. I have called to inform your brother, Rakshit, about a badminton match at school. Can you please pass this message to him when he returns home?

Instruct: Repeat the Project 9B after me—There is an interschool badminton match next month. Participants will be selected on the basis of a test match which will be organised on 10th October, Saturday, in our school. The interested candidates are required to give their names to their class teachers tomorrow.

Instruct: Repeat the Project 9C after me—Hi Rakshit! While you were out, your friend Vishesh had called. He said that there is an interschool badminton tournament next month for which participants will be selected on the basis of a test match. The test match is on 10th October, Saturday. Interested candidates will have to give their names to their class teachers tomorrow.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: There is an interschool / badminton match / next month. Participants will be selected / on the basis of / a test match / which will be / organised on / 10th October, Saturday, / in our school.

Chapter 9 • A Message for You

Listen

121

Echo

Speak on the Spot Boost Your Speaking Please Take the Message!

Imagine that your class teacher has called to tell you something important. Your parent answers the call. Complete the dialogue between them to find out what important message your teacher has for you.

Good afternoon, is this …

Good afternoon, …

I am … class teacher. I want to share an important message.

Okay, …

Period 2

Tomorrow children need not get their lunch to school.

But …

As tomorrow is children’s day, the school will sponsor the lunch.

That …

Yes, it is. … …

May I take the message?

Thank you so much for informing.

convey the message

books required or not

What is it about?

Sorry, he/she is not around.

Is there some event at school?

What will the children wear?

sounds like fun

wonderful

Speak politely to your teacher.

Greet your teacher and friends while having a conversation.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that I have called you to tell you something important. Your parents take the call. You have to play the role of your parent and complete the conversation to find out the important message.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may modulate your voice while reading the model response. The model response can help the learners get more ideas, use adequate vocabulary and frame better sentences.

You may encourage the learners to extend the discussion as done in the model response. This will make the conversation more engaging.

Model Responses: 1. Teacher: Good afternoon, is this Minal?

Student 1: Good afternoon, I am Minal’s mother. Sorry, she is not around.

Teacher: I am Minal’s class teacher. I want to share an important message.

Student 1: Okay, sure. What is it about?

Teacher: Tomorrow, children need not get their lunch to school.

Student 1: But, is there some event at the school?

Teacher: As tomorrow is children’s day, the school will sponsor the lunch.

Student 1: That sounds like fun!

Teacher: Yes, it is. We have planned games, contests and food for all the children.

Student 1: Wonderful! Do they need to carry their books tomorrow?

Teacher: No, the children need not carry their books tomorrow.

Student 1: Thank you for sharing this information. I am sure Minal will be super excited.

Teacher: You’re welcome. It was nice talking to you. Bye. Student 1: Bye. If the learners take the message confidently, you may praise them by saying, ‘Well done!’, ‘Good presentation!’ or ‘I like the way you used voice modulation’. In case the learners struggle, you may say, ‘You should speak politely and clearly’ or ‘You are doing well, just focus on your tone.’

Conclusion

2 mins

Homework 1. E-Speak 2: Listen to Jai’s conversation with the municipal worker in the app. You have to record in the app how Jai would convey the message to his parents.

Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Read the conversation given on page no. 71 of the book. Then, write down how Esha would convey the message to her mother. Practise saying your message aloud, again and again, in front of older family members or friends.

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E-Speak 2 Practise at Home

PROJECT 9D

Water Shortage!

Jai’s parents receive a call from a municipal worker. Jai answers the call. Listen to the conversation between them. Help Jai to convey the message to his parents in 4-5 lines.

Period 3

Gaming Zone Tick the Details!

It’s Fun Time

You have to share key details about the school’s annual day with your sister. Tick (ü) the pointers that you will tell her about the annual day. day and date time of the event snacks and refreshments offered activities and programmes chief guests at the event no. of students in the school passes for the event venue of the event Principal’s seat

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Tick the Details!

Say: It is now time to choose and tick some interesting details.

Instruct: Tick the details you will share with your sister about the school’s annual day.

You may ask these suggested questions.

1. What details should you share with your sister about the annual day?

(I should share details like day, date, time, activities and programmes and about the chief guest.)

2. How will the guests get to visit the school for the event?

(The guests will get their passes for the event.)

3. When should you share information about the venue?

(I should share information about the venue if the event is being held at a place other than the school.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Water Shortage!’, where you helped Jai to convey a message to his parents.

Instruct: Listen to my response to the project.

‘Hi, Mom and Dad. A municipal worker from the corporation’s office called in your absence to inform us that there would be a water shortage tomorrow due to construction work. He advised us to store water beforehand to avoid any difficulties. I wanted to let you know so we can prepare for it.’

Say: Now, you will listen to another response and repeat after me.

‘Mom, Dad, I received a call from the Municipal Corporation’s office. There will be a water shortage tomorrow due to construction work. They suggested we store water in advance.

I wanted to inform you so that we can make the necessary arrangements and not face any difficulties tomorrow.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Mom, Dad, / I received a call from / the Municipal Corporation’s office. / There will be a water shortage / tomorrow / due to construction work.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 9 • A Message for You

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Listen

Echo

126

Esha: Sure, I will ask her to call you back. Bye, have a good day.

Aunty: Okay, dear, I’ll carry on with my work then. Ask your mother to call me.

Esha: Sure, aunty, I will definitely inform her about it.

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Aunt Heetal: Yes, it is no longer safe to wear any jewellery outside of your house. The incidents mostly happen during the daytime. The snatchers target people on quiet streets and roads. I just wanted to make your mother aware of this.

Esha: That is so terrifying and shocking. Chain snatching has become a common crime nowadays.

Aunt Heetal: Yesterday, I was talking to my neighbour in the street. As we were talking, two men came past on a bike and snatched a gold chain from my neighbour’s neck and ran away. It happened so quickly that we couldn’t respond or call for help. The incident shocked us very much.

Esha: Oh, what is it?

Aunt Heetal: Okay! I wanted to tell her about an incident that happened to me.

Esha: No, she isn’t at home.

Aunt Heetal: Hi dear, I am your Aunt Heetal, speaking! Is your mother at home?

Esha: Hello, who’s this?

Read the conversation.

Chapter 9 • A Message for You

1

Read the conversation between Esha and her aunt about an incident that took place in their neighbourhood. Then, prepare and convey the message to the class.

Pass the Message!

The Final Show

Plan and Speak Write: Write your message.

(convey the message)

(who called)

Notes Corner

Convey the message in a very crisp and concise manner. Remember to include the key details.

Explain the incident in detail.

Speak politely.

Present: Now, present your message in the class.

Practise: Practise conveying the message with your family members, at home.

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4

3

She also

(describe the incident)

She told me about a shocking incident.

Esha: Mother, while you were out

2

Period 3

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.

.

.

Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you will assume the role of Esha and convey Aunt Heetal’s message to the class.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. You may motivate them to use voice modulation for their presentation.

Model Responses: 1. Esha: Mother, while you were out, Aunt Heetal called. She told me about a shocking incident. She said that yesterday, while she was talking to her neighbour in the street, two men on a bike snatched a gold chain from her neighbour’s neck and ran away. It all happened so fast, and they couldn’t do anything to stop them or call for help. Aunt Heetal and everyone was shocked. She also said that it is unsafe to wear jewellery outside, as snatchers target people on quiet streets. Hence, she asked you to be cautious.

2. Esha: Mother, while you were out, Aunt Heetal called. She told me about a shocking incident. Yesterday, while chatting with her neighbour on the street, two men on a bike snatched a gold chain from her neighbour’s neck and quickly fled.

They were unable to react or seek help. Aunt Heetal and others present were left stunned. She also mentioned that wearing jewellery outside is unsafe since snatchers often target people on quiet streets. So, she advised us to be careful.

You may compliment the learners who presented the conversation with complete details and reworded it meaningfully by saying, ‘Well done! You conveyed the message crisply and concisely’. If any learner struggles to present, you may say, ‘You may look at your book and present’ or ‘You are doing well, just focus on your tone’.

Conclusion

2 mins

Say: In this chapter, we learnt to take messages for someone. We also learnt to convey messages concisely and precisely. We can now take messages and convey them with complete details.

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Chapter 10

Do You Agree?

Big Skill: Agreeing or disagreeing with an opinion Learning Objectives: Learners will be able to: • agree with an opinion using adequate reasoning.

• disagree with someone’s opinion, using polite expressions and logical reasoning.

Chapter 10

Do You Agree?

Period 1

Agreeing or disagreeing with an opinion

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 10—Do You Agree?

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Where are the two students standing in the picture?

(The two students are standing on a stage.)

2. What is written on the banner that you can see between the two students?

(The words ‘Interschool Debate’ are written on the banner.)

3. Do you know what a debate is?

(Yes, a debate is when two people give their points of view on a topic, one speaking in favour of the topic and the other speaking against it. / No, I do not know what a debate is.)

4. Have you ever participated in a debate? What was the topic of the debate?

(Yes, I have participated in an interclass debate competition. The topic was ‘Are books more useful than the Internet?’ / Yes, I have participated in an interschool debate competition. The topic of the debate was ‘The Pen is Mightier than the Sword’. / No, I have not participated in a debate.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a stage where an interschool debate is taking place. Two students are participating in a debate. A debate is a discussion where people express different and opposing opinions about a topic. The students below the stage are the audience. They are listening to the debate attentively.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 74 of your content book. We will read the text—Is Social Media a Boon or a Bane?

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(I see a girl using her phone.)

2. Look at the title. What do you understand by the term ‘social media’? Can you give examples of social media platforms?

(Social media includes online applications or websites where we can talk, share and exchange information. Some examples of social media platforms are Facebook, Instagram and WhatsApp.) 3. Should children use social media?

(I think children should not use social media. It can be very dangerous if they do not use social media platforms properly. / Yes, I think children should use social media as it can help them make new friends and connect to people easily.)

Explain: We are going to read a text called Is Social Media a Boon or a Bane? It is a debate between Rakhi who believes that social media is a good thing or a ‘boon’ and Brajesh who argues that social media is a ‘bane’ or a harmful thing. Now, let us begin reading.

Instruct: Pay attention to how Rakhi and Brajesh agree and disagree with each other politely and by using logical reasoning.

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Listen

130

1

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At this point, Brajesh spoke up.

“That is true. However, have you noticed how children are glued to their mobile phones all the time? They keep taking photos or recording videos to post online instead of speaking to their friends. We are living in a virtual world, and our interpersonal skills are deteriorating drastically.

12/14/2023 5:01:24 PM

“Nowadays,” continued Rakhi, “most of us are connected with one another through smartphones and social media. It is difficult to think of life without them. I think that it is a boon because it provides a global platform for us to communicate with others.

For example, I have been able to keep in touch with my friend, who moved to another city, all thanks to social media.”

Rakhi started the conversation. “Parents and friends, today we are going to talk about a topic that is very important to us—Social Media. Is it a boon or a bane? I will defend social media as a boon, while my friend, Brajesh, will put it to you that social media is a bane. You are welcome to share your opinion at the end.”

The children of the neighbourhood gathered in the park for their weekly discussion. The topic of the day was, “The use of social media.” Some parents joined in as well.

Is Social Media a Boon or a Bane?

4

3

2

Period 1

Talking

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Chapter 10 • Do You Agree?

defend (duh.fend): support distress (dih.stres): a feeling of deep worry or pain pandemic (pan.deh.muhk): a disease that spreads over a country or the world profound (pruh.fownd): very great or intense trolling (trow.luhng): posting bad comments online about others

Everyone agreed to the opinions shared, and the weekly discussion ended with a round of applause.

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“I completely agree with Atul,” said Neena. “Both of you have pointed out that there are advantages and disadvantages of using smartphones and social media. To be honest, every user should be aware of both aspects. I have to admit that communicating personal information online can be dangerous. I can safely conclude that being able to use social media to maintain contact with friends and family is a boon, but reaching out to people you know nothing about has its share of problems, and this makes the usage a bane.”

There was silence for a few minutes, and then Atul got up. “I think both of you have made some excellent points. In my opinion, the solution lies in a balanced approach. Technology, including smartphones, is here to stay. How we use our smartphones and social media is important.”

“I understand that when you cannot meet others due to certain situations, you choose to connect online, but do you feel it is healthy to make it a habit?” asked Brajesh. “I personally think that it is impossible to really get to know people online. When we follow people on social media, we can learn about them from only what they post or share. We may not know what they are like in real life or what is really happening in their lives. Moreover, trolling and cyberbullying on social media platforms can cause profound harm and distress and have been known to negatively affect the self-esteem of individuals.”

“That is true, Brajesh, but there are advantages to balance the negative aspects,” responded Rakhi. “Social media allows us to stay connected with friends.

During the COVID-19 pandemic lockdown, social media helped me and my family maintain our social life by providing a platform to connect with friends and relatives.

Even now, it is simpler to work on group projects because my group members and I can connect online and share materials.”

The bane is that if we continue this way, we will soon be unable to communicate face-to-face.”

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

You may use voice modulation while reading the lines of Rakhi and Brajesh. You may also ask an eager or confident learner to speak the lines of any one of the characters.

You may pause at the annotations and ask these suggested questions.

After 1 Why does Rakhi think social media is a boon?

(Rakhi thinks social media is a boon because it provides a global platform for us to communicate with others. It allows her to keep in touch with her friend in another city.)

After 2 What is Brajesh’s opinion against social media?

(According to Brajesh, social media is harming our skills to communicate face-toface with others. / In Brajesh’s opinion, people are always busy taking photos and videos for social media instead of talking to each other.)

After 3 According to Rakhi, how did social media help during the COVID-19 pandemic?

(According to Rakhi, during the COVID-19 pandemic, social media helped us keep in touch with our friends and relatives. It helped her connect and share ideas and information with her group members for a group project.)

After 4 Why does Brajesh think it is not a good idea to connect with people online only?

(Brajesh thinks it is not a good idea to connect with people only in the online mode because we get to know them through what they post and share and nothing about who they actually are. He also feels that trolling and cyberbullying on social media platforms can cause profound harm and distress.)

If the learners respond with phrases directly from the text, you may encourage them to rephrase them in their own words. Assist them with words and phrases to frame a complete sentence.

After the Text

You may ask these suggested questions.

1. What are the two main points that Rakhi made in favour of social media?

(The two main points that Rakhi made in favour of social media are that first, social media helps us connect with each other globally and second, social media provided a great platform for communication during the COVID-19 pandemic when it was not possible to meet people.)

2. What are the two main points that Brajesh made against social media?

(The two main points that Brajesh made against social media are that first, social media is minimising face-to-face communication with people and second, social media is leading to problems such as trolling and cyberbullying.)

3. What is your point of view after listening to the discussion? Is social media a boon or a bane?

(According to me, social media is a boon as I get to know so many things about people and the world. / According to me, it is a bane as it leads to a lot of crime.

Many unknown people can see our information and photos and misuse them.)

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The bane is that if we continue this way, we will soon be unable to communicate face-to-face.”

Period 1

“That is true, Brajesh, but there are advantages to balance the negative aspects,” responded Rakhi. “Social media allows us to stay connected with friends.

During the COVID-19 pandemic lockdown, social media helped me and my family maintain our social life by providing a platform to connect with friends and relatives.

Even now, it is simpler to work on group projects because my group members and I can connect online and share materials.”

Talking Book

“I understand that when you cannot meet others due to certain situations, you choose to connect online, but do you feel it is healthy to make it a habit?” asked Brajesh. “I personally think that it is impossible to really get to know people online. When we follow people on social media, we can learn about them from only what they post or share. We may not know what they are like in real life or what is really happening in their lives. Moreover, trolling and cyberbullying on social media platforms can cause profound harm and distress and have been known to negatively affect the self-esteem of individuals.”

There was silence for a few minutes, and then Atul got up. “I think both of you have made some excellent points. In my opinion, the solution lies in a balanced approach. Technology, including smartphones, is here to stay. How we use our smartphones and social media is important.”

“I completely agree with Atul,” said Neena. “Both of you have pointed out that there are advantages and disadvantages of using smartphones and social media. To be honest, every user should be aware of both aspects. I have to admit that communicating personal information online can be dangerous. I can safely conclude that being able to use social media to maintain contact with friends and family is a boon, but reaching out to people you know nothing about has its share of problems, and this makes the usage a bane.”

Everyone agreed to the opinions shared, and the weekly discussion ended with a round of applause.

defend (duh.fend): support distress (dih.stres): a feeling of deep worry or pain pandemic (pan.deh.muhk): a disease that spreads over a country or the world profound (pruh.fownd): very great or intense trolling (trow.luhng): posting bad comments online about others

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—defend (duh.fend).

Instruct: Repeat the meaning after me—support.

Instruct: Repeat the sentence after me—I like swimming so I wanted to defend the importance of more sports periods in schools.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

distress

dih.stres

a feeling of deep worry or pain

Mona is distressed about her upcoming exams.

pandemic

pan.deh.muhk a disease that spreads over a country or the world

During the COVID-19 pandemic, offices and schools were shut down.

profound

pruh.fownd

very great or intense

Due to global warming, there have been profound climatic changes.

trolling

trow.luhng

posting bad comments online about others

Raj was scolded by his parents for trolling his friend, Rohan, on a social media platform.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Raj was / scolded / by his parents / for trolling / his friend, Rohan, / on a / social media platform.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘defend’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The teacher asked the students to defend their opinions with valid reasons.

2. Prerak was distressed about his upcoming table-tennis match.

3. During the pandemic, online classes helped children continue with their studies.

4. The students have profound respect for their class teacher.

5. Online trolling has a negative impact on both children and adults.

Conclusion

4 mins

Say: Today, we read a text called Is Social Media a Boon or a Bane? In this debate, Rakhi and Brajesh put their points forward as to whether social media is beneficial or harmful.

We learnt to agree or disagree with a topic using logical reasoning and polite expressions.

We also learnt the words ‘defend’, ‘distress’, ‘pandemic’, ‘profound’ and ‘trolling’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 76. Learn to share your opinions politely and logically by listening to and repeating the projects given in the app.

Chapter 10 • Do You Agree?

E&R

133

E-Speak 1 Practise at Home PROJECT 10A

My Opinion Raghav and Sanya are sharing their views about cars in cities. Listen to Sanya’s opinion and record it.

PROJECT 10B

Period 2

Say No to Cars Sanya shares why cars should be banned in the city. Listen and record it.

PROJECT 10C

My Disagreement Raghav doesn’t agree with Sanya’s opinion.

Listen to him as he politely puts forward his disagreement and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Do You Agree? In the last class, we read the text called Is Social Media a Boon or a Bane? where Rakhi and Brajesh debate whether social media is beneficial or harmful. We learnt to defend a topic or disagree with it politely by using facts and logical reasoning.

We also learnt the keywords ‘defend’, ‘distress’, ‘pandemic’, ‘profound’ and ‘trolling’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to think about and evaluate different points of view on a topic. We are also learning to agree or disagree with a point of view using logical reasoning and polite expressions.

When we support an idea, topic or opinion, we say ‘I agree with your opinion’. We must ensure that we can give reasons to show why we support it. Similarly, we cannot just simply say, ‘No, I don’t agree.’ We must be polite and we must support our stand against a topic with adequate reasons.

Example from Text: In the text, Rakhi and Brajesh share their opinions on social media.

Rakhi considers social media a boon and says, ‘I think that it is a boon because it provides a global platform for us to communicate with others.’ Brajesh considers social media a bane and says, ‘I personally think that it is impossible to really get to know people online.’

They give their opinions politely and using logical reasons to justify their points of view.

Example from E-Speak 1: As a part of your homework project, you heard Raghav and Sanya express their views about cars in the cities. Sanya is of the view that cars should be banned in cities whereas Raghav disagrees with her opinion and politely puts it forward.

Echo E-Speak 1

8 mins

Say: Now, I shall speak from Raghav and Sanya’s point of view on whether cars should be banned in the cities or not.

Instruct: Repeat the Project 10A after me—Hello Raghav! I want to share my views with you. In my opinion, cars should be banned in the city and should be allowed only for emergency reasons.

Instruct: Repeat the Project 10B after me—I think we should ban cars in the city because they cause air pollution. When there are numerous cars, it is difficult to play and walk outside without worrying about road accidents. So, if we ban cars, the air will be fresh and clean, and we will feel safe.

Instruct: Repeat the Project 10C after me—I don’t agree with you, Sanya. People need cars to go to places, like to their jobs or to see their families. Cars are also required for emergency cases. We can find a way to have fewer cars in the city, like using more public transport.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I don’t / agree with you, / Sanya. / People need cars / to go to places, / like to their jobs / or to / see their families.

Chapter 10 • Do You Agree?

Listen

135

Echo

Speak on the Spot Boost Your Speaking What’s Your Choice?

You have to present your opinion on the kind of films children should watch. Choose any ONE argument that you agree with. Give your reasons in its favour.

Children should watch all kinds of films—horror, thriller, action, sci-fi, comedies, and documentaries.

Children should only watch sci-fi, comedies, and documentaries.

Period 2

watching movies helps us to think creatively

enhances our imagination

shows real-life adventures

may feel anxious or fearful

get to experience different emotions

have a good time with family

negatively impacts our psychology

may not be age appropriate

impacts on emotional well-being

gives information about scientific facts informs us about the society and the world around us

enriches knowledge makes us curious and inquisitive

Hi friend!

I would express my opinion on … (topic) I say so because …

I am of the view that …

Thank you.

You can add your own answers.

Speak in complete sentences.

Look at your friends and speak with expression.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to present your opinion on the kind of films that children should watch.

Choose one argument from the options given and give reasons for your opinion.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to express their opinions with appropriate expressions and body language. Motivate them to use polite language when expressing their opinions.

Model Responses: 1. Hi friends!

I would express my opinion on the topic ‘Children should watch all kinds of films’.

I say so because watching every kind of film helps us to think creatively and enhances our imaginative power. Also, by watching horror, thriller and action films, we get to experience different emotions. I am of the view that children should be allowed to watch all kinds of films so that they can get an overall experience of facts and entertainment. Thank you.

2. Hi friends!

I would express my opinion on the topic ‘Children should only watch sci-fi, comedies and documentaries’. I say so because watching horror and thriller films may make the children feel anxious or scared. Not only this, such films might also impact on the emotional well-being of children. I am of the view that children should be allowed to watch only sci-fi and documentaries because these films enrich one’s knowledge and give us information about scientific facts. Thank you.

3. Good morning, friends!

I would express my opinion on the topic ‘Children should watch all kinds of films’.

I say so because watching every kind of film helps us to experience different emotions. In many cases, watching horror films make us stronger and more fearless.

Action films are a source of great entertainment and can be enjoyed when we want to have a good time with our family. I am of the view that children should be allowed to watch all kinds of films because they make us curious about things around us.

Thank you.

If the learners present their opinions with valid reasons, you may say, ‘Well done! Your points were convincing.’, ‘Well presented!’ or ‘Keep it up!’. If the learners struggle to present their opinions, you may say, ‘Let’s try together’, ‘You should be polite while expressing your disagreement.’ or ‘Let me help you think of reasons that can support your stand.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app whether you agree or disagree with Neharika’s opinion that eating street food all the time can be unhealthy for us, in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think and present your opinion on whether school-going children should watch television or not. You can first read Riya’s opinion and then express whether you agree with her or not. Practise expressing your opinions aloud, again and again, in front of your friends or an older family member.

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E-Speak 2 Practise at Home

PROJECT 10D

Express Your Opinion Neharika thinks that eating street food all the time can be bad for our health. Do you agree or disagree with her? Tell us your opinion in 4-5 lines.

Gaming Zone It’s Fun Time

Spot Me!

Period 3

Circle any FIVE sentence starters that are used to express opinions. One has been done for you. Use the hints given below for help.

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Next

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To conclude Additionally

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138

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Spot Me! Say: Look at the word grid. It has words which are used to start sentences when you give your opinions on something.

Show the example given in the book.

Instruct: You have to circle any FIVE sentence starters that are used to express opinions.

Look at the help words given.

You may ask these suggested questions.

1. What do you say when you agree with an opinion?

(I say ‘I agree with’.)

2. What do you say when you disagree with an opinion?

(I say ‘I disagree with’.)

3. What do you say when you want to end an opinion?

(I say ‘To conclude’.)

4. What do you say when you want to express your opinion?

(I say ‘I feel’ / ‘I think’ / ‘In my opinion’.)

5. What do you say when you want to move from one reason to the next in support of your opinion?

(I say ‘Next’ / ‘Additionally’.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Express Your Opinion’, where you expressed whether you agree or disagree with Neharika’s opinion that eating street food all the time is bad for our health, in 4–5 lines.

Instruct: Listen to my response to the project.

‘Hello everyone! I agree with Neharika. In my opinion, it is bad to eat street food all the time. Eating unhealthy food can make us fall sick frequently. Street food is also very unhygienic and can lead to many diseases such as fever, stomach ache and typhoid, etc.’

Say: Now, you will listen to another response and repeat after me.

‘Hello friends! I agree with Neharika. I believe that it is bad to eat street food all the time.

Street food is very unhygienic, and we can easily fall sick when we eat it frequently. In my opinion, it is okay to eat street food sometimes, but we shouldn’t eat it all the time.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello friends! / I agree with Neharika. / I believe that / it is bad to eat / street food all the time. / Street food is / very unhygienic, and / we can easily fall sick / when we eat it frequently.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 10 • Do You Agree?

139

Listen

Echo

140

Read Riya’s opinion.

risk of inappropriate content

reduced outdoor play

boost to imagination informative

balance of everything

no social interaction

family time

timetable

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Chapter 10 • Do You Agree?

I feel/believe/think

I agree/disagree with Riya’s opinion because

(give reason for your choice)

(mention the topic)

(give another reason)

Today, I am here to express my opinion on the topic

fun learning

relaxation

unhealthy habit

source of entertainment

Write: Complete the sentences. You may use the hints given below. You can add your own views or opinions.

Hello everyone!

2

Thank you!

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79

(continued...)

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In my opinion, watching television should be banned for school-going children. I think so because watching television is very distracting and keeps us away from learning. Spending too much time watching TV might impact on the growth our brain and affect our health. We could use that time to read books or go out and play. In conclusion, I believe that television should be banned for school-going children, as students are becoming couch potatoes due to their excessive TV viewing habits.

Hello everyone!

1

Read Riya’s opinion on whether school-going children should watch television or not. Then, express whether you agree or disagree with her point of view.

Your Opinion Matters

The Final Show

Plan and Speak (give a suggestion)

(write a counter opinion)

U24ENCB_Grade7.indb 80

Notes Corner

Be respectful of other’s viewpoint.

Use polite language to express your opinion.

Express your opinion with appropriate expressions and body language.

Listen to others’ opinions and wait for your turn.

Present: Now, it’s time to share your opinion in the class.

Practise: Practise expressing your opinion in front of your family and friends.

80

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3

Thank you!

Hence, I suggest that

However, I am also of the opinion that

Period 3

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.

.

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present in the class whether you agree or disagree with Riya’s opinion on whether school-going children should watch television or not.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. You may allow the learners to read from the book if they need to. Guide them to express their opinions with appropriate expressions and body language.

Model Responses: 1. Hello everyone!

Today, I am here to express my opinion on the topic whether school-going children should watch television or not. I disagree with Riya’s opinion because in my view, striking a balance between things is good. So, watching television along with other activities like playing outdoors, studying, etc. is not bad at all. I think watching television is also very informative. Some shows are designed to teach us interesting things about the world, science and history. Educational programs can make learning fun and exciting. However, I am also of the opinion that watching too much TV can be a distraction for children. Hence, I suggest that watching TV can be okay as long as we make smart choices and keep our other responsibilities in mind too.

Thank you!

2. Hello everyone!

Today, I am here to express my opinion on the topic whether school-going children should watch television or not. I agree with Riya’s opinion because in my view, watching television is very distracting and keeps us away from learning. Spending too much time watching TV might impact on the growth of our brains and affect our health in a negative manner. I feel that watching too much television may lead to children not engaging in any social interaction. And sometimes the content on television is inappropriate for kids. However, I am also of the opinion that television can boost our imagination and provide information about the world. Hence, I suggest that there should be a balance. Children should be allowed to watch television for some time in a day. Thank you!

3. Hello everyone!

Today, I am here to express my opinion on the topic whether school-going children should watch television or not. I disagree with Riya’s opinion because in my opinion, watching television is a source of entertainment. It allows us to relax, and enjoy stories, information or visual content from the comfort of our homes. I believe if one balances watching television with reading, studying, playing and other activities, then watching television should be allowed. However, I am also of the opinion that watching too much TV can harm our eyesight. Hence, I suggest that watching TV is okay if we watch it for shorter periods with our family. Thank you!

If the learners present their opinions confidently and clearly, then you may say, ‘Well done!’, ‘Your presentation was so good!’ or ‘Keep it up!’ If the learners struggle to present their opinions, you may say, ‘You should speak confidently by maintaining eye contact with the audience.’, ‘Please speak a little louder’ or ‘Let’s start from the beginning’.

Conclusion

2 mins

Say: In this chapter, we learnt to think about and evaluate different points of view on a topic and form our opinions. We also learnt to agree or disagree with a point of view. We can now express our opinions using polite expressions and logical reasoning.

Chapter 10 • Do You Agree?

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Reporting Important Details

Chapter 11

Big Skill: Presenting important details about events Learning Objectives: Learners will be able to: • identify key details from a news report.

• present important details about events around them.

Chapter 11 8

Reporting Important Details

Period 1

Presenting important details about events

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 11—Reporting Important Details.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who are the three people you see in the picture?

(The three people I see in the picture are a father and a daughter, sitting in their living room and a news anchor on TV.) 2. What, according to you, are the father and the daughter doing?

(According to me, the father and the daughter are watching the news and talking about it.)

3. Do you like reading, watching or listening to the news? What is the latest news report that you have read, listened to or watched?

(Yes, I like to watch the news on the television. The latest news that I have watched is about the heavy rainfall in Mumbai. / Yes, I like to read the news. The most recent news that I read was about Neeraj Chopra, the athlete. / No, I do not like listening to or reading the news.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a father and a daughter sitting in the living room of their house. They are watching the news together. It looks like the daughter is discussing with her father about what the reporter is saying.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 82 of your content book. We will read the text—A Rare Discovery.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. Who do you see in this picture?

(In this picture, I see a news reporter reporting about something.)

2. What do you see behind the news reporter?

(I see an image being projected behind the reporter. It is of a man looking into a microscope.)

3. In the picture, there is a news strip that says ‘Scientists Achieve Impossible’. What do you think the text is about?

(I think the text is about an achievement made by the scientists that was earlier considered impossible. It talks about the oldest fossil that has ever been discovered in India.)

Explain: We are going to read a text called A Rare Discovery. It is a news report about how scientists have discovered the oldest fossil ever in India. Fossils are the remains of dead animals or plants, from a million years ago, that have turned into rocks. Now, let us begin reading.

Instruct: Pay attention to the important details that are mentioned in the news report.

Chapter 11 • Reporting Important Details

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Listen

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2

1

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82

This fossil is very similar to another dinosaur-like animal called the ‘eye-lizard.’ Both have extremely large eyes. It is assumed that this feature helped them to see better and to dive deeper into the ocean waters to hunt.

This is the oldest fossil ever discovered in India. Alive, this animal would have been about 5.5 metres long with fins instead of feet. Its skeletal structure is very different from that of other aquatic animals of that time that have been discovered so far.

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Mr Naren Singh and his team of scientists dug for about 10 days near Lodai village in Gujarat in 2016. They discovered a few body parts–ribs, fins, tail, a part of the snout and the skull of an animal.

Gujarat, 23 March 2017: Researchers have discovered an almost complete skeleton of a dinosaurlike aquatic animal in the Kutch (or Kachchh) region of Gujarat.

By Krishna Sejpal

152-million-year-old fossil discovered in Gujarat

COMPLETE SKELETON OF A DINOSAUR-LIKE AQUATIC ANIMAL

THE OLDEST FOSSIL EVER DISCOVERED

A Rare Discovery

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Period 1

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Chapter 11 • Reporting Important Details

species (spee.sheez): plants or animals of the same group

predator (preh.day.tuh): an animal that kills and eats other animals

fossil (fo.sl): a dead animal or plant from a thousand years ago that has turned into rock

enormous (eh.naw.muhs): very big in size

discovered (dis.kuh.vuhd): found something for the first time

The team concluded by mentioning that there is a lot more to be done, to learn which species it belongs to.

“This reptile first appeared as an eel-like creature. Over the next 40 million years, it adapted to living in the ocean. It must have had a body and fins, just like those of a dolphin, enabling it to swim fast and deep,” the team explained.

The enormous size, well-preserved teeth and rigid skull suggest that this animal was a predator. It fed on smaller animals in its habitat.

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Talking Book

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

When you read the news report, you may speak loudly and confidently and use a steady pace so that the learners can easily understand you.

You may tell the learners to write down important words or phrases in their notebooks as they read, forming a cloud of key details.

You may pause at the annotations and ask these suggested questions.

After 1 Among the body parts discovered, which one tells us that this was an aquatic animal?

(We know it was an aquatic animal because After each annotation, you among the body parts discovered, there were fins.) may encourage the learners to After 2 check their word cloud and add Can you guess why they had extremely large eyes? any keywords or terms that (I think they had extremely large eyes in order to they think are important. see better and to dive deeper into the ocean water.)

After 3 What about the animal suggests that it used to eat smaller animals in the habitat?

(The fact that the animal was very large and had well-preserved teeth and a rigid skull tells us that it used to eat smaller animals in the habitat.)

After 4 According to the team, which animal did this reptile look like?

(According to the team, this reptile first appeared as an eel-like creature. Later, it adapted to living in the ocean, which is why it must have had a body and fins like a dolphin.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: We know it was an aquatic animal because among the body parts discovered, there were fins.

After the Text

You may ask these suggested questions.

1. In which year did the scientists discover the oldest fossil ever found in India?

(The oldest fossil ever found in India was discovered in 2016.)

2. Name a few important details shared in the news report.

(A few important details that were shared in the news report are—the oldest fossil was discovered in Kutch region of Gujarat; it is the fossil of an aquatic animal; it is very similar to the eye-lizard; and the animal was a predator.)

3. What is yet to be learnt about the animal?

(The species that the animal belongs to is yet to be learnt.)

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Period 1

Talking Book

The enormous size, well-preserved teeth and rigid skull suggest that this animal was a predator. It fed on smaller animals in its habitat.

“This reptile first appeared as an eel-like creature. Over the next 40 million years, it adapted to living in the ocean. It must have had a body and fins, just like those of a dolphin, enabling it to swim fast and deep,” the team explained.

The team concluded by mentioning that there is a lot more to be done, to learn which species it belongs to.

discovered (dis.kuh.vuhd): found something for the first time enormous (eh.naw.muhs): very big in size

fossil (fo.sl): a dead animal or plant from a thousand years ago that has turned into rock predator (preh.day.tuh): an animal that kills and eats other animals species (spee.sheez): plants or animals of the same group

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—discovered (dis.kuh.vuhd).

Instruct: Repeat the meaning after me—found something for the first time.

Instruct: Repeat the sentence after me—The family discovered a box of old photos in the storeroom.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation Meaning

Sentence

enormous

eh.naw.muhs

very big in size

Priya received an enormous bouquet of flowers on her birthday.

fossil

fo.sl

a dead animal or plant from a thousand years ago that has turned into a rock

This fossil may be over five thousand years old.

predator

preh.day.tuh

an animal that kills and eats other animals

Tiger is an intelligent predator who waits for a long time before attacking its prey.

species

spee.sheez

plants or animals of the same group

This species of bird now exists only in Africa.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Priya received / an enormous / bouquet of flowers / on her birthday.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ’discovered’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Tony discovered an old map in the basement of his house.

2. After the storm, we discovered that an enormous tree had fallen in our garden.

3. The city’s museum displayed a fossil of a dinosaur.

4. A huge predator ripped a large tank filled with fish.

5. There are several species of trees in the forest.

Conclusion

Say: Today, we read a text called A Rare Discovery. We read a news report about the oldest fossil that has ever been discovered. In this text, we learnt how to identify important details from a news report. We also learnt how to report important details about an event or situation that happens around us.

We also learnt the words ‘discovered’, ‘enormous’, ‘fossil’, ‘predator’ and ‘species’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 84. Learn to include key details when presenting a news report by listening to and repeating the projects given in the app.

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E&R

4 mins

E-Speak 1 Practise at Home PROJECT 11A

World Cup Report Jahan is listening to a news report on the television about the World Cup. Listen to the opening lines of the news and record it.

PROJECT 11B

Period 2

India vs New Zealand Jahan further listens to the news report on the India vs New Zealand match.

Listen to the key details and record it.

PROJECT 11C

Match Highlights Jahan hears the ending lines of the news report on the match. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Reporting Important Details. In the last class, we read a text called A Rare Discovery. In this text, we read a news report about the oldest fossil ever discovered by the scientists in India. We learnt to identify important details from a news report. We learnt to report important details about events around us.

We also learnt the keywords ‘discovered’, ‘enormous’, ‘fossil’, ‘predator’ and ‘species’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to identify key details from a news report. We are also learning to present the important details of events that take place around us. When we talk about key details, we should include what the event was about, when and where it happened, people involved in it and what exactly happened in the event.

Example from Text: The key details mentioned in the news report were—a 152-millionyear-old skeleton of a dinosaur-like aquatic animal was discovered in Gujarat’s Kutch region. This ancient creature would have been about 5.5 metres long with fins instead of feet. It is considered the oldest fossil ever found in India. The report also mentioned the unique features of the animal that could be learnt through its fossil.

Example from E-Speak 1: As a part of your homework project, you heard Jahan share key details from a news report that he heard. The report was regarding the India vs New Zealand match, which was held in Dharamshala on 22 October 2023.

Echo E-Speak 1

8 mins

Say: Now, I shall read the details shared by Jahan on the news report.

Instruct: Repeat the Project 11A after me—India beat New Zealand by four wickets, in Dharamshala, on 22 October. New Zealand managed to score 273 runs, while India chased the target down in 48 overs. It was a massive win for India, as they have climbed to the top spot in the points table.

Instruct: Repeat the Project 11B after me—The Indian bowlers did a great job by restricting the New Zealand batsmen under 300 runs. Mohammed Shami has impressed everyone by taking five wickets. The fielders supported the bowlers with their brilliant effort.

Instruct: Repeat the Project 11C after me—Rohit Sharma gave a quick start to the chase.

Virat Kohli stepped up for his team to chase the target and played a fantastic innings of 95 runs. This was India’s fifth straight win in the ICC World Cup 2023.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Rohit Sharma / gave a quick start / to the chase. / Virat Kohli stepped up / for his team / to chase the target / and played a / fantastic innings / of 95 runs. / This was India’s / fifth straight win / in the ICC World Cup 2023.

Chapter 11 • Reporting Important Details

Listen

149

Echo

Speak on the Spot Boost Your Speaking News Report Read the news report on the G20 Summit that took place in New Delhi, India. Then, share TWO important details from the report.

New Delhi, 11 September 2023

G20 Summit 2023 The 18 G20 Summit was successfully conducted in New Delhi on 9-10 September 2023. The Group of Twenty (G20) is the premier international forum for economic cooperation. It focuses on various issues such as trade, development, health, agriculture, energy, environment and climate change. th

Period 2

The G20 members include Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Mexico, the Republic of Korea, Russia, Saudi Arabia, South Africa, Turkey, the United Kingdom, the United States of America, the European Union and the African Union.

Along with the heads of these twenty nations, members of other organisations were also invited, like the UN, IMF, WHO, WTO, ILO, OECD and others.

The Summit was held under the Indian Presidency, and its theme was ‘Vasudhaiva Kutumbakam’ or ‘One Earth, One Family, One Future.’ The logo was inspired by the beautiful colours of India’s national flag–saffron, green, white and blue. It places Earth with a lotus and indicates India’s approach to living in harmony with nature.

India showcased its cultural richness through diverse elements like Bharat Mandapam. There is a ‘culture corridor’ which displays the diverse traditions of 29 countries, including India and the special invitees to the G20. The Hindustani, Folk and Carnatic musical heritage of India was also showcased at the event.

First, greet the audience and introduce the topic of the news report.

Share the most important details, according to you.

Speak in complete sentences.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, it is your turn to read a news report and share two key details from it with the class.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to maintain eye contact with their peers while presenting the key details.

Guide them to maintain a confident posture and speak loudly and clearly.

Model Responses: 1. Hello, everyone! The topic of the report is the ‘G20 Summit 2023’. It was held in New Delhi. According to me, two important details from the report are—first, the G20 Summit focused on a range of global issues, including trade, development, health, agriculture, energy, environment and climate change. Second, the theme of the summit, under the Indian Presidency, was ‘Vasudhaiva Kutumbakam’ or ‘One Earth, One Family, One Future.’ Its logo was inspired by the colours of India’s national flag— saffron, green, white and blue.

Thank you.

2. Hello, everyone! The topic of the report is the ‘G20 Summit 2023’, held in New Delhi.

Two important details from the report are—firstly, the G20 Summit included the heads of 20 nations, such as Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Mexico, the Republic of Korea, Russia, Saudi Arabia, South Africa, Turkey, the United Kingdom, the United States of America, as well as representatives from the European Union and the African Union. Secondly, India showcased its cultural richness during the summit through elements like Bharat Mandapam. The ‘culture corridor’ displayed the diverse traditions of 29 countries, including India and the special invitees to the G20. Thank you.

3. Hello, everyone! The topic of the report is the ‘G20 Summit 2023’, held in New Delhi.

Two important details from the report are—first, the summit included heads of many international organisations, like the UN, IMF, WHO, ILO, OECD and many others.

Second, India showcased its beautiful cultural heritage at the summit, through elements like Bharat Mandapam and representation of Hindustani, Folk and Carnatic music. Thank you.

You may compliment the learners who present any two key details confidently and coherently.

Acknowledge them with phrases like, ‘You have an eagle’s eye! Those are important key details’ or a simple ‘Well done!’. If the learners struggle to present, you may say, ‘Let’s read again and underline the key details together’, or ‘Do not worry, let’s find the key details together.’

Conclusion

2 mins

Homework 1. E-Speak 2: You have to report an event that happened at your school recently and record it in the app in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Choose any one event from the ones given on page no. 87. Think and write a short news report on it. Practise saying the news report aloud, again and again, in front of your friends or an older family member.

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E-Speak 2 PROJECT 11D

Practise at Home

What an Event!

You have to don the cap of a news reporter. Think of an important event that happened in your school recently. Share it in 4-5 lines.

Gaming Zone Period 3

We All Work Together

It’s Fun Time

Tick (ü) the professionals who are involved in news reporting.

News Reporter

Cameraman

Electrician

Writer

Postman

Field Reporter

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—We All Work Together.

Say: Let’s play an interesting game!

Instruct: Look at the different professionals given below. You have to tick the ones involved in news reporting.

You may ask these suggested questions.

1. What role does a news reporter have in news reporting?

(News reporters help us know what’s going on, where it is happening and why it is important.)

2. Do you think a cameraman has any role in news reporting? If yes, what?

(Yes, a cameraman captures the scene.)

3. Do you think an electrician has any role in news reporting? If yes, what?

(Yes, an electrician helps to make sure all the lights and wirings work in a newsroom.)

4. Do you think a writer has any role in news reporting? If yes, what?

(Yes, a writer writes all the interesting stories and makes sure that everyone understands the news.)

5. Do you think a postman has any role in news reporting? If yes, what?

(No, a postman does not have any role in news reporting.)

6. Do you think a field reporter has any role in news reporting? If yes, what?

(Yes, field reporters go to different places, talk to people and tell us all about what’s happening firsthand.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’What an Event!’, where you reported an important event that happened at your school recently, in 4–5 lines.

Instruct: Listen to my response to the project.

‘Hello, everyone! Exciting news from Sunshine School! Last Friday, we had an amazing science fair called ‘Vigya.’ Students from the 8th and 9th grades showcased their projects like exploding volcanoes, amazing experiments with fire and water and super colourful displays. We all learnt loads of new things. Oh, and congratulations to Prateek from 8-B, who won an award for creating the best project ever.’

Say: Now, you will listen to another response and repeat after me.

‘Hi, good news from ABC Public School! Yesterday, we had a fire drill session. We all heard loud alarms, and everyone did a great job by calmly going outside as we were instructed to do.

A huge congratulations to all the students and teachers for a smooth execution of the drill.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Hi, / good news from ABC Public School! / Yesterday, we had / a fire drill session. / We all heard loud alarms, / and everyone did / a great job by / calmly going outside / as we were / instructed to do.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

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Listen

Echo

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• saplings given to plant at home

and parents

• participation by many students

• products from across India

• handmade products on sale

• organised by residents nearby

Handicrafts Exhibition

• organised by government officials

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• participation by well-known chefs

• refreshments after donating

Tree Plantation

• flavours from across India

• donors from across the city

blood

• organised by a famous restaurant

• organised by a local NGO

Blood Donation Drive

Tick (ü) an event from the given options.

Chapter 11 • Reporting Important Details

1

You have to perform the role of a news reporter. Think of a recent event that happened in your locality. Write about what happened there. Prepare and present the report in your class.

Reporting an Event

The Final Show

Plan and Speak (title of the report)

:

(end with a highlight of the event)

(give 3-4 important details)

(tell the place and time)

(mention the event that you are covering)

(date, month, year)

Notes Corner

Look at your classmates when presenting the report.

Use hand gestures and facial expressions.

Speak in a clear and expressive voice.

Present: Now, it’s time to present the report to your class!

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4

,

Practise: Share your report with family and friends. Present it with enthusiasm.

Reported by

(place)

Write: Draft a short news report about the event you chose.

3

2

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you all have to don the hat of a news reporter. You will be presenting a news report on the event that you chose.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may remind the learners to use the props, in case they have them. Encourage the learners to speak in a clear and expressive voice. Guide them to use hand gestures and facial expressions while reporting.

Model Responses: 1. Hello, everyone! I am presenting a report on the ‘Blood Donation Drive’.

Gurugram, 23 January 2024 Blood Donation Drive at Ashiyana Residential Complex On the eve of Netaji Subhas Chandra Bose’s birthday, the Ashiyana Residential Complex in Gurugram witnessed a blood donation camp on their campus. The entire camp was organised by the social organisation, Precious Life. Doctors from the nearby government hospital were invited as the chief guests of this blood donation camp. Many residents of the complex participated in the blood donation camp and received certificates of participation. Refreshments like fruit, boiled eggs and juice were given to the people who had come to donate blood. At the end of the event, the president of the Ashiyana Residential Complex Members’ Association thanked the organisation and the residents for their help and presence.

Reported by Amita Negi.

2. Good morning, everyone! I am going to present a report on ‘Tree Plantation Drive’ in TPS Society.

TPS Society, Gandhinagar, Delhi, 16 January 2024 Tree Plantation Drive TPS Society, Gandhinagar, Delhi, organised a tree-planting event on 16 January 2024. The parents and children from the neighbouring societies also participated in this event. Mr David Francis, the Director of Society, was invited to be a part of this event. The residents and neighbours, gathered to plant trees in the entire neighbourhood. The event was brought to an end with the vote of thanks from the president of the welfare association. All the families were given a sapling to plant at home.

Reported by Gurpriya Kaur Nanda.

You may compliment the learners who present confidently and use appropriate body language during their presentations. You can praise them by saying, ‘Well presented!’, ‘You spoke like a news reporter’ or ‘Good work on the voice modulation!’. If the learners struggle to present, you may say, ‘You should modulate your voice and be more expressive’, or ‘You spoke well, just speak a little louder next time’.

Conclusion

2 mins

Say: In this chapter, we learnt to identify important details from a news report. We also learnt to report important details about events around us. We can now report events confidently.

Chapter 11 • Reporting Important Details

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Chapter 12

Campaigning for Social Cause

Big Skill: Presenting a social campaign Learning Objectives: Learners will be able to: • create a social campaign with a key message, a catchy tagline and a call to action.

• present the social campaign confidently and persuasively.

Chapter 12

Campaigning for Social Cause

Period 1

Presenting a social campaign

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12—Campaigning for Social Cause.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I can see a few students holding up a poster that says, “Let’s make a difference”. / I can see free plant saplings being given away. / I can see a board with the message, “Plant More Trees”.)

2. Why do you think the three students are holding up that poster?

(I think the three students are supporting the planting of more trees. / I think the three students want to convey the message of making the world greener.)

3. How do all the children look?

(All the children look happy, convinced and excited.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a few students holding up a poster that says, “Let’s make a difference”. They are also distributing free plant saplings. The three students are campaigning for a social cause—to encourage planting more trees. The other four students are interested in the campaign. All the children in the picture are happy and excited about making a positive impact.

You may explain to the learners the meaning of ‘social causes’ and ‘campaigning’. ‘Social causes’ are issues or problems that may have an impact on the lives of many people. ‘Campaigning’ is a series of activities done to support a cause and achieve it.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 90 of your content book. We will read the text—A Plea for Cleanliness.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What is the name of the monument shown in the first picture?

(The monument shown in the first picture is the Taj Mahal.)

2. What else do you see in the picture?

(I see a very polluted river behind the Taj Mahal.)

3. Look at the second picture. What do you think the girl is doing?

(I think the girl is helping to clean a river by removing garbage from it.)

4. Read the title. The word ‘plea’ means a request. What do you think the text is about?

(I think the text is about rising levels of pollution and a request to everyone to keep the environment clean and pollution-free.)

Explain: We are going to read a text called A Plea for Cleanliness. In this text, Agrima and her friends talk about the issue of pollution in the Yamuna River and they campaign for a cause at school in the Environment Day assembly. Now, let us begin reading.

Instruct: Pay attention to how students create and present a social campaign with a message, a tagline and a call to action.

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Listen

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2

1

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Saloni: I would remind everyone of our culture, that tells us to respect Mother Earth and the environment. This makes the current situation deeply concerning.

Agrima: Good morning, principal, teachers, and friends. Today, we want to talk about something important: pollution caused by plastic. Have you noticed the mountain of plastic waste on the banks of our rivers? It’s a big problem that harms our rivers and the creatures that live in them.

People we invite, to reduce plastic parasites.”

‘‘Rivers that unite, are in a fight.

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On the big day, they stood on the stage, nervous but determined. Holding their poster, they began their presentation.

At school, Agrima talked to her friends Neha, Saloni, Saurav, and Rishi about the problem. They decided to do something about it in the upcoming Environment Day assembly. Together, they created posters, slogans, and a message on the theme ‘River Breathes Clean.’

In the city of Agra, there lived a young girl named Agrima. She loved her city’s rich history and beautiful architecture, but the pollution in the Yamuna River made her sad.

A Plea for Cleanliness

4

3

Period 1

Talking

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Chapter 12 • Campaigning for Social Cause

dedicated (deh.duh.kay.tuhd): focused on achieving something eco-friendly (ee.koh-frend.lee): not harmful to the environment plea (plee): a request made in an urgent and emotional manner stewards (styoo.uhds): people who are responsible for taking care of something volunteer (vo.luhn.teeuh): to support something without expecting payment

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As they stepped down from the stage, students cheered. In the weeks that followed, students came up to them in large numbers to volunteer for the cause. The riverbanks of the Yamuna witnessed an army of young volunteers dedicated to their mission.

Rishi: If you want to join us in this important work, please raise your hand.

Neha: In conclusion, we would make a plea to all of you to join our ‘River Breathes Clean’ project. Let us take the first step towards cleaning the Yamuna and spreading the word across the city.

Rishi: This calls for a shared effort from all of us, as responsible citizens and stewards of our environment. With every plastic bottle we refuse and every plastic bag we replace with eco-friendly options, we safeguard the well-being of future generations.

Saurav: A clean river is not just a resource—it is the lifeline of our communities and the countless creatures that call it home. This problem is not just about the river as it affects everything around us. We must act quickly.

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

You may ask eager or confident learners to read the lines for Agrima and her friends. Help them say words that are difficult to pronounce to increase their confidence in reading.

You may pause at the annotations and ask these suggested questions.

After 1 What do you think is the meaning of the catchy tagline that Agrima and her friends decide to use?

(I think the catchy tagline means that rivers, which usually bring people together, are facing a problem because of plastic. The tagline is asking people to join in helping to reduce plastic waste that harms the rivers.)

After 2 Have you ever seen littering or pollution in natural places such as rivers, seas or mountains? If so, how did you feel?

(Yes, I have seen the bank of River Ganga littered with plastic and garbage. When I saw it, I felt distressed. / Yes, I saw the mountainside full of garbage when I visited Manali. I felt worried when I saw it. / No, I have not seen littering or pollution in natural places.)

After 3 Why do you think that rivers are the lifeline of our communities?

(Rivers are the lifeline of our communities because they provide us with water to drink, make the land around them fertile, help plants to grow and provide animals, birds and fishes with a home.)

After 4 Do you think the campaign was a success? Why or why not?

(Yes, I think that the campaign was a success as several volunteers came to support the mission.)

After reading the text, you may ask the learners if they have ever taken part in or led a social campaign. Encourage them to share their experiences with enthusiasm.

After the Text

You may ask these suggested questions.

1. What theme did Agrima and her friends choose for their campaign and why?

(Agrima and her friends chose the theme ‘River Breathes Clean’ to share the importance of reducing pollution in the Yamuna River.)

2. What message do you think the students conveyed with their slogan?

(I think that with their slogan the students conveyed the important message of working together to keep rivers clean as they are very important for our survival.)

3. If you had to campaign for a social cause, what would you campaign for?

(I would take up the cause for educating poor children. / I would take up the cause for taking care of the elderly people in old-age homes.)

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Saurav: A clean river is not just a resource—it is the lifeline of our communities and the countless creatures that call it home. This problem is not just about the river as it affects everything around us. We must act quickly.

Rishi: This calls for a shared effort from all of us, as responsible citizens and stewards of our environment. With every plastic bottle we refuse and every plastic bag we replace with eco-friendly options, we safeguard the well-being of future generations.

Talking Book

Neha: In conclusion, we would make a plea to all of you to join our ‘River Breathes Clean’ project. Let us take the first step towards cleaning the Yamuna and spreading the word across the city.

Rishi: If you want to join us in this important work, please raise your hand.

Period 1

As they stepped down from the stage, students cheered. In the weeks that followed, students came up to them in large numbers to volunteer for the cause. The riverbanks of the Yamuna witnessed an army of young volunteers dedicated to their mission.

dedicated (deh.duh.kay.tuhd): focused on achieving something eco-friendly (ee.koh-frend.lee): not harmful to the environment plea (plee): a request made in an urgent and emotional manner stewards (styoo.uhds): people who are responsible for taking care of something volunteer (vo.luhn.teeuh): to support something without expecting payment

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—dedicated (deh.duh.kay.tuhd).

Instruct: Repeat the meaning after me—focused on achieving something.

Instruct: Repeat the sentence after me—Ram was dedicated to scoring better marks in his annual exams.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation Meaning

Sentence

eco-friendly

ee.koh-frend. lee

not harmful to the environment

My sister bought eco-friendly colours for Holi.

plea

plee

a request made in an urgent and emotional manner

The environmental activists made a plea to the people to reduce plastic use.

stewards

styoo.uhds

people who are responsible for taking care of something

As stewards of the environment, we should recycle items made of plastic and glass.

volunteer

vo.luhn.teeuh

to support something without expecting payment

My brother likes to volunteer at the animal shelter every weekend.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: My brother / likes to / volunteer / at the / animal shelter / every weekend.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ’dedicated’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The football team was dedicated on winning the next inter-school match.

2. Riding a bicycle instead of a car is an eco-friendly mode of transportation.

3. The students made a plea to the principal to give them a last chance.

4. As stewards of our culture, we must know our country’s history.

5. I decided to volunteer my time at the hospital to care for the patients.

Conclusion

4 mins

Say: Today, we read a text called A Plea for Cleanliness. It was about Agrima and her friends who care deeply about the environment and want to make the Yamuna River free of pollution. We learnt how to create a social campaign with a message, a catchy tagline and a call to action. We also learnt to present the social campaign confidently and persuasively.

We learnt the words ‘dedicated’, ‘eco-friendly’, ‘plea’, ‘stewards’ and ‘volunteer’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 92. Learn to say slogans and present important messages and pleas by listening to and repeating the projects given in the app.

Chapter 12 • Campaigning for Social Cause

E&R

161

E-Speak 1 Practise at Home PROJECT 12A

Safety First Pranati and Vartika are making people aware of the importance of obeying the speed limit.

Listen to Pranati’s slogan and record it.

School Bus

PROJECT 12B

Speed Limit

Period 2

Vartika too has prepared a slogan on the need to adhere to the speed limit. Listen to her and record it.

PROJECT 12C

Call for Action Pranati and Vartika have prepared a call for action. Listen to them make a plea and record it.

Drive Safe

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162

Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Campaigning for Social Cause. In the last class, we read a text called A Plea for Cleanliness, where we learnt to create a social campaign with a message, a catchy tagline and a call to action.

We also learnt the keywords ‘dedicated’, ‘eco-friendly’, ‘plea’, ‘stewards’ and ‘volunteer’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to create and present social campaigns—with messages, catchy taglines and calls to action—confidently and persuasively. When creating and presenting a social campaign, the message is the key idea we wish to communicate. Catchy taglines make our campaign interesting and captivating. We may use rhyming words and rhyming lines to make our tagline engaging.

The call to action is how we invite volunteers and participants to support us in the cause.

Example from Text: In the text A Plea for Cleanliness, Agrima, Neha, Saloni, Saurav, and Rishi present a social campaign to clean the Yamuna River. The topic of their campaign is, ‘River Breathes Clean’. They present their campaign with a catchy tagline that says: “Rivers that unite, are in a fight. People we invite, to reduce plastic parasites”. Additionally, they make a clear call to action, sharing the specific information with the interested volunteers—every Friday, between 2:30–3:30 pm at the bank of Yamuna River—along with a detailed list of activities for everyone to participate in.

Example from E-Speak 1: As a part of your homework project, you heard Pranati and Vartika share a social campaign on the importance of obeying speed limits. They shared their catchy taglines and final call to action.

Echo E-Speak 1

8 mins

Say: Now, I shall read Pranati and Vartika’s slogans and call to action.

Instruct: Repeat the Project 12A after me—From dawn till dusk and through the night, / Check that your speed limit is right. / Safe and sound, you’ll arrive, / On the road, let safety thrive.

Instruct: Repeat the Project 12B after me—Speeding is reckless, it’s not wise, / Follow the limits, be precise. / On the road, day and night, / Drive with care, do it right.

Instruct: Repeat the Project 12C after me—Let us come together to make posters and put them around our neighbourhood. We have to make people aware that speed limits should be adhered to and that overspeeding can be very dangerous.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Let us / come together / to make posters / and put them around / our neighbourhood.

Chapter 12 • Campaigning for Social Cause

Listen

163

Echo

Speak on the Spot Boost Your Speaking Road Safety You decide to create awareness on road safety. You have to make a slogan and call for action on any ONE of the following topics.

Safety First

Wear a seat belt while driving a four-wheeler

Wear a helmet while riding a two-wheeler

Period 2

drive responsibly

contribute to a safer future

take the pledge

obey traffic rules

create posters

buckle up for safety

raise awareness

guard your head

your safety, your responsibility

create posters

protect your lives

Let us join hands

safety comes first

Hi friends!

I will present my campaign on … … (your slogan) … (your call for action) Start with the greetings.

Use rhyming words to make catchy slogans.

Speak loudly and clearly.

93

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164

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You read Agrima, Neha, Saloni, Saurav and Rishi’s social campaign on cleaning the Yamuna River. Now, it is your turn to present your social campaign. Create an awareness of road safety with an interesting slogan and call to action.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to start their presentation with a greeting and share their slogans and calls to action loudly and clearly. Guide them to use expressions and voice modulation.

Model Responses: 1. Hi friends! I will present a campaign on ‘Wear a helmet while riding a two-wheeler.’

My slogan is “Helmets On, Safety On!” Join me in my pledge to put up posters that create awareness on the importance of wearing helmets when riding bicycles, scooters and bikes. Together, we can save lives!

2. “Hi friends! I will present a campaign on ‘Wear a seat belt while driving a fourwheeler.’ My slogan is “Stay secure, buckle up tight, Safety first, day and night!”

Join me in my pledge to put up posters and do a silent march around the neighbourhood to create awareness on the importance of wearing seatbelts when riding or driving cars and other four-wheelers.

3. Hi friends! I will present a campaign on ‘Wear a helmet while riding a two-wheeler.’

Remember, safety first! “Secure Your Ride, Wear with Pride!” Join me in this important cause. Take the pledge to wear your helmet while riding on a scooter, and inspire others to do the same. Let’s make our roads safer together!

When giving feedback to the learners on their presentation, begin with a compliment, followed by their area of improvement. For example: ‘Good start! How about we mention the activities we can do while mentioning the call to action?’ or ‘Your presentation was very thoughtful. I wish you had spoken loudly and clearly.’

Conclusion

2 mins

Homework 1. E-Speak 2: You have to record in the app, 4–5 lines to raise awareness about one environment-related topic. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Choose any one of the given causes to create an environment protection campaign. Then, write a social campaign. You should include the catchy slogan, key message, impact of the problem and a call to action in your campaign. Practice saying your campaign, again and again, in front of older family members.

You may encourage the learners to prepare posters or charts or use props to make their presentations more interesting and engaging.

Chapter 12 • Campaigning for Social Cause

165

E-Speak 2 Practise at Home

PROJECT 12D

Our Environment You are worried about the poor condition of the environment. You decide to raise awareness to make it better. Talk about ONE environment-related topic, in 4-5 lines, to create awareness.

Gaming Zone It’s Slogan Time

It’s Fun Time

Period 3

Complete the slogans with appropriate words or phrases. Use the rhyming words for your help.

Trees

Pact

glow

fight

Diseases

React

slow

light

Please

Intact

throw

sight

Ride your bike, feel the breeze, Reduce emissions, …………………………………….....

Ditch the plastic, It’s time to act, Choose Reusables, ………………………………………..

Plant a tree, watch it grow, Clean the air, ………………………………………………..

Cracker-free night, stars shine bright, A peaceful festival, ……………………………………….

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166

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—It’s Slogan Time.

Say: It is now time to create some fun slogans!

Instruct: Complete the slogans given below. Use the rhyming words in the boxes for help.

You may ask these suggested questions.

1. What is the theme of the first slogan?

(The theme of the first slogan is encouraging people to choose bicycles, a mode of transport that not only lets them enjoy the outdoors but also contributes to reducing emissions and protecting trees. “Ride your bike, feel the breeze, Reduce emissions, save the trees!”)

2. What is the theme of the second slogan?

(This slogan is all about using less plastic by using things again and again. It wants people to make smart choices that help the Earth stay healthy. “Ditch the plastic, It’s time to Act, Choose Reusables, that’s a powerful pact!”)

3. What is the theme of the third slogan?

(The theme of this slogan is promoting tree planting activities for a cleaner environment. “Plant a tree, watch it grow, Clean the air, let good vibes flow!”)

4. What is the theme of the fourth slogan?

(The theme of this slogan is promoting a celebration without firecrackers.

“Cracker-free night, stars shine bright, A peaceful festival, spreads delight!”)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’Our Environment’, where you shared 4–5 lines on raising awareness about any one environment-related topic.

Instruct: Listen to my response to the project.

‘Hello everyone! I’m really worried about our environment. Did you know that many animals are losing their homes because of deforestation? Trees are their houses, and we need to stop cutting them down. If we don’t, our animal friends might not have a place to live. Let’s all be superheroes for nature and say no to cutting down trees!’

Say: Now, you will listen to another response and repeat after me.

‘Hello friends! Our air is getting polluted because of cars and factories. This pollution is not good for us or the birds and the bugs. Let’s all try to walk more and use things that emit less smoke. That way, we can help keep the air clean and our planet happy!’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello friends! / Our air / is getting polluted / because of / cars and factories. / This pollution / is not good / for us or / the birds and the bugs.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 12 • Campaigning for Social Cause

167

Listen

Echo

168 Pollution

U24ENCB_Grade7.indb 95

Chapter 12 • Campaigning for Social Cause

I would like to request everyone to

I would like to remind everyone

(the cause you chose)

(call for action)

(key message)

(impact of the problem)

This cause calls for a shared effort from all of us because

(your catchy slogan)

I have chosen to raise an awareness against

.

Write: Complete the sentences for the presentation. You may take help from the clues on the next page.

Climate Change

Choose any ONE of the following topics.

Hello everyone, I am

2

1

95

.

.

.

.

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You decide to participate in an environment protection campaign. Choose any ONE of these causes. Create a social campaign on it. Finally, prepare and present your campaign in the class.

Save the Environment

The Final Show

Plan and Speak stop deforestation make sustainable choices reduce, reuse, recycle plant more trees

reduce greenhouse emissions use cleaner fuels educate and raise awareness avoid using plastic

U24ENCB_Grade7.indb 96

various diseases

Notes Corner

You can add your own sentences.

12/14/2023 5:02:59 PM

conserve energy and water

melting ice caps

stop global warming

You can prepare a poster and show it in class while you give your presentation.

You can read from the book.

Speak loudly and with confidence.

Present: Present your social campaign in the class.

Practise: Now, practise speaking in front of your elders, at home.

96

4

3

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you will present a social campaign designed by you on any one of the topics.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Motivate them to present their social campaign in a creative and engaging manner.

Model Responses: 1. Hello everyone! I am Riyan.

I have chosen to raise awareness against climate change.

“Protect our Earth, change the climate fate, For a greener world, act before it’s too late! ” This cause calls for a shared effort from all of us because our planet is getting warmer and it’s causing problems for animals, plants and even us.

I would like to remind everyone that small actions, like not wasting electricity and planting more trees, can make a big difference.

I would like to request everyone to join me in being climate heroes by conserving energy and making simple changes in our daily lives, like turning off lights when not needed and using cloth bags.

Thank you!

2. Hello everyone! I am Tanya.

I have chosen to raise awareness against pollution.

“Clear skies, clean waters, take a stand, Beat pollution, protect our land.”

This cause calls for a shared effort from all of us because pollution is harming the air we breathe, the water we drink and the homes of many animals.

I would like to remind everyone that every piece of trash we pick up and every eco-friendly choice we make, adds up to a cleaner planet.

I would like to request everyone to join me in being pollution busters—let’s reduce waste, recycle more, and keep our Earth clean and green!

Thank you!

You may appreciate the learners who present confidently or use some props to aid their presentations. You can say ‘Well presented!’, ‘Good presentation and use of props’ or ‘That made me want to join your cause, nice presentation.’ For learners who struggle to present, you can say ‘You are presenting well, just focus on your tone and actions’ or ‘You should maintain a confident body posture and speak loudly with an affirmative tone’.

Conclusion

2 mins

Say: In this chapter, we learnt to create social campaigns with a message, a catchy tagline and a call to action. We also learnt to present social campaigns confidently and persuasively.

Chapter 12 • Campaigning for Social Cause

169

About the Book This Conversations book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focuses on building specific English language competencies and weaves together activities that are research-based, age-appropriate, contextual, experiential and joyful. The activities adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR), which has been endorsed by the NEP, 2020 and the NCF, 2023. Through the series, learners receive dedicated time and space within the classroom to express themselves in English which helps them in becoming confident speakers of the language.

Special Features • Activity-based Learning: The book offers joyful experiential activities that build English communication competencies.

• Texts per the NEP 2020 Themes: The book has exciting and stimulating texts that pave the way for English communication activities.

• Tech Integration: The book works in sync with the digital world, where various other activities and projects are undertaken. Learner outputs are evaluated through an AI-based speech recognition engine.

• Teachers’ Manual: The book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia and the Middle East.

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