Achieve Fluency in Verbal Communication
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SPEAK 2.0
Achieve Fluency in Verbal Communication
Acknowledgements
Academic Authors: Kashika Parnami, Sneha Sharma, Simran Singh, Arpit Agarwal, Laraine O’Connell
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh
Project Lead: Chandani Goyal
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First edition 2026
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Speak 2.0 8
ISBN: 978-93-89057-28-7
Published by Uolo EdTech Private Limited
Corporate Office Address: 91Springboard, 3rd Floor
145, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Printed by: Kumar Offset Printer
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
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 show 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 to children’s knowledge acquisition, intellectual, socio-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 2.0 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 books comprise 12 chapters on essential functional skills, with the last three advantage chapters to be used at the teacher’s discretion, depending on learners’ readiness.
The Speak 2.0 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 to master 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.
AI lies at the heart of Speak 2.0, powering digital experiences that make learning English speaking dynamic and personalised. The package comes with digital content, provided free of cost, to ensure a seamless and holistic learning experience for children.
The mobile interface ensures consistent practice of functional English skills, while learners participate in speaking tasks enriched with AI-based evaluation and real-time feedback. Acting as a smart companion, AI guides pronunciation, sharpens usage, and enhances accuracy, encouraging learners to practise with confidence. With this seamless blend of AI-driven practice and feedback, learners steadily build fluency and gain the confidence to express themselves effectively in everyday communication.
Uolo Speak 2.0 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 2.0, 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.
The Product Philosophy
Welcome to the Speak 2.0 journey!
The program is a thoughtfully crafted activities-based learning experience that builds students’ speaking skills in English. The program, with dedicated time and space within the classroom, becomes a platform to practise speaking and listening skills in everyday scenarios. These scenarios are created by way of teacher-led activities, which cater to specific competencies in English.
Coursebook
Speak on the Spot Activities
Prepared-Speaking Activities
Teacher Manual
Student and Teacher Apps
Talking Books
Listening and Speaking Projects
Interactive Practice Quizzes
The classroom program is augmented by the digital world, which is presented to the students through the UOLO App. The app includes projects that are closely associated with the activities in the coursebook. The projects allow a fear-free practice time to children at home and are AI evaluated. The app also includes quizzes in listening, speaking, reading and writing that can be done at home.
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focusses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualising the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Comprehension and understanding
2. 21st-century skills, values and dispositions
CompetencyBased Education
3. Application in real life
4. Holistic and integrated learning
5. Enjoyable and engaging
6. Collaborative and exploratory activities
NEP Pages 12, 17, 22
Teaching and Learning Pedagogy
7. Technology-based solutions
NEP Pages 3, 11, 12, 27
8. Assessment of core concepts and application skills Assessment
NEP Pages 12, 18, 22
NEP Compliance: Features of Our Book
Captivating Texts
Exposure to rich literature, as stories and poems, that demonstrate essential speaking behaviours and competencies.
1 2 3 4 5
Vocabulary and Phonics Support
Build mastery in new words usage, and expression, while also strengthening phonics skills to lay a strong foundation for reading and pronunciation.
1 2 7
Animated Talking Books
Enhanced listening comprehension and elevated English learning experience through animations that bring each text to life.
1 5 7
Project-Based Learning
Digital projects and supportive platforms that present English speaking opportunities in a fear-free environment.
2 3 4 5 7 8
Language Activities and Presentations
Classroom activities and presentations that help build confident expression and language usage in everyday scenarios.
2 3 4 5 6 8
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-judgemental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolded practice. This approach to second language teaching is also highlighted by the NIPUN Bharat Mission document and NEP 2020.
In this context, the Speak 2.0 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 2022-23. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and a 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 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 the teacher
Collaborative; Shared speaking between the learners and the teacher Independent practice and application by the learners
To sum up, the programme has been created to do away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.
Mapping with NCF 2023
The National Curriculum Framework for Foundational Stage (NCF) , released in 2023, is developed based on the vision of the National Education Policy (NEP) 2020, and to enable its implementation. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience. Curricular Goals: Curricular Goals are statements that give direction to curriculum development and implementation. They are derived from Aims and are specific to a Stage in Education. Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
C-1.1 Converses fluently and meaningfully in different contexts
CG-1 Students develop oral language skills using complex sentence structures to understand and communicate abstract ideas.
C-1.2 Describes an outline of the material that has been read out and answers questions related to it
C-1.3 Summarises core ideas from the material that was read out
C-1.4 Demonstrates the ability to speak their reasoning coherently
C-1.5 Makes oral presentations (class debates, short welcome notes, anchoring of small events, short speech, and so on)
C-4.1 Uses knowledge of homophones, word roots, affixes, suffixes, synonyms, and antonyms
CG-4 Students acquire a more comprehensive range of words in various contexts (of home and school experience) and through different sources.
C-4.2 Discusses meanings of words and develops vocabulary by listening and reading a variety of texts or other content areas
Chapter Outcomes
Chapter No. Big Skill
1
2
3
4
5
Sharing About Oneself Formally
Recounting a Personal Incident
Conversing in an Informal Set-up
Talking About Future Plans
Giving Step-by-Step Instructions
6 Making Suggestions
7
8
Conversing in a Formal Set-up
Advertising a Product
9 Stating and Responding to Opinions
10
Reporting Important Events
11 Giving a Presentation or Feedback
12
Participating in a Discussion
Listening Speaking Competencies
Talk about one’s life, achievements, values and beliefs
Follow appropriate social etiquette while talking about oneself in a formal setting
Describe a personal incident clearly and in the correct order
Share your thoughts and feelings about the incident
Initiate small talk in an informal environment and with new people
Engage in conversations using appropriate body language and etiquettes
Share a future plan using time words
Express a detailed account of an experience you wish to have
Give short and clear instructions to help others do a task
Use appropriate words and phrases to give instructions step by step
Make short, polite suggestions using simple language in everyday contexts
Accept, reject or add to a suggestion using short, respectful responses
Express ideas clearly and respectfully in formal conversations
Use appropriate greetings, tone and body language when engaging in formal conversations
Critically evaluate the pros and cons of a product after viewing its advertisement
Advertise a product in a persuasive manner
Present opinions with sound reasoning using appropriate discourse conventions
Respond politely and logically to others’ opinions on a topic
Interpret the basic structure of a news report
Report important events accurately and clearly
Give a presentation by organising one’s ideas and researches logically with sound reasoning
Give constructive feedback on others’ prsentations by appreciating and making suggestions
Share your ideas clearly and politely during a group discussion
Listen to others, respond politely and add to the discussion
Chapter at a Glance Walkthrough of Key Elements
Talking Book
Talking Book: Animated video of the text
Keywords: Keywords from the text with meaning and pronunciation
Talk Toolkit:
learners with essential vocabulary and language structures for the targeted speaking competency
E-Speak 1: A series of three guided speaking projects on the mobile app
Gaming Zone 1 and 2: Fun activities aligned with the big skill
Speak on the Spot: Impromptu speaking activity to be done in the classroom
E-Speak 2: A short, open-ended, assessment-type project on the mobile app
Speaking prompts with no expectation of writing
Practise: Guidance on how to practise at home
Tips: Helpful points for better speaking
Reflection Journal: A template for reflecting on the achievement of the targeted outcome
Sharing About Oneself Formally Chapter 1
What do you enjoy doing in your free time?
I enjoy spending my free time dancing, painting and writing.
Talking Book
Dadi, I fell near the garden today!
Recounting a Personal Incident
Oh dear, when did that happen?
Talking Book
Conversing in an Informal Set-up
Hello! I’m Vishal. Is this a comic or a novel?
Hi Vishal! It’s a novel—Heidi.
Talking Book
Talk Toolkit
(Greetings), How are you doing?
(Greetings), I don’t think we’ve met before. I’m…
(Greetings), Could you please/I’m looking for…
Oh, really?... Tell me more about…
That sounds interesting! How did you…?
Good morning! How are you doing? I haven’t seen you around before.
Hi, I don’t think we’ve met before. I’m Sana, a friend of Meera’s.
Hi! Could you please tell me where the canteen is?/ Hello! I am looking for a book on space exploration.
Oh, really? You met the author! Tell me more about your experience.
That sounds interesting! How did you learn to play the guitar?
I beg your pardon, … I beg your pardon, could you repeat that?
I’m not sure, but that’s an interesting…
I’m not sure, but that’s an interesting point on climate change.
It was nice talking to you! It was nice talking to you! I hope to see you again soon.
Before you go, one last question…
Before you go, one last question—how did you find this cafe?
Good evening! I’m … . How are you doing? (name)
I’m doing great, thank you! I don’t think we’ve met before. I’m …, …’s best friend. (name) (best friend’s name)
Oh, really? I’m … friend from his/her … class. (his/her) (sports/activity)
Oh, that’s nice! What sport/activity do you play/practise with …? (him/her)
We play/practise … together every weekend. It’s a lot of fun!
That sounds interesting! I love that too, but I love … more because I’ve been ... .
That’s great! Why don’t you join … class too?
I’d love to, but … . (name of sport/activity) (your friend’s class) (mention your favourite sport/activity)
Oh, I can understand that! Anyway, it was nice talking to you!
Reflection Journal
In this chapter, I learnt to . New words I learnt:
It’s your first day at the summer/winter camp. You meet several students from different schools and decide to talk to a few of them. Write 4–5 sentences that you would use to initiate a conversation with them.
How confident do I feel conversing in an informal set-up?
Talking About Future Plans
I want to start streaming on YouTube from next week.
Talking Book
Giving Step-by-Step Instructions
Now, fold the paper neatly in half. Done!
Talking
Book
The sun was setting behind the snow-capped peaks of Kasol in Himachal Pradesh when the students of Almighty Public School arrived at the campsite. A cool breeze drifted through the tall pines as the group gathered around their guide, Mr Rawat.
‘Listen, campers,’ he said, clapping his hands. ‘Let’s get your tents up before it gets dark. Follow my instructions carefully. I’ll give you step-by-step directions.’
Step 1: Let’s start by finding a flat and dry patch of ground. Make sure there are no sharp rocks or sticks underneath.
Step 2: Then, you need to spread your groundsheet neatly on the spot. This keeps the tent floor clean and dry.
Step 3: Next, lay the tent fabric flat on the groundsheet. Check that the entrance faces the open space, not the wind.
Step 4: After that, slide the poles through the sleeves and cross them at the top. Work slowly— this gives your tent its shape.
Step 5: Be careful to fix each pole end into the metal ring at each corner. If one slips out, the tent will collapse.
Finally, … tomato and cucumber.
Chapter 6
Making Suggestions
I think you could make the poster brighter by adding some colour.
Thank you for your suggestion, ma’am. Should I add more pictures to make it more interesting?
Talking Book
Talk Toolkit
How about we…? How about we make a plan before starting the project?/ How about we invite everyone to share their ideas tomorrow? Maybe we could… Maybe we could collect some pictures for our poster./ Maybe we could finish our homework together after school.
I think it’s a good idea to…
I think it’s a good idea to drink more water throughout the day./ I think it’s a good idea to read a book before going to bed. I completely agree… I completely agree with you—teamwork will help us finish faster./ I completely agree that planting more trees will make our school greener.
I agree, and maybe we can…
I agree, and maybe we can add some fun facts to make it interesting./ I agree, and maybe we can divide the work to finish faster. Could we also consider…?
I also think that we can…
I’m not sure about…
Could we also consider adding a small quiz at the end?/ Could we also consider doing the presentation in pairs?
I also think that we can decorate the classroom for the event./ I also think that we can include a thank-you note for the teacher.
I’m not sure about your suggestions regarding the new auditorium./ I’m not sure about how this will turn out to be.
Reflection Journal
In this chapter, I learnt to . New words/phrases I learnt:
Imagine you are involved in a group discussion about being kind and helpful. Write your suggestions in 4–5 lines, explaining how students can make their classroom a friendlier place.
How confident do I feel when giving and responding to suggestions? 1 I need help. 2 I think I can do it. 3 I feel confident.
Conversing in a Formal Set-up Chapter
Could you please tell me what this form is about?
Of course! This form is used to open a bank account.
Talking Book
Talk Toolkit
What do you think about…?
May I know/ask when…?
What do you think about helping stray animals?/ What do you think about organising a clean-up drive?
May I know when the training session will be conducted?/ May I ask when the final attendance list will be shared? Could you tell me…?
Could you tell me more about how your plan will work in our school?/ Could you tell me more about the benefits you mentioned earlier? I understand your… I understand your concern about managing larger groups of children./ I understand your point about maintaining discipline during activities. I think/believe… I think joining a clean-up drive is a great way to help our school./ I believe spending time outdoors helps us stay active and happy. I agree/diagree with you because…
I agree with you because your idea balances both fun and learning./ I disagree with you because teamwork always gives better results. I’ll get back to you soon…
Thank you for your help. I appreciate your guidance./ Thank you for your help. It means a lot to me.
I’ll get back to you soon after confirming the details with my team./ I’ll get back to you soon with the list of required materials. Thank you for your help.
Do you have any suggestions on how we can solve this issue?
Yes, I believe .
Thank you for your suggestions. I’ll get back to you soon with updates on the improved conditions.
Reflection Journal
In this chapter, I learnt to . New words I learnt:
Imagine you are having a conversation with your school librarian about the kinds of books you like to read. Write the conversation in 4–5 lines.
Advertising a Product
The cookie is tasty and comes in easy to carry packaging.
It’s high in sugar and contains unhealthy ingredients.
Talking Book
Chapter 9
Stating and Responding to Opinions
In my opinion, schools should have uniforms.
I agree with your opinion, as school uniforms help reduce social and economic differences among students.
Talking Book
A massive traffic jam has caused long delays for travellers this morning.
Talking Book
Giving a Presentation or Feedback
Today, I will be presenting on the topic–Volcano: Causes and Effects.
Talking Book
Reflection Journal
In this chapter, I learnt . New words/phrases I learnt: Imagine you have to make a presentation on the topic, ‘Festivals of India: A Celebration of Unity.’ Write 4–5 key points you would like to include in your presentation.
How confident do I feel while presenting on a topic and giving feedback on others’ presentations?
1
I need help.
2
I think I can do it.
3 I feel confident.
What can we do to keep our classroom clean?
Participating in a Discussion Chapter 12
We can take turns to clean the board every day.
I agree! We can also remind everyone to throw waste in the bin.
Talking Book
About the Book
This SPEAK 2.0 book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focusses 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 2022–23. 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 our digital component, 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-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.
ISBN 978-93-89057-28-7
