How to Teach 'EXPRESSING ONESELF' in Form Four

Expressing Oneself for
FORM FOUR  

UNIT 1:3


Learn these COMPREHENSIVE TEACHING IDEAS on
How to Teach a Sub topic, "Expressing one’s feelings, ideas, opinions, views and emotions" for Form Four.


(Also: For Literature in English Subject, Check out my Literature in English Blog. Also check out My Diary for Diary Writing Inspiration and More! )

A: Information of the topic:
1. Topic: EXPRESSING ONESELF
2. Sub Topic: Expressing one’s feelings, ideas, opinions, views and emotions.
3. Periods per sub topic: 16
4: Class: FORM FOUR
B: How to teach the topic:
-ACTIVITIES & GAMES TO FACILITATE A LESSON:

ACTIVITY 1: MINI-TALKS.
Mini-talks are aimed to give students freer speaking practice from mini-talking activities. The teacher’s job here is to supervise while focusing on the accuracy in these talks and give out feedbacks.
This is mostly diagnostic activity in which teacher identifies the errors while students talk, and later the teacher can give out the resolutions to those problems.

Instructions & Procedures.
The procedures for implementing this activity can be broken into days, sessions or lessons as follows:
In Day 1 or first lesson a Student ‘A’ chooses a topic and talks for 3 to 4 minutes - students B, C and D then ask questions about the content, the teacher notes down the problematic language areas.
In Day 2 or second lesson, the teacher may come with all the lexical items and phrases that were problematic for the students and give them in order to improve their task.
Now students can re-tell their improved version to a new group and are at the end given an individual feedback sheet which focuses both on problems detected as well as good use of language and pronunciation.
This activity is suitable for any type of class and of any age - students like it and it is a chance for freer speaking practices that is also developmental.

ACTIVITY 2: PUT YOURSELF IN THE PICTURE.

This is a speaking task that encourages students to empathise with other people and try to understand them better. The activity may involve the uses of various visuals or pictures of people like refugees or migrants and the students have to imagine they are the person in the picture. The activity is intended to boost the students’ thinking abilities while they talk and reflect by using the visuals provided.
Preparation
Supply the student with the images of the people and make enough copies so that each student can have one image.

Instructions & Procedures
Choose one of the images to model the procedure. Show the students the image of the person you have chosen. Tell them the person is a refugee. Ask if they know what a refugee is and explain if necessary.
Ask them to try to guess information about the person in the picture. Here are some guiding questions to get them thinking.
  • How does the person feel?
  • What is s/he thinking about?
  • Where did s/he come from/
  • What does s/he do now?
  • How long has s/he been away from their country?
  • How do they feel about the country they left?
  • How does s/he feel about the country s/he lives in now?
  • What problems did s/he have in the new country?
  • Why did s/he leave their country?

Try to get your students to imagine as much information as they can, it doesn’t matter if it is correct or not, just let them use their imagination.
Now give each student a picture. Tell them that they are the person in the picture and that they should try to imagine what their life is like. Give them some time to think about this and make notes if necessary.
Now put them in groups so that each group has a person with a different one of the pictures.
To make even students explore more about the topic through speaking and listening, a teacher can allow the discussion of some of the problems of moving to a new country.

The good impact of this activity is that it allows the students to release their feelings and views on behalf of someone else.

ACTIVITY 3: OPINION POLL

In this activity students will practice forming questions and explore opinions regarding various topics like refugees, migration, drugs and many more. They will create their own questionnaire or forms with questions and survey classmates, friends and family.

Instructions & Procedures
A teacher may ask students to think about going to live and work in another country. The good way is to put them in groups to quickly discuss where they would go and what they would do etc.
Now get the students to think about the migrants who come to work in their city. How are they perceived? Are people positive about migrants to their city? Are they treated well?
As a teacher, put the students in pairs or groups to brainstorm and form ‘Yes / No’ questions they could ask other groups or pairs. A teacher can give them few exemplary questions to get them started. For instance, Do you know anyone who has come from another city or country?
“Once the groups have had time to write some questions, join the pairs and groups and get them to share their questions. Try to come up with 10 questions as a class.
Once you have 10 questions, ask the students to write them down and do a quick class survey using their questions.
Ask the students to take the questions home and ask as many people as they can and collect opinions from friends and family.
In the next lesson ask the students to share their results. You could also get students to write up the results as a report”.
And many more relevant activities that a teacher may have devised in order to teach this lesson to the Form Four students.

6: CONNECTION: Beyond the Sub topic. Expressing oneself centers on Speaking and listening activities, and a teacher is advised to apply a lot of activities so that he/she can make sure the intended goals are reached.
When handled well, the practice like Opinion Poll practice can help the students to interact with their parents and neighbors who speak English. This will make them motivated and encouraged to use English at their homes. It can also build their confidence in speaking especially asking questions like journalists do.
Mini-talks are very important as well. They build student’s critical thinking skills and other language skills.

7: NOTE: The important thing to remember is that almost every activity or game can be applied from Form One to Form Four, but the change in contents and mode of presentation should consider the level of simplicity and complexity. Apart from that, it is a good idea to change or to use variety of activities and games because in doing so, students get interacted with diverse approaches and some like certain activities but do not like others.


Also check out the following:
Form I Sub topics, at FORM I SYLLABUS TOPICS REVIEW
Form II Sub topics, at FORM II SYLLABUS TOPICS REVIEW
Form IV Sub topics, at FORM IV SYLLABUS TOPICS REVIEW  

For more on Literature Topics, check out Literature in English Blog
For how to be professional keeper of your Diary in Kiswahili or English, check out My Diary

For Form IV NECTA Examination Sections, check out ELABORATED CSEE NECTA EXAMINATION SECTIONS


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