These 5 Activities Are True Secrets for Teaching 'TALKING ABOUT CELEBRATIONS' in FORM TWO

Form Two 

Teaching Talking about celebrations.

Learn these COMPREHENSIVE TEACHING IDEAS on….

How to teach the sub topic ‘Talking About Celebrations for
Form Two.

in UNIT 2:1

A: INFORMATION OF THE TOPIC:
1. Topic: TALKING ABOUT EVENTS
2. Sub Topic: Talking about celebrations.
3. Periods per sub topic: 8.
4: Class: Form Two.
B: HOW TO TEACH THE TOPIC:

GENERAL LESSON INTRODUCTION
When people are narrating about what happened or took place in a given celebration, they use particular aspects to make the event look more jubilant in the eyes of the reader.
The students of Form Two can also have something to say when it comes to the narrating of what happened in a particular celebration.

-ACTIVITIES & GAMES TO FACILITATE A LESSON:
Activity 1: Family Celebrations-Use Family Celebration Photos
The students can be given an opportunity to express or narrate any family celebrations they prepared or took part in it or in neighbour’s family celebrations.
A teacher may explain that each student will have the opportunity to show their family celebration photograph. The students may have been told the day or days before. If a class is small, each student may explain about his or her photograph or if a teacher thinks it is important, he/she can arrange them in groups, and tell them to select one, two or three photographs to talk about as a group. When they have decided which photograph or photographs they are going to talk about, ask each student or each group the following questions.

  1. ·        Why are these events important?
  2. ·        What makes them special?


Activity 2: Guided/Independent Learning-Let them discuss and tell what happened by using a family photograph.
After allowing students to share their family celebration photographs with the class. Then a teacher may need each student or group to choose one family celebration to report on by choosing one particular family photograph. A teacher should remember that students may require some breaks during this process, as it could take some time for all students to share and explain their family celebration photographs. Try some Brain Break Activities to give the students a short rest so they can refocus.
Ask the group now to write about the family celebrations they have chosen. Remind the students that, they should choose one family photograph so that the whole group can focus on one thing. They may have been discussed, voted or choose three photographs, but for the writing activity, they should choose one photograph. Their earlier discussions of various photographs is still helpful because it helps them to know what other photographs have and then making them able to distinguish between then and choose only one for activity. Also a teacher should remind the students that their report should have the following language patterns:
  1. ·        Celebrations started at…….
  2. ·        The Guest of honour/brides arrived at…….
  3. ·        The parade/hall was……..
  4. ·        The Guest of honour/MC/bride said……..
  5. ·        Etc………

The students should also be reminded of the settings of the events. They should make sure their family celebrations are cantered on the common social settings like home, street, village, town, city or school.

Now, let them write! Supervise their work or have them write and submit to you. You should make corrections when you give them feedback!

Activity 3: Wrapping Up/Summarizing the discussions
Lastly, as a teacher thank the students for sharing their special family celebrations with the class. To summarize the content of the lesson, ask the students:

  •         What types of celebrations were common among the families of our classmates?
  •         Did you learn about any celebrations that you had not heard of before?
  •         Which celebration did you most enjoy hearing about and why?

Activity 4: Introducing Students to National Celebrations
In this activity, the students can now be introduced to other types of celebrations in which students will explore how nations celebrate their unique history, culture and identity.
Talk a little about national celebrations and brainstorm with the students on these national celebrations. After brainstorming, ask them the following questions:

  •         Can you think of any occasions where the entire country celebrates together?
  •         How are these events celebrated?
  •         Why are these celebrations important?
Then a teacher leads another discussion and find out the answers of the activity as a class. After the discussion of the questions above, a teacher may want his/her students to explore more on these celebrations. He/she can ask the students the following questions again:

  •         Why might special symbols be important to these national celebrations?
  •         Do these national celebrations have any special symbols in common?
  •         How do you think each of these national days might be celebrated?

Activity 5: Introducing Students to International celebrations.
Here the students are introduced to the kinds of international celebrations they know or they have taken part. A teacher can brainstorm with the students on these international celebrations. Students can sit in groups and discuss the kind of international celebrations, their specific dates or time for celebration, the purposes of these celebrations, activities accompanied with these celebrations, and symbols of these celebrations.

5: CONNECTION: Beyond the Sub topic: This sub topic is helpful for it makes students think and learn how to report events orally or in written form. This encourages students that the real events can be reported live or in written forms. Apart from that, students will also learn how to use past tenses when they are reporting the past events.
Also allowing students to write or report and event on a particular setting helps them to realize the importance of writing issues for a particular event at a time.

6: NOTE: By using students’ family celebrations like Family birthdays, Sendoffs, Weddings, and the like, the students will be more engaged in the activities or celebrations he/she is familiar with and he/she was one of the participant. This removes the notion that each activity a teacher teaches should be imagined only, thus making students the primary observers of their own activities. In this way, it is also simple for students to relate the events in English language because they are the ones who prepared it and they know almost every details of that particular celebrations.





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