An In-Depth Guide on 'Talking About Marriages' in Form Two

Welcome to UNIT 15.2


PREVIOUSLY: In Unit 15.1, we covered the sub topic “Describing character in Form One. You can also access these previous sub topics though these links; Describing Character F I Part 1 and Describing Character F I Part 2                                                                     

IN THIS UNIT 15.2, we discussed how to teach the sub topic “Talking about marriages” in Form Two.

TOPIC’S INFORMATION
Main Topic: TALKING ABOUT CULTURAL ACTIVITIES
Sub Topic: Talking about marriages
Periods per sub topic: 8
Class: Form Two


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DESCRIPTION OF THE SUB TOPIC
Marriage ceremony is one of the most common social and traditional occasions that happen regularly. In some seasons and some places, marriage ceremonies happen every month. Thus, this is the social gathering that every student is familiar with. The teacher will have the task to guide students to narrate the events that they already know.

SPECIFIC OBJECTIVE OF THE LESSON
The student should be able to describe marriage activities. The student should use appropriate language to describe marriage activities including engagement parties, send-off ceremonies, kitchen parties, wedding ceremonies, and marriage ceremonies.

  1. TEACHER’S PREPARATION STAGE
This stage is about the preparation of the teacher before undertaking the lessons of the particular sub topic. These are all activities, procedures, materials, teaching aids, and games prepared by the teacher for teaching a sub topic:

  1. Putting heads together: Introducing the topic/lesson properly. Organising how students will be able to get to know what is the topic/lesson about. It is where teacher makes sure that students are going to be in his/her train. It includes brainstorming and familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage students can understand what is going to be discussed in the particular topic.
In this sub topic/lesson; Teacher should know that his/her students witness and participate various marriage ceremonies at their places whether at villages or in towns. Then, the teacher has to brainstorm with the students on the marriage ceremonies and how they are conducted.

  1. Preparation of Teaching and Learning Materials. A teacher has to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson, the teacher will have to prepare the texts on marriage ceremonies, marriage certificate, and pictures of marriage ceremonies. As the pre-lesson task, the teacher can ask students to come with the pictures of marriage ceremonies of one of their family members or even of their parents. These pictures will be helpful when they are asked to talk about what happened in the marriage ceremonies they participated.

  1. Target Practice. Show or Guide students to the practice of the functions of the sub topic. A teacher has to show or guide students to the target practice of the grammatical functions of the sub topic.
In this sub topic/lesson at this stage, the teacher will guide students to learn the patterns and other English sentence structures that they can use to narrate what happened in the marriage ceremonies they participated or witnessed. Some of these patterns are:
She married a rich man.
The groom was old.
The bride looked shy.
He was married to....

  1. Context-Based Practice. A teacher leads students to the discussion on how the target grammatical functions practised earlier can be applied or integrated into the contexts and situations. The students are guided by the teacher to apply the learnt skills in relevant contexts and situations like school and library.
In this sub topic/lesson, in order to narrate marriage ceremonies appropriately, the teacher should guide students to express marriage ceremonies that happened in Neighbourhood, classroom, village, town, city, home, church, mosque.

  1. Vocabulary Building Practice. At this time, teacher discusses with the students on the vocabularies and phrases to apply in the already mentioned contexts and situations.
In this sub topic/lesson, in this context, the teacher has to guide students to talk about the marriage ceremony vocabularies like Bride price, bridegroom, wedding rings, reception, wedding cake, best man, matron, MC, inner party, kitchen party, send off.

  1. TEACHING AND LEARNING PROCEDURES, ACTIVITIES AND GAMES
Guide the students to the full sub topic/lesson procedures, activities and games for better understanding of the sub topic by following these activities:

Activity One: Brainstorming. Brainstorming the sub topic/lesson’s concepts with students through oral questions with answers, pair works, and group discussions of all important concepts to get students on track.
In this activity, the teacher has to guide students to brainstorm on marriage ceremonies. He/she should ask students about the meaning of terms Marriage, Marriage Ceremony, Wedding, bride, bridegroom, best man, best woman, and others so that to be familiar with the content of the sub topic/lesson.

Activity Two: Teacher’s Demonstration. Teacher's application of his/models or examples so as to bring the topic/lesson and the students into the real or common sense of the topic/lesson.
In this activity, the teacher can provide students with his/her model.

Teacher's Model

The Wedding I Will Not Forget
I come from Mabano Street. This street is at the centre of the town. One day, I attended one of the marriage ceremonies that were being held at one household. When I arrived there, I was welcomed by the special receptionists of that particular marriage ceremony.

I got a front seat where I could see the bride and bridegroom clearly. I was lucky to get that seat. I was able to see everything there. But two important events surprised me very much.
One surprising event happened when the bride's high-heeled shoes broke and the bride fell down. Luckily, she fell on invited guests who were able to get her. Her bride gown was not dirty. She was embarrassed to the extent that she was feeling uncomfortable all the time. I felt sorry for.
The second event was more terrific. The bridegroom's best man vomited violently and disgustingly in front of the bride, bridegroom and the invited guests. It was so embarrassing that everyone felt bad. It happened after the best had eaten and other guests were still eating. The impact of this bad manner made some guests to leave the food and the place completely.
The wedding ceremony was expensive and well prepared, but it was ruined by these uncomfortable acts.

After giving out his/her model, the teacher has to supply some texts to students. Students have to read texts about marriage ceremonies and pay attention to teacher's guidance. This reading will help students to be familiar with the texts. It will help them to get the idea of narrating the marriage ceremonies they participated or witnessed.

Activity Three: Students’ Demonstration. Showing students how models like that of a teacher can be applied by them. Here students need to be guided on how to use given expressions, structures, vocabulary, and phrases or similar ones.

In this activity, the teacher has to guide students to practice by describing what happens in marriage ceremonies.
Students are guided by the teacher to be in pairs or groups. Then, the teacher asks each pair or group to brainstorm on the pictures of marriage ceremonies they have come with as they were instructed by the teacher in pre-lesson activities. The pair or group should select at least one or two pictures of marriage ceremonies to use it for narrating what happened in the marriage ceremonies they participated, witnessed, or imagined.
After, selecting one picture, each pair or group has to select one student to present before the class.

Activity Four: Writing Practice. Taking/leading students to the real situations or contexts where they can apply what they have mastered. Here speaking, reading or writing activities are involved.

In this activity, students are now guided by the teacher to write about what happened in the marriage ceremonies they participated or witnessed. Each pair or group should use the picture they have chosen to write about the events of the marriage ceremony. This writing activity has to do with writing what happened in the marriage ceremony in relation to the details of the picture of one of the marriage ceremonies.

Activity Five: Another Writing Activity. In this activity, now the teacher guide students to write about what happened in the marriage ceremonies they participated or witnessed without using the picture of one of the marriage ceremonies. This is the writing about real marriage ceremony events that students experienced, witnessed or participated. The students can be in pair or group and decide on the marriage ceremony events they are going to write about.

Winding up the topic/lesson. Here teachers summarise the topic/lesson by emphasizing the importance of the sub topic/lesson and suggesting other related aspects of the sub topic/lesson.

Additional Activity: As a teacher, what other activity can be applied in this sub topic/lesson? You can always drop your alternative activity or activities to this article so as to improve teaching and learning of 'O' Level English - OLE

GRAMMAR PRACTICE:
PAST TENSE

REFLECTION
The teacher asks students to discuss about the marriage ceremonies in the society. The teacher guides students to show how these marriage ceremonies are the real things in the society.

ASSESSMENT
The teacher should use relevant assessment tools like oral questions, drills, games, exercises, pair works, group works, and assignments so that to check if a student is able to describe marriage activities.

ASSESSMENTS
Assessment #01: Group work.
Ask students to form groups and write about what happened in any of the marriage ceremonies they are aware of.

Assessment #02: Pair work.
Ask students in pairs to write what happened in the any marriage ceremony of each pair’s choice. Later each pair should present to another pairs and compare their works.

Assessment #03: Individual work.
Ask students to write what happened in any marriage ceremony they witnessed or attended individually.

Note: You can give students more individual works, pair works, and group works to facilitate their interaction and understanding of the sub topic or lesson. As English language teacher you have to give students more works to do. Because language is meant to be largely spoken and written, the teacher should rely on written exercises and notes. Instead students have to learn English language by vigorously exercising individually, in pairs, and in groups.

SUMMARY/CONCLUSION
The teacher sums up the sub topic/lesson by discussing the importance of marriage ceremonies in the society and why they should be exercised. The teacher also guides students to discuss the importance of marriages to the stability of the families and the welfare of the whole society and humankind.

NOTE: These stages explained above are not necessarily covered in a single lesson of single or double period. Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20. So, the teacher's task is to divide these stages according to the total number of periods for a particular sub topic.

WHAT IS YOUR OPINION?
This article is about how to study and teach"Talking About Marriages" in Form Two. As a student or teacher, what is your opinion on how to study and teach this sub topic/lesson?
Your opinion is worth and I believe that it can make these materials better for our own consumption.

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