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.
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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.
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REFERENCES