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.
- 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:
- 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.
- 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.
- 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....
- 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.
- 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.
- 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
For more about the Past tense,
CLICK The
Easy & Essential Notes on Teaching and Studying '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.
You are Welcome!
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