PREVIOUSLY:
In Unit 16.2, we discussed about the various
ways of teaching the sub topic "Expressing state of health" in
Form One.
TOPIC’S INFORMATION
Main Topic: TALKING ABOUT
CULTURAL ACTIVITIES
Sub Topic: Talking about funerals
Periods per sub topic: 8
Class: Form Two
DESCRIPTION OF THE SUB TOPIC
When someone dies, people make some necessary preparations and customs
before hurrying him/her. This service is called funeral ceremony.
SPECIFIC OBJECTIVE OF THE LESSON
In this sub topic/lesson the student should be able to describe what
takes place in funerals.
- 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, the teacher will introduce students to the various ways funerals are
attended and some customs involved.
- Preparation
of 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 guide students
to read texts on funerals from various sources like books, magazines, and
newspapers.
- Target
Practice. Show them/Guide them 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, the teacher has to guide students
to brainstorm and understand the grammatical patterns and sentences that are
applied when talking about funerals in the society.
The burial took place
in the cemetery
The mourners didn't
eat food
If a rich man
dies.....
If someone dies in a
family...
If you die....
- 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, the contexts such as home,
school, church, mosque, and graveyard are to be considered by the teacher and
the students as well. In most cases, the funeral events happen in the
combination of multiple contexts. If someone dies at home, at working place or
dies in the accident, we expect that the funeral service can be held at home,
church, mosque and finally at the graveyard.
- 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, he most commonly applied
vocabularies when describing funerals are: mortuary, die, funeral, grave,
coffin, HIV/AIDS, mourners, condolences, shroud, widower, widow, deceased,
preacher.
- 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 the sub topic/lesson through oral questions with answers,
pair works, and group discussions of all important concepts to get students on
track.
In this activity, teacher and students will together brainstorm and discuss some oral
questions about the sub topic. As an introductory prompt, the teacher can ask
each of the students or some of the students what they see or experience when
someone dies at their household. The teacher will record the responses of each
student on the blackboard. For example, some responses can be:
When someone dies:
- People start mourning.
- Neighbours gather to mourn with the affected family.
- People bring food.
- Important relatives of the deceased person are
summoned.
- The corpse is prepared for the burial.
- The corpse is taken to the graveyard.
- The Burial's religious service is conducted at the
graveyard.
- The corpse is buried after the religious service.
Activity Two: 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 demonstrates how he/she can express or talk about the
funerals in the class. Pursuant to this context, the teacher will apply
important vocabularies and grammatical patterns to talk about his/her
experience on funerals. The students should be well guided on how these events
are reported.
Example:
When my sister fell sick at
home, my parents took her to the village dispensary.
I stayed home with my two young brothers. I cooked rice and took them with me
to see her in the dispensary.
Fortunately, she was recovering.
Doctor said she had malaria. Next
day, she was discharged and our
neighbours came to see her. We were happy she had fully recovered. At the dispensary,
Doctor strongly advised us to use mosquito
nets during the night.
Activity Three: 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 guides students to read about funerals from selected
texts. The teacher has to supervise this reading activity. This is the
students' experience of reading about funerals in the texts. By reading these
texts, students will have another experience of interacting with how funerals
are reported in various contexts.
Activity Four: 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, the teacher has the role of making sure that students interactively
discuss in pairs or in groups on what happens when someone dies. The teacher has
to guide them and encourage them to use appropriate vocabularies, grammatical
sentences and contexts. It's a good idea to remind them the patterns they have
learnt in the Target Section and the vocabularies learnt in the Vocabulary
section.
The teacher also guides these groups to present what they have discussed
to the class. The teacher can organise class presentation for each group so
that every student can see what others have discussed. These class
presentations will help students to compare their works and correct their works
as well. The presentations help students to come out with a well-polished work
for future reference and use.
Activity Five: Winding up the topic/lesson activities. 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.
In this activity, the teacher will sum up the lesson activities by encouraging students
to practice on expressing funerals properly. The students should be given more
talking points that relate with the funerals.
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:
Tense Practice
For
more tense practices, check out:
REFLECTION
Ask students how they get funeral news at home or at school. Actually,
some students will say they get them from their parents, relatives or
neighbours. At school, they will say they get them from teachers, friends and
from other verified school servants. This is how funeral events are experienced
in the real life.
ASSESSMENT
A teacher should design an evaluation for students by using appropriate
assessment tools like oral questions or assignments so that to see if the
students are able to describe what takes place in funerals.
ASSESSMENTS
Assessment #01: Group work.
In groups, ask students to write what happened in the funerals they saw
or experienced.
Assessment #02: Pair works.
In pairs, ask students to write what happened in the funerals they saw
or experienced.
Assessment #03: Individual work.
Ask each student to write what happened in the funeral they saw or
experienced in their respective locality.
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
Funerals are daily life happenings. A funeral is conducted when someone
dies. Deaths are the worst events to human beings. However, it's important for
everyone to understand how to express what happens in various funerals. The
students are no exception. They should be equipped with the ways on how
funerals are expressed.
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 funerals" 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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