tsu english 7 hri

ENGLISH

TEACHER SUPPORT UNIT 7

ACCIDENTS AND SAFETY

English Teacher Support Unit 7

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Teacher Support Unit 7

Theme

ACCIDENTS & SAFETY

BEFORE WE START... The Sixth TSU

You have now completed the sixth TSU and would have observed that your students

better skills in English. By now, many of them would be able to:

· express their opinions in simple sentences on events, objects and issues · understand and explain simple concepts in science, math and social sciences in English · construct simple sentences using known words · create stories, narrate incidents and events in their lives in simple English · copy in a meaningful context

We have zeroed in on the theme 'Accidents and Safety' for this TSU. Most children would have seen or

experienced an accident in their lives – perhaps or larger events such as damage

to things at home or elsewhere, or some other calamity.

Many would have read about accidents in newspapers. They might also have watched scenes of accidents

in TV news bulletins. How can we tap their concern, experience and knowledge of accidents and safety

issues to enable them to learn English? Here are some suggested activities.

Activity – 1: Situations Write, Be careful on the board and ask 'Can you think of situations when will you say this?' After a few responses

from students comments, write Watch out! and Oh, my God! on the board one after the other and ask them to

give you situations for these as well.

Are there other phrases that indicate an accident - minor or major? Encourage them to give you phrases in Hindi

as well.

You can present the following situations if they were not told by students.


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· I used to live in Varanasi. Once, the water level in G

the top steps of the ghats. My friend Nityanand and I used to live in a building overlooking one of the

ghats. We were looking out of the window one morning, when we saw an old man, who appeared to have

come to bathe, struggling to get out of the water at the ghat. He was shouting for help, but the rains kept

everyone indoors and no one heard his cries. He was slipping into the water repeatedly and was in danger

of being swept away. Nityanand and I had an animated conversation for a few seconds, before he ran

down the stairs, rushed to the ghat and pulled the old man towards safety. He was from Kerala, on a

pilgrimage to Varanasi. We took him to his relatives staying in the nearby lodge. They were sear ching for

him and were relieved to see him.

· A few days ago, when I reached home in the evening, I found that the door was locked. I collected the key

from the neighbour and opened the door. A strong burning smell hit me. It took me a second to realise

that something was burning in the kitchen. I ran in, with my shoes/chappals on! A steel vessel on the stove

was burning, red hot. It looked like the milk inside had evaporated long ago, the vessel had turned black

and since the heat continued, it had become partly red. I switched off the stove, took the vessel off and

then doused it in water. I was sweating profusely even in winter but was relieved that I had averted a

disaster. I called my husband / wife (or brother/sister) on the phone and narrated what I saw. He/she was

shocked.

After presenting the two situations, ask 'What do you think the conversation was between me and my friend (in

me and my wife/husband/brother/sister on the phone (in the second situation)?'

If students are interested ask them to write the conversations individually or in pairs or

groups, and present it before the class. Or do it as a whole class activity, writing the dialogues on the

board as the students create them. if the conversation is in Hindi.

Pick some really good conversations from what the students have written. Ask the writers, or anyone

else who volunteers to come forward, to enact the conversations. Give them enough time to prepare to

enact the conversation, this time in English.

The students have to:

· create the dialogues

How would you decide if this activity – of writing the dialogue – should be done individually or in

pairs / groups, or if it should be a whole class activity?


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· create the characters

· learn the dialogues by heart

· rehearse

· perform the role play before the class

After the performance discuss the role play (How was the dialogue delivery? Were their expressions

and gestures appropriate?)

D

i

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Did it work?

Activity – 2: Dangerous things at home Write 'There is no safe place in the world' on the board and ask the following questions and develop a discussion.

· How many of you agree? Is there a place where you can feel absolutely safe? How many of you disagree?

(Ask a few disagreeing students why they think so)

· Is our home a dangerous place? What are the dangerous things in our home?

· What are the dangerous things at school?

How important is role play in language learning?

· It enables students to understand and reinterpret a story that they have listened to, read or

watched on a video. They apply what they have learned.

· It is an interesting way for them to learn the language.

· It creates a need.

· It become a memorable event.

What is the focus of this activity?...................................................

Did you make any

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in groups. Ask each group to

come up with at least 3 or 4 arguments or examples.

Two lists will emerge as answers for the last two questions. Write the lists on the board. Process the list s by asking

questions about how they pose a danger. Then ask 'What are the precautions you will take for each object?'

Discuss one or two potentially dangerous objects. Write the safety measures to be taken.

E.g., at home: Knife –

keeping the knife sharpened, using onl y a knife with a good, unbroken handle, never allowing children to go near

knives…

Ask them to copy the lists. D ivide the class into groups. Let each group choose one object and write the

precautions to be taken. Finally, they will present their work before the class.

Did it work?

Activity – 3: An ancient traveller

How do you view disagreement in the classroom? Is it disturbing and a waste of time or is it a learning

opportunity? Think about how you can maximise learning through differences of opinion in the

classroom. Here is one suggestion:

· ask the supporters and opponents of a view more questions thereby so that they are

encouraged to express themselves more.

·

·


try out

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Tell them this: 'Six or seven hundred years ago, it was Most

-threatening situations. V illages

and towns were far from each other. There were no paved roads and vehicles like we have now. Travellers faced

many, many dangers. Can you think of what dangers the travellers would have faced?'

Do this as a whole class activity. If there is no response to you

board – ‘the traveller may run out of food and water and there were no restaurants to buy food on the way '. Get

the students to add to the list and have it written on the board.

(The list could mention these: No place to stay in the night, threat of attack by wild animals and robbers, no way

to check quality of food or water, diseases and lack of medicines and doctors, different currencies in different

places within a small territory, lack of law and order meant possibility of arrest in distant territories, language

ing religious faith meant death

penalty…)

Textbook connection: You can connect this activity to the lesson, ‘Marco Polo’, in the Class 9 textbook

Tell them: 'Think about a man who travelled from continent to continent – from Europe to Asia. The

distance he travelled was somewhat like walking around Uttar Pradesh 200 times! Or walking from

Hardoi to Lucknow walk 1000 times! His name is Marco Polo. What made him to take that decision?

What were the dangers he faced? What happened in the end? To know the answers, t ake your textbook

and open LESSON TWO in the prose section.'

Say, 'List out the names of places and names of persons given in the lesson. Can you do it individually? Do

you want to work in groups?' Plan the activity according to what the students say.

Now ask them:

· How many names of places are there in the lesson?

· Whose names did you

· How are they connected?

Let a few students present their answers.

Try to get a world map to the class. Ask them to point out the places mentioned in the text book on the

world map, if the map is big enough and if it contains those names. Here are some questions you may ask.

· place?

· Where did he go


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· Where did he go next?

· What were the dangers he faced?

Did it work?

Activity – 4: In the newspapers

The following news item is taken from a newspaper called 'The Times of India '. You may select a recent news item

published in the local newspapers or magazines about an accident. If English newspapers are not available, try to

make do with a newspaper in Hindi. But see that the passage you have chosen can be translated and narrated in

English.

Suggestions for presenting the lessons in the textbook.

· Use suitable activities from the TSU as triggers

lesson.

· Ask your students to present alternative scenarios to what is presented in the text book. It is ok if

they do it in Hindi.

· When they make their presentation, discuss the points presented, provide additional information

or views.

· Explain the context, read out a part of the text, ask them to guess the meaning of hard words .

· Get them to refer to the glossary but don’t stop there.

Encourage them to use those words in their own sentences?

· year? Are there other s you

?

· lesson, how will you e places that


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Ask some questions to test their comprehension. If you think they have not understood, read out the report again.

Then initiate a discussion with the help of the following questions.

· Who is responsible for the accident? What would be the reason for the accident?

· Have you read any news item of this kind before? Can you share it with the class?

· How many of you read newspapers daily? Weekly? Does anyone read magazines or books?

· Can you name some newspapers in our area?

· Can you collect some news items about accidents?

Don’t forget to say 'If the reports are in Hindi, try to translate them into English. Don’t worry about the mistakes.'

How to make use of newspapers (preferably, English newspapers) in the class?

· Ask students to read some news items regularly and remember to ask them to tell you about

what they read. It could be just the headlines or an interesting piece on the sports page, etc.

· Read a report and ask them to provide a headline

· Read some part of the report and ask them guess the remaining parts

· Guess the meaning of the hard words by reading the sentences in which they occur

· some reports related to their subjects/ interesting, let them take notes

· Give students small sections of an English newspaper and conduct a variety of activities:

biggest word, two/ three letter words the meaning of the unknown words in the dictionary,

etc.

· Ask them to read out the news reports to the class. You can ask different students to do this

every day.

GUWAHATI: Thirty -two people, including 12 children, were killed when a goods -laden truck hit two mini buses travelling in Assam's Barpeta district early on Thursday. The victims were labourers who were travelling with their family from Haripur, Hatimura and Khulukhuli villages in Dhubri district to Rangiya where they were looking for work in brick kilns. Police said they had retrieved 27 bodies from the accident spot on the National Highway-31. Five others died in different hospitals of Barpeta and Guwahati. Another 13 are still battling for life in hospitals in the city. 'The whole area was strewn with bodies of men, women and children. The injured were writhing in pain when we arrived at the spot. The two mini buses were hit by a 10-wheeler truck coming from the opposite direction at high speed,'


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Did it work?

Activity – 5: Before we begin... Tell them: 'Before riding a cycle I always check two things. Can you say what two things I will check?' (E.g. checking the brakes and air. But you can mention whatever you think are important – such as whether you have the key for the lock). Then ask 'Before starting to drive a bus, what should the driver check?' After some answers, present the following situations. · You are going to change an electric bulb · You are going to cross the roa d · You are about to start the motor for the well that · You are about to light the stove · You are about to board a crowded bus · · You are about to go on a pilgrimage with your family to Kedarnath

In every class there are quiet students and students who often get left out for a variety of reasons. How do you help them to participate in activities? Here are some suggestions. You can add more. · Ask open ended questions and help them articulate their responses. · Include simple activities. · Ask them to share their experiences or answers before asking those who speak

without inhibition. · Ask some questions of the kind for which everyone will er. · Use the 'no error technique'. (E.g. How do people usually go to Delhi? By train or by

cycle?) · Enter into personal conversations with them. · Use their experiences for general discussion.


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Did it work?

Activity – 6: The rules of the road –

(Class 9-textbook activity– Lesson 6 in Prose Section)

Write 'Keep left' on the board. Ask 'Have you seen this phrase before? Why is this sign posted on highways and

roads? When you walk on the road, which side should you walk? Right or left?'

When students present their views don’t forget to ask for the reasons - Why should we walk on the right side?'

Tell them that in many big cities, pedestrians have to cross only at certain points on the road. These are called

why this rule is made. Give them hints: drivers can see the crossing from a distance and will slow down, etc. Ask

students to think of other dangerous things they have seen people do on roads and ask them to suggest safer

ways and measures to prevent these abuses.

Give them some hints: Ask them what are the safest spots to cross on a highway, when and where they should

cross the railway tracks.

Let them present their views. If the y say something interesting write it on the board.

Then say 'In our textbook, we have a lesson called "The rule of the road". In this lesson one man was walking

with his walking-stick along the road. He spun his walking-stick (act as if you were spinning your walking stick).

Another man saw this and he ut.' Give them time

to read the text.

Ask them some questions to assess their understanding. Ask them to read out the particular part of the text as

answers to your questions.


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Then say 'There are three parts in this lesson. Can you tell me what each part describes? What are the rules to be

followed when we walk along the road? Can you list out some of them?' If you feel that they need more time, you

can offer this as home task. Continue the discussion the next day.

Did it work?

lt boring

Activity – 7: Nobody can do anything Say 'I am going to say a few sentences. Can you guess what I am talking about?' and say the following sentences

one after another as if you were giving clues to a puzzle. Present a sentence, wait for a few seconds. Ask 'With

this clue, can you guess what I am talking about?' and then present the next sentence.

· It kills people in large number

· It can happen anywhere in the world

· anything about it when it happens

· Scientists can only warn about but cannot prevent it

(Expected answers: Natural calamities, earthquakes, cyclones , Tsunami )

Ask them if they remember or read about an event that happened in the neighbouring state of Uttarakhand in

2013. Floods, the holy shrine of Kedarnath was devastated, we don’t know how many died – but it could have

been in tens of thousands, how the army helped rescue lakhs of people, how some of the worst and best human

traits were revealed during the disaster (people removing jewels from dead bodies, shopkeepers charging Rs. 100

for a roti, army men risking their lives to bring survivors back, helicopter crash in which jawans were killed, etc). If

they remember the incident, which was telecast on TV by all news channels for over two weeks, ask them for

personal anecdotes. Some of them might have lost relatives, or heard of relatives or friends or neighbours suffer –

they might want to talk about it. Encourage them and ask them questions showing genuine empathy.


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What are our responsibilities during disasters? Ask them questions that reveal dilemmas:

· Suppose you were in Kedarnath on that fateful day. You have survived but have food only for yourself to

last for a day. There is an old woman who is dying of hunger. If you share food, both won’t have enough to

last a day. If you give food to her, she will live but you may not survive . What will you do?

· You come across a child who is the only survivor in the family. You trek back with this child to safety over

family. If you simply hand over the child to the police, he will be heartbroken.

Create more such situations and check how the students respond.

Did it work?

Activity – 8: Everybody, somebody, nobody and anybody Write 'Everybody, somebody, nobody and anybody' on the board. (Of course, you can say translate this into Hindi

as well)

Then say 'When natural calamities happen…' pause for a few seconds and write the following sentences one after

the other on the board.

When natural calamities happen…

................................... will be affected.

............................ will lose their lives.

............................... will be safe.

............................... can help ........................


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Try to make more sentences and add to the list. After writing a few such sentences on the board you can ask

them to read and then

blank spaces.

After this activity, ask them to use the four words in the title - everybody, somebody, nobody and

anybody – in a sequence of sentences in a narrative. It could be a story or description of event. It can

have many sentences but these four words must be used.

E.g. When I was going to Lucknow by motorcycle/taxi, I saw a totally mangled bus on the road. It was

obvious that the bus had met with an accident. I went near the bus. ‘Nobody’ was inside. I thought that

‘everybody’ was dead. I asked a person who was standing there about the accident. He said ‘somebody’

from the nearby hospital rushed there in an ambulance only a few minutes after the accident and took the

injured patients to the hospital. If ‘anybody’ saw the condition of the bus, he would think like me.

Allow them to work in groups and write a short passage using the four phrases.

Here is another rather famous example on these words.

There was a team of four members called ‘Everybody, Somebody, Nobody and Anybody ’. There was an

important job to be done. Everybody was sure that somebody will do it. Anybody could have done it, but

nobody did it. Somebody got angry about that because it was everybody’s job. Everybody thought

anybody could do it. Nobody realized that i t was everybody’s job. It ended up th is way: everybody blamed

somebody when nobody did what anybody could have done.

Did it work?


Did

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Activity – 9: Dialogues in emergencies Tell the students this: 'In case of any emergency, usually you have to call someone on the phone. Which number

'

Write the emergency contact numbers of police, . in your area on the board. (You may

have to do some legwork to get these numbers).

emergency service each number represents.

Once the students are able to match the numbers with the services (with your help), ask them if they could write

situation (e.g., an old newspaper shop in the neighbourhood has caugh the

situation explained, directions given…) for each group. Give them 15 -20 minutes to come up with dialogues. Get

each group to make a presentation and other groups to analyse and offer views. Give your views at the end.

numbers exist now, but are needed – for e.g., for pregnant women, food poisoning, severe cold or hot

weather-related illnesses.

Did it work?

In TSU 7

Here are some indicators for you to assess your own performance.


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· Could you get the quieter students to participate in the activities?

· Could you collect the required materials in advance and use them

effectively?

· Could you assist the students if and when needed, adequately?

· Did you appreciate their efforts and encourage them?


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Here are some indicators for you to assess students’ performance.

Assessing students. ..

· Did they read newspaper reports and understand the basic information given there?

· Could they listen to and understand the stories and anecdotes in this TSU ?

· Did they involve themselves in oral, group compositions with enthusiasm?

·

·

At the end of TSU 7, the students would be able to:

· Listen to and understand talks, views, dialogues in

· Read and understand important newspaper headlines

· Express views and opinions in oral and written forms

· Undertake simple language projects - like creating a poster

· Participate in oral group compositions

· – attention to punctuation, period, comma

· Narrate stories orally or in written form


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tsu english 7 hri

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