INTRODUCTIONThe English curriculum is divided into three parts – the digital self-learning lessons, accompanyingstudent workbooks and a set of classroom activities, games and interactions which allow students topractice and demonstrate their learning.The digital lessons will aid the instructor by providing all the content in a structured manner. There willbe a total of 34 English digital lessons. The classroom sessions will span the duration of the course withcomplementary activities each week.OBJECTIVES1. To equip students with basic English skills needed in any workplace2. To equip students with basic English skills needed for most day to day conversations and interactions3. To increase the confidence of students in speaking and communicating in English in most day to day situations4. To familiarize students with English skills needed to apply for a job and participate in job interviewsAdditionally the following information is provided for the facilitator’s use:1. Types of interactivities in the digital lessons2. Common mistakes (by students)3. Answer booklet: the answers for all workbook exercises. In case of subjective exercises, samples will be provided.DESCRIPTION OF THE CURRICULUMThe curriculum for the English course has been developed with the understanding that the students,who are training to be employed in any customer facing role, will be required to communicate effectivelyin situations they are likely to face in their profession.The course is structured in three parts – the digital lessons and accompanying workbooks which areinterspersed with instructor led activities.The learning of English is situational. For each lesson, relevant situations have been identified for whichvideos, audio clips, words, phrases, sentences, as well as conversations (where possible) are provided.Each session also covers a language concept –the Take Away of a session is therefore a combinationof what to say in a situation and the learning of a language fundamental.The digital lessons are designed such that they can be accessed easily by the student on his own (selfpaced lessons). Every digital lesson is accompanied by a workbook activity. Some activities are to bedone along with the digital lesson, others to be done after the completion of the digital lesson.As the target audience is not very familiar using computers, they will need some assistance to gothrough the lesson. Also we are using English to teach English. It is because of these two reasons thatan instructor should always be available as the student is going through the lesson, to clarify anycontent related issue and user interface related question.ENGLISH DIGITAL LESSON STRUCTURE1. Goal Which lists what will be covered in the lesson and the sequence of activities that will follow.2. Video Most lessons have 1 or more video clip to get the attention of the student and to introduce the topic.
3. Video exercise There are 1 or more exercises based on the video to check their comprehension.4. New words and Phrases Here the student is introduced to new words that can be used in that situation. A sample sentence on how to use the word in correct English is also provided. The same set of words is also provided in the workbook. Here the student has to form their own sentences looking at the examples in the digital lesson.5. Workbook Activity In each digital lesson, there is an activity that needs to be done in the workbook. The instructions are displayed on screen, but the complete information is provided in the workbook. This exercise has to be completed in the workbook and then continued to the next session.6. Grammar concept In some lessons a grammar concept is explained with some examples. These have to be further explained/clarified by the instructor present while doing the digital lessons.7. Activity Writing Sentences: This is an activity to practice grammar concepts.8. Conclusion Indicates the end of the lesson. The next lesson in the sequence is mentioned. The assessment for the lesson to be completed before proceeding to the next lesson.9. Two type of interactions. One where the student has to enter or select an answer and then click Check Answer. Here the answer is evaluated and feedback is given. The other where the student has to discuss the question and then click Show Answer. A possible answer is displayed. The emphasis is on the discussion and not the correct answer itself.DIFFERENT TYPES OF INTERACTIVITY1. A question with multiple choice answer options. User to select 1 option.2. A question with multiple choice answer options, but there could be more than 1 correct answer. However the student can select only 1 option.3. A question has multiple answers and the user can do a multiple select. Here the answer is not evaluated. The user has to check the correct answer with his selection.4. A statement is given. The user to type in the answer based on the instruction.WORKBOOKSThe exercises reinforce the learning that takes place in the Digital lesson. They are short exercises thatthe students attempt outside class hours or in the class (time permitting). Effort has been made to makethese exercises as closely mapped to the situation of the lesson as possible.ENGLISH ACTIVE LEARNING SESSIONSIn addition to the digital self-learning content, the English content comprises a series of games andactivities designed to enhance the learning experience. Students will find these active learningexercises a useful tool to practice and improve their English language skills.There are 3 types of classroom activities which supplement the digital lessons. All activities will be ledby the facilitator. The activities are1. Actor Studio2. Word Weekly3. Quest Town
STUDENT ASSESMENT FORMAT1. Each student pair will be tracked based on the number of digital self-learning lessons they have completed. This data will be available through the Learning Management System (LMS)2. Every student should complete their workbook activities for each digital lesson completed. This will be checked on a weekly basis by facilitators and Training Support Officers from QUEST3. The digital lesson will comprise an assessment which will award each student pair a certain number of marks per assessment4. There will be a midterm and end term assessment of student learning5. Facilitator observations and notes of student performance in the classroom games and activities will be made. This data will be shared regularly with Training and Support Officers from QUESTCONCLUDING NOTEThe English curriculum is meant to equip students with day to day skills in the language. It is not meantas a course to ensure command over the written word or advanced skills. Students will need to comeinto the course with a basic knowledge of English. The English curriculum spans the entire duration ofthe Skills to Succeed program from the first to the last day.IMPORTANT POINTSFor the Facilitator 1. To close the video after viewing, click on close (x) at the top right. 2. To view the contents of the screen again, click the refresh button. 3. Ensure students discuss/attempt the answers before clicking ‘Show Answer’. 4. For an activity, where the answer has to be typed in, ensure the punctuation and spellings are correct. 5. In exercises with more than 1 question, ensure students attempt all questions and do not skip any questions. 6. The workbook activity in the digital lesson must be completed in the workbook 7. Ensure students complete the workbook activity mentioned in the digital lesson before they move forward to the next activity 8. In certain questions there can be more than one correct answer, but the student has the option to select only one answer.
CONTENTLesso Lesson/Activity Lesson Lesson/Activityn No. Greeting a person No. Asking the price 17 Word Weekly 4.3- Asking for Price1 Activity Talking about weather 18 Word Weekly 4.2- Word Detective2 Introducing oneself Activity Talking about an experience 19 Word Weekly 5.2- Story TellingActivity QUEST Town cards Activity Visiting a Doctor 20 Actor Studio (Role play)3 Asking for time, date, etc. Activity Opening Bank Account 21 Word Weekly 5.1- UnscrambleActivity Word Weekly 2- BINGO Activity Making Travel Bookings 22 Checking in at a Hotel4 Describing someone 23 Word Weekly 5.2- Story Telling Activity Writing a resume5 Asking simple questions 24 Writing a simple application 25 Actor Studio (Role play)Activity Actor Studio (Role play) Activity Writing an e mail 26 Word Weekly 6.1- WritingActivity QUEST Town cards Activity Writing a covering letter 27 Writing a Resignation letter6 Talking about one's favorite things 28 Word Weekly 6.2/6.3- Unscramble Activity Discussing a topic of interest7 Talking about likes and dislikes 29 Giving and Receiving Feedback 30 Actor Studio (Role play)Activity Word Weekly 3.2- Unscramble Activity Making objections 31 Clarifying something8 Inviting someone 32 Describing a lost item 33 Word Weekly 7.1- Describing a lost itemActivity Word Weekly 3.5- Sentence Shuffle Activity Giving simple instructions 34 Actor Studio (Role play)9 Going Shopping Activity Word Weekly 7.2/7.3- Giving simple instructionsActivity Word Weekly 3.3- Word Detective Activity10 Ordering food at a restaurantActivity Word Weekly 3.4- Word DetectiveActivity Actor Studio (Role play)11 Planning an outingActivity Word Weekly 3.5- Sentence Shuffle12 Narrating a StoryActivity Word Weekly 3.1- Story Telling13 Describing a known placeActivity Word Weekly 4.1- Describing events14 Giving directionsActivity Word Weekly 4.4- Sentence Shuffle15 Describing an eventActivity Actor Studio (Role play)16 Finding a place to stayActivity Word Weekly 4.4- Sentence Shuffle
HOW TO CONDUCT ACTIVITIES?WEEK2Activity: QUEST Town cardsActivity Name Time InstructionsQuest Town 40 minutes The faculty should conduct this activity after completing the session on Greeting a person and Introducing oneself.Objective of the activity: To get students to practice speaking conversational English. Participants willgreet others and introduce themselves.Preparation by the faculty before the activity: Place the Quest Town cards on the table. The numberof cards on the table should be the same or more than the total number of participants.Procedure to conduct the activity:1. Faculty should ask each participant to pick up one card placed on the table. Participants should then quickly memorise the following information about the character they will play – Name, City and Occupation. They should be given about 5 minutes to prepare.2. The faculty will then explain their task. The task is to go around the room, meet other participants, greet them, and introduce themselves (by using scripts taught in the S2S lessons). Do not refer back to the card and use complete sentences when talking. They should be given 10 minutes to do this part of the activity. *If a student does not use complete sentences, interrupt the group during the activity, correct the student and have them try again.3. The faculty will then tell students to find other participants who are from the same city as them. For example, a participant can say, “Hi, My name is Vinay Chaturvedi. I am a waiter and I live in Patna.” Or “Hello, I am Vinay Chaturvedi. I am a waiter from Patna.” When they find other participants who are from Patna, they should join together and find the remaining participants from the same city. They should be given 10 minutes to do this part of the activity.4. Suppose they meet participants who are from other cities, they should just move on after greeting and introducing themselves.5. Finally, all participants from the same city name should be in one team. For example, all characters from Patna should be in one team, all characters from Delhi should be in another team, etc.Debrief the activity with the students. Ask the following questions to multiple students. a. Share your experience of greeting one another and introducing yourself. b. What sentences did you use to greet others and introduce yourself? c. Faculty should then explain that it is important that everyone greet people and introduce themselves whether it is a workplace, social situation or personal meeting.Alternate procedure to conduct the activity:1. Faculty should ask each participant to come and pick up one card placed on the table. Participants should then quickly memorise the following information about the character they will play – Name, City and Occupation. They should be given about 5 minutes to prepare.2. The faculty will then explain their task. The task is to go around the room, meet other participants, greet them, introduce themselves (by using scripts taught in the S2S lessons). Do not refer back to
the card and use complete sentences when talking. They should be given 10 minutes to do this part of the activity. *If a student does not use complete sentences, interrupt the group during the activity, correct the student and have them try again.3. The faculty will then tell students to find other participants, greet them, introduce themselves (by using scripts taught in the S2S lessons) and find other participants who are from different cities. For example, a participant can say, “Hi, My name is Vinay Chaturvedi. I am a waiter and I live in Patna.” Or “Hello, I am Vinay Chaturvedi. I am a waiter from Patna.” When he finds a participant from a different city, they should make a team and find more participants from other cities. Each team should have atleast 4(decide this number based on class strength) participants. They should be given 10 minutes to do this part of the activity.4. Suppose they find participants from a different city but they already belong to another team, they should just move on after greeting and introducing themselves.5. Suppose they come across participants from the same city, they should just move on after greeting and introducing themselves.6. Finally, each team should have participants from different cities. For example, a team can have participants from Mumbai, Delhi, Chennai, etc.Debrief the activity with the students. Ask the following questions to multiple students. a. Share your experience of greeting one another and introducing yourself. b. What sentences did you use to greet others and introduce yourself? c. Faculty should then explain that it is important that everyone greet people and introduce themselves whether it is a workplace, social situation or personal meeting.Activity: Word Weekly- BINGOActivity Name Time InstructionsBingo 40 minutes The faculty should conduct this activity after completing the session on Asking and Telling Time.Objective of the activity: To practice using conversational English by asking and telling time.Preparation by the faculty before the activity: Give Bingo charts and pens/pencils to all theparticipants.Procedure to conduct the activity: 1. Faculty asks participants to take a look at all the images on the bingo chart. Begin by introducing the purpose of the activity. The goal is for students to listen to the cues you give from your facilitator handbook and then find the corresponding time on their sheet to cross out. 2. Read out the below statement one by one. Be sure to speak clearly and loudly.3. When a student raises their hand, call on them to read out the time they believe to be the right answer. Ask students to speak in complete sentences. If the answer is incorrect, choose another student to answer. The participant who gets 4 images in a line (up or down) says Bingo and is a winner!4. If a student needs help locating a time ask other students to give clues to them. Students should use complete sentences to describe what is in a scene for those who don’t understand.5. Complete calling out all the facilitator cues in the handbook. If someone gets 4 crosses in a row,
write their name on the board as the winner and keep going. Proceed through all the cues until time is out or all cues have been read aloud.6. At the end of the activity, wrap up by asking students what they learned. Have multiple students talk about what they liked and disliked about the activity.Statements to be read out by the faculty are as follows:What time am I having lunch? What time am I having juice? Answer: 2 pm Answer: 12:35 pmWhat time does the movie start? It is quarter to 4. What time is it? Describe the image. Answer: 2.45 pm Answer: 3:45 pmWhat time do I go to bed? It is 6 pm. Describe the image. Answer: 9 pm What time is the cricket match? What time is it at the picnic? Answer: 10:30 am Answer: 11:25 amWhat time am I reaching school? What time is the English Class? Answer: 9:25 am Answer: 3 pmIt is 1:45pm. Describe the image. When is tea time? Answer: 10:25 am
It is 4.30 in the evening. Describe the image. It is 10 minutes to 6 am. What time is it? Describe the image.It is 10 in the night. Describe the image. Answer: 5:50 am It is 4.30 am. Describe the image.Debrief: Faculty can discuss with participants what activities they do and at what time do they do it. Hecan also explain how to ask time and how to tell time and mention that AM is used from midnight tonoon and PM is used for afternoon to midnight.Activity: QUEST Town cardsActivity Name Time InstructionsQuest Town 30 minutes The faculty should conduct this activity after completing ‘Describing Someone’ and ‘Asking Simple Questions’ SessionObjective of the activity: For students to practice using conversational English to describe someoneand asking/ answering simple questions with other students.Preparation by the faculty before the activity: Place the Quest Town cards on the table. Number ofcards on the table should be the same as the number of participants.Procedure to conduct the activity:1. The faculty should ask each participant to pick up one card placed on the table. Participants should read and memorize the following information about the character they will play – Name, City and Occupation, Place of Work, Hobbies. They should be given about 5 minutes to prepare.2. The faculty will then explain their task. The task is to go around the room, meet other participants, and describe themselves in complete sentences. After describing, other students should ask simple questions about the character (by using scripts taught in the S2S lessons).3. The participants should meet other participants and ask simple questions about the character cards like ‘What is your name?’, ‘Where do you work?’, ‘Where are you from?’, ‘What are your hobbies?’. The other participants should answer the questions. Students should be given 10 minutes to perform this part of the activity. *If a student does not use complete sentences, interrupt the group during the activity, correct the student and have them try again.Debrief the activity with the students. Ask the following questions to multiple students.a. Share your experience of describing yourself and asking about other people.b. What sentences did you use to describe yourself and ask about others?
WEEK 3Activity: Word Weekly 3.1- Story tellingActivity Name Time InstructionsStory telling 40 minutes The faculty should conduct this activity after completing ‘Narrating a Story’ sessionObjective of the activity: For participants to practice using conversational English to narrate a story.Preparation by the faculty before the activity: Give the week 3 newspaper to the students and askthe them to open to page 001.Procedure to conduct the activity:1. The faculty divides the participants into teams of 4.2. The faculty should ask each team to sit in such a way that they can all face one another.3. The faculty asks the students to take a look at all the images in the chart and their goal is to create a story about those images. The students have 20 minutes to do this part of the activity.4. One person in the team should say one or two lines about the one of the images in the story. The next person continues the story by adding one or two sentences by looking at the next image. Alternate participants until all the images are spoken to and the story is complete. All participants in the group should contribute and students should use English to narrate the story.5. The faculty makes sure English is being practiced and can help whenever participants get stuck. Each person in the team should contribute to creating the story.6. Each team should then come to the front of the audience and tell the story. Each person in the team should tell one or two lines, alternating until the story has finished being told. This should take 10 minutes.Debrief: Debrief the activity with the students. Ask multiple students to answer the following questions.a. Share your experience of creating a group story.b. What did you enjoy about this activity?c. What was difficult?The faculty should then explain why it is important to be able to listen to others and add on to what theysay. A good discussion requires both talking and listening.Activity: Word Weekly 3.2- Unscramble (Lessons 6 and 7)Activity Name Time InstructionsUnscramble 30 minutes The faculty should conduct this activity after completing ‘Talking about Favourite Things’ and ‘Talking about likes and Dislikes’.Objective of the activity: For participants to increase their English vocabulary and to talk about theirlikes/dislikes/ favourite things by unscrambling words.
Preparation by the faculty before the activity: Give the week 3 newspaper to the students and askthem to open to page 002.Procedure to conduct the activity:1. The faculty should explain the goal of the activity, to unscramble the words and fill in the blanks. The faculty can talk through the example to give the students a chance to ask questions about the activity. The students can use their workbooks for help with the vocabulary words.2. The faculty should divide the students into pairs.3. Each pair should work through the unscramble activities. The pairs should discuss the fill-in-the- blank answers around their likes/dislikes. The students should use English sentences to talk through the activity. The students should be given 20 minutes for this activity.4. The faculty should let students work through this activity on their own and only be a resource for students that need help. The answers are: 1. My favourite fruit is ................................... 2. The best sport I like to play is ................................................ 3. The subject I like to study the most is ................................... 4. My best friend is............................................. 5. I don’t like to eat............................................... 6. My favourite city in India is........................................ 7. My favourite food is.......................... 8. Among all birds, I like .................................the best 9. I dislike the colour .............................Debrief: Faculty should explain the concept of phonetics for easy scrambling/unscrambling of words.Faculty should also reinforce various statements taught in the session talking about favouritethings/likes/dislikes. At the end of the activity, faculty can explain every individual has his ownlikes/dislikes which are influenced by various factors like upbringing, culture, environment, socio-economic background, financial status, etc. What is important is to be aware of them and add thingsthey like in their life and reduce what they don’t like. Give 10 minutes for the debrief.Activity: Work Weekly 3.3, 3.4 - Word DetectiveActivity Name Time InstructionsWord Detective 30 minutes The faculty should conduct this activity after completing ‘Going Shopping’ and ‘Ordering Food’ session.Objective of the activity: For participants to improve their English vocabulary. Students should use theclues given to find words related to shopping and ordering food.Preparation by the faculty before the activity: Give the week 3 newspaper to the students and askthem to open to page 003.Procedure to conduct the activity:1. The faculty should explain the goal of the activity- for participants to improve their English vocabulary. Students should use the clues given to find words related to shopping and ordering food.
2. Participants can be divided in pairs to work through the activity.3. Ask the participants to read the clues and find the words. They can use their workbooks for more hints at the vocabulary words.4. The faculty should let students work through this activity on their own and only be a resource for students that need help. Give the students 20 minutes to complete this part of the activity. The answers are: Words related to shopping- 1. A place which has lot of shops: Mall 2. Very expensive: Costly 3. Cost of the product: Price 4. How good is the product?: Quality 5. Reduced price: Discount 6. Ask for a cheaper price: Bargain 7. Purchasing: Buying Words related to ordering food- 8. Place to eat: Hotel 9. One who takes food order: Waiter 10. Gobi Manchurian is a: Starter 11. Dessert: Ice cream 12. Liquid usually made out of vegetables: Soup 13. Ask for this at the end of the meal: Bill 14. 18. List of food items: MenuDebrief: The faculty asks volunteers which is their favourite shopping experience and restaurant experience.Make sure students speak in complete sentences and call on a variety of students. This should take 10minutes.Activity: Word Weekly 3.5 - Sentence ShuffleActivity Name Time InstructionsSentence Shuffle 30 minutes The faculty should conduct this activity after completing ‘Inviting someone’ and ‘Planning an Outing’Objective of the activity: For participants to create grammatically correct English sentences using thetopic, inviting someone and planning an outing.Preparation by the faculty before the activity: Give the week 3 newspaper to the students and askthem to open to page 003. Have a few scissors ready.Procedure to conduct the activity:1. The faculty should explain the goal of the activity- For students to create sentences from the given cards. The faculty should divide the participants into 4 teams.2. The participants should cut out each row of words one at a time. Each set of boxes make one meaningful sentence.3. The students should rearrange the cut out words to create grammatically correct sentences. The groups should raise their hand when they think they have a correct sentence and read it out to the faculty to check for correctness.4. If correct, that team should cut out the next word block and rearrange to create the next sentence.
Continue this process until the teams complete the activity or time runs out.5. If some teams finish quickly, then the faculty can continue the activity by asking that team to arrange the complete sentences in a logical order beginning with inviting someone, accepting/declining invitation and planning an outing once an invitation has been accepted. Faculty can give some hints so the participants can get the order right.The answers in the logical order are: 1. Hi Priya, Are you free on Saturday Morning? 2. Oh no! I was planning to take you shopping. 3. Wow! I would love to go shopping with you. 4. But how can we go if you are not free? 5. First, we will see the movie and then we will go shopping. 6. That is a great idea! 7. Ok, you can come to my house at 10am. 8. What time does the movie start? 9. Sure, we will be ready at 9.30am.Debrief: Faculty can discuss with the learners where would they want to go for an outing, whom theywould invite and how they would plan the outing.
WEEK 4Activity: Word Weekly 4.1 - Describing EventsActivity Name Time InstructionsStory Telling 30 minutes The faculty should conduct this activity after completing the sessions on describing a known place and/or describing an event.Objective of the activity: For students to create sentences using new vocabulary that describe a place or an event.Preparation by the faculty before the activity: Give students the week 4 newspaper and ask them toopen to page 001.Procedure to conduct the activity:1. The faculty introduces the goal of the activity- The students should look at the 2 pictures and imagine themselves in the scene. They should write a few lines describing what is happening in the picture.2. The faculty divides participants into groups no larger than 4. This can also be done in pairs if you feel the need to give students more practice creating their own sentences. Pairs may force low level students to attempt more. Give the students 20 minutes to do this activity.3. The faculty should then call on volunteers to describe the picture as if they are in that place/event. Try to get students to describe the picture without reading their sentences from the paper. If they need to read, that is fine, but push them to become more confident in speaking without prompting. The faculty should make sure that every member of the group speaks, if the group volunteers. Give the students 10 minutes to share and debrief.Debrief: The faculty can ask participants what are some of the favourite events/places and why. Try to getstudents to speak in English.Activity: Word Weekly 4.2 – Word DetectiveActivity Name Time InstructionsWord Detective 30 minutes The faculty should conduct this activity after completing ‘Talking About Weather’ session.Objective of the activity: For participants to improve their English vocabulary. Students should use theclues given to find words related to weather.Preparation by the faculty before the activity: Give students the week 4 newspaper and ask the them toopen to page 002.Procedure to conduct the activity:1. The faculty should explain the goal of the activity- for participants to improve their English vocabulary. Students should use the clues given to find words related to weather.2. Participants can be divided in pairs to work through the activity.3. Ask the participants to read the clues and find the words. They can use their workbooks for more hints at the vocabulary words.4. The faculty should let students work through this activity on their own and only be a resource for students that need help. Give the students 20 minutes for this part of the activity.
The answers are:1. It is very hot in this season (summer)2. Monsoon is also known as ........ season (rainy)3. We wear sweaters/jackets in this season (winter)4. It is a ....day if there is lot of wind (windy)5. When the weather is nice, you can say, “Today is a ...... day!” (beautiful)6. A hot day is also known as a ..... day (warm)7. You need sunglasses when it is very ..... (sunny)Debrief: The faculty asks volunteers which is their favourite weather and why. Make sure students speak incomplete sentences and call on a variety of students. This should take 10 minutes.Activity: Word Weekly 4.3 - Asking for the priceActivity Name Time InstructionsAsking for price (need 25 minutes The faculty should conduct this activity after completing ‘Asking for price4 sets of of something’ session.images of variousgrocery items alongwith a price list ofthese itemsObjective of the activity: To enable participants to ask the price of something.Preparation by the faculty before the activity: Make 4 copies of the image/price sheet following thisactivity. Fold the copies along the dotted line and spread the 4 copies at different locations in the room. Givethe week 4 newspaper to the students and ask them to open to page 002.Procedure to conduct the activity:1. The faculty asks 4 volunteers to act as shop owners and stand near each set of images. The backs of images have a price list that they should use for the activity.2. The remaining participants are divided into 4 teams of shoppers.3. The faculty should inform the teams that they are going to a friend’s birthday party and want to buy some things for the party. The shoppers have a budget of Rs 1650/- to spend, but must first ask about the price of each item. They need to fill up the list in the newspaper by going to a shop owner (volunteer) and asking the shop owner the price of the different items (images). Suppose it is a jacket, they have to find the cost of the jacket by asking the volunteer “What is the price of this Jacket?”.4. When a shop owner is asked the price of an item, he can refer to the price list and tell the price for that item. The faculty should instruct the shop owners to tell the price only if the shoppers ask the price correctly. Everyone must use complete sentences.5. Each team should then gather, check the list, make necessary calculations and then decide what items they want to buy for Rs1650/-.6. The faculty asks each team to use complete sentences to share what they would purchase for Rs1650/-.
Debrief: The faculty asks a variety of learners what their experience was as a shopper or as a shop owner.Activity: Word Weekly 4.4 – Sentence ShuffleActivity Name Time InstructionsSentence Shuffle 30 minutes The faculty should conduct this activity after completing ‘Asking for directions’ and ‘looking for a place to stay’Objective of the activity: For participants to create grammatically correct English sentences using thetopics, ‘Asking for directions’ and ‘looking for a place to stay’Preparation by the faculty before the activity: Give students the week 4 newspaper and ask them to openit to page 003. Keep a few scissors ready.Procedure to conduct the activity:1. The faculty should explain the goal of the activity- For students to create sentences from the given cards. The faculty should divide the participants into 4 teams.2. The participants should cut out each row of words one at a time. Each set of boxes make one meaningful sentence.
3. The students should rearrange the cut out words to create grammatically correct sentences. The groups should raise their hand when they think they have a correct sentence and read it out to the faculty to check for correctness.4. If correct, that team should cut out the next word block and rearrange to create the next sentence. Continue this process until the teams complete the activity or time runs out.5. If some teams finish quickly, then the faculty can continue the activity by asking that team to arrange the complete sentences in a logical order beginning with inviting someone, accepting/declining invitation and planning an outing once an invitation has been accepted. Faculty can give some hints so the participants can get the order right.The answers in the logical order are: 1. I came to Bangalore today and I don’t know where to stay. 2. You can stay in Hotel Brown Palace. 3. Is it nice? 4. It is very nice and comfortable. 5. It is only 5kms from our office. 6. It must be expensive. 7. No, it is only Rs400 a night. 8. Do they serve vegetarian food? 9. Yes, they do and it is very tasty. 10. How do I go to Hotel Brown Palace? 11. Go to the end of this road and take a right turn. 12. Is there any landmark at the end of the road? 13. Should I make any other turn after that? 14. No, you will see the hotel on your left side. 15. Thank you, that is very helpful.
WEEK 5Activity: Word Weekly 5.1 - Word UnscrambleActivity Name Time InstructionsUnscramble words 30 minutes The faculty should conduct this activity after completing ‘Visiting a Doctor’ and ‘Opening a Bank Account’Objective of the activity: For participants to increase their English vocabulary and to talk about visiting adoctor and opening a bank account by unscrambling words.Preparation by the faculty before the activity: Give students the week 5 newspaper and ask them toopen to page 001.Procedure to conduct the activity:1. The faculty should explain the goal of the activity, to unscramble the words and fill in the blanks. The faculty can talk through the example to give the students a chance to ask questions about the activity. The students can use their workbooks for help with the vocabulary words.2. The faculty should divide the students into pairs.3. Each pair should work through the unscramble activities. The pairs should discuss the fill-in-the-blank answers around their likes/dislikes. The students should use English sentences to talk through the activity. The students should be given 20 minutes for this activity.4. The faculty should let students work through this activity on their own and only be a resource for students that need help.The answers are: 1. The doctor gave me a ............(purys) for the cough – Syrup 2. Go to the doctor as soon as you feel ...........(ksic) – Sick 3. If your body temperature is very hot, that means you have a ...........(evref) – fever 4. Take ..........(isminedec) on time and as per the prescription – medicines 5. Swallow the.........(stlebta) with water – tablets 6. .....(hugoc) and cold is very common – cough 7. He has to undergo a .....(yrsuger) to remove a kidney stone – surgery 8. There are several types of bank ............(coacnuts) – accounts 9. You can use a .....(hqceue) to draw money from your account – cheque 10. In a .....(dxeif) deposit, you can draw money only at the end of the term – fixed 11. You need to enter your details in a ....(rfmo) while creating an account – form 12. Always check for ....(tiernset) rates – interest 13. A bank may have several .....(senhcrba) in a city - branches 14. If someone transfers money to your account, then your account is said to be .....(detirecd) - creditedDebrief: The faculty should explain the concept of phonetics for easy scrambling/unscrambling of words. Thefaculty should reinforce various statements taught in the two sessions and encourage participants to talk abouttheir first time at the bank or a funny/scary experience when they visited a doctor. Give 10 minutes for the debrief.
Activity: Word Weekly 5.2, 5.3 – Story tellingActivity Name Time InstructionsStory Telling 40 minutes The faculty should conduct this activity after completing ‘talking about an experience’, ‘making travel bookings’, ‘checking into a hotel’.Objective of the activity: For participants to practice using English to make a cohesive story about anexperience related to making travel bookings and checking into a hotel.Preparation by the faculty before the activity: Give students the week 5 newspaper and ask them to openit to page 002 & page 003.Procedure to conduct the activity:1. The faculty should explain the goal of the activity, to use English grammar ro make a story out good and bad experiences. The students should be divided into 4 teams.2. Each team should be asked to work on 1 of the case scenarios (make sure 2 teams select the good experience and 2 teams select the bad experience).3. The faculty tells each team to read the case scenario and discuss what happened. The teams have to come up with a story about the experience based on the ideas given. They can add their own ideas as well. They can come up with hotel name, dates of travel, destination, etc. Give the students 25 minutes to do this part of the activity.4. Give 15 mins for the rest of the activity. The faculty then calls each team to the front of the audience and make a presentation about the experience to the class. Every team member should contribute, speaking atleast one line.5. After each presentation, the faculty should ask peers what they liked about each story and what can be improved. The faculty should call on a variety of students.Debrief: The faculty should add their critique of each group and ask the class to vote for which presentationthey liked the best.
WEEK 6Activity: Word Weekly 6.1 – Writing EmailsActivity Name Time InstructionsWriting 25 minutes The faculty should conduct this activity after completing ‘How to Write Simple Emails’.Objective of the activity: To enable participants to write simple emails for different situationsPreparation by the faculty before the activity: Give week 6 newspaper and ask the participants toopen page 001 & page 002.Procedure to conduct the activity:1. After reading the 4 situations, participants should frame 4 emails (based on the outline given) with appropriate information in TO, CC and Subject field. The body of the email should have proper salutation, message and conclusion.2. After framing the emails, participants should be divided into groups of 4 and asked to read and discuss the emails.3. Faculty can continue the activity by telling them that they have to frame a reply to each email that they have just written.Debrief: Faculty should ask a few participants to read emails for each situation and discuss what is right orwrong.Activity: Word Weekly 6.2, 6.3- UnscrambleActivity Name Time InstructionsUnscramble 25 minutes The faculty should conduct this activity after completing ‘How to write a covering letter’ and ‘How to write a resignation letter’.Objective of the activity: To enable participants to write covering letter and resignation letter.Preparation by the faculty before the activity: Give week 6 newspaper and ask the participants toopen page 003 & page 004.Procedure to conduct the activity: 1. Participants should fill in the blanks by unscrambling the words given in brackets. 2. After completing the letters, check if the answers are correct. The correct answers are: Covering letter: response, newspaper, post, experience, teaches, years, please, resume. Resignation letter: inform, notice, many, salary, months, happy, college, control, work, touch 3. Each group should then be asked to come up with similar covering and resignation letter for a different situation – applying for the post of a manager and resigning from the post of manager as you plan to move to your hometown.
Debrief: Faculty should give out the correct answers. Then ask a few participants to read the 2 lettersand discuss the situation for writing covering/resignation letters.WEEK 7Activity: Word Weekly 7.1 - Describing a Lost ItemActivity Name Time InstructionsImages 25 minutes The faculty should conduct this activity after completing ‘Describing Lost Items’Objective of the activity: To enable participants to describe a lost item.Preparation by the faculty before the activity: Give week 7 newspaper and ask the participants toopen page 001 & page 002.Procedure to conduct the activity:1. Faculty should divide the participants into pairs.2. Each pair should look at the various images and fill in the blanks given below. For example, if it is an image of a small black bag with big square buttons in square 1, they should complete the sentence as “In square 1, the size of the bag is small, the colour of the bag is black, the bag has big square buttons.”3. Make similar sentences for other squares.The answers are: 1. In square 1, there is a black color bag which has 2 square pockets. 2. In square 2, the colour of the cat is white and it has a black patch/mark on its neck. The color of the tail is black and white. 3. In square 3, the size of the box is small. The box has a black color base and a white colour lid. 4. In square 4, the size of the box is big. The box has 2 colours. The base is black in color and the lid is white in color. 5. In square 5, there is a white box. It is small in size. 6. In square 6, there is a big box. It has 2 colors. The lid is black in color. 7. In square 7, the white color bag has 2 round buttons. 8. In square 8, the cat is white but its tail is black. It has a black patch on its neck. 9. In square 9, there is a big black box. 10. In square 10, the box has 2 colors. It has a black color base. 11. In square 11, the white color bag has 2 square pockets. 12. In square 12, the size of the black bag is and has 2 round buttons 13. In square 13, the small black bag has 2 round buttons 14. In square 14, the big flower has white seeds in the center and 5 black petals. 15. In square 15, the black color cat has a white color tail. The color of the collar is not white. 16. In square 16, the size of the flower is small and has white seeds and 4 black petals. 17. The cat has black and white tail. 18. In square 18, the size of the flower is big and it has black and white petals. 19. In square 19, the big/white flower has 4 petals 20. In square 20, the black cat has white patch and a white tail.Debrief: Faculty can discuss with teams what were the various aspects about an image that weredescribed, for example, size, colour, shapes, etc.
Activity: Word Weekly 7.2, 7.3 - Giving Simple InstructionsActivity Name Time InstructionsItem List 25 minutes The faculty should conduct this activity after completing ‘Giving simple instructions’.Objective of the activity: To enable participants to give simple instructions.Preparation by the faculty before the activity: Give week 7 newspaper and ask the participants toopen page 003, page 004 & page 005.Procedure to conduct the activity:1. Faculty should divide the participants into groups of 4 and ask them to write instructions on how to draw the 2 images (B and C).2. They should then write instructions to get from ERNST HALL to BARN THEATREThe answers for image B are: 1. Draw a vertical(standing) rectangle 2. Inside the rectangle, draw 2 squares one on the top left corner and the other on the top right corner. 3. Draw a vertical rectangle starting from the base of the rectangle in between the 2 squares. 4. Draw a triangle with the top of the rectangle as its base.The answers for image C are: 1. Draw a vertical rectangle 2. Draw 3 small circles inside the rectangle, one below the other 3. Draw 2 parallel lines which are ½ cm apart, starting from the middle of the base of the rectangle. 4. Join the 2 lines at the bottom.The directions are: 1. After you exit the gate of ERNST Hall, take left. At the dead end, you will see a main road called 2. Johnson Road. Make a left on this road. 3. Take the first right on Johnson Road. 4. You will pass by a circle. 5. At the end of the circle, you will see the Student’s Affairs building. Take a left on this road. 6. At the dead end, take a right turn and immediately take a left turn. 7. You will see Barn Theatre on the right. Go to the dead end to reach the gate.Debrief: Faculty can discuss with teams what were the various aspects about an image that were described,for example, size, shape, etc. Faculty can ask a few volunteers to come to the front of the audience and giveinstructions for a few images (ex: mobile, TV, etc). Also discuss how to give directions. Faculty can askvolunteers to draw a map on the board and a few others can give directions from one point on the map to theother.
Activity: Word Weekly 7.4 - ChoosingActivity Name Time InstructionsFill in the blanks 20 minutes The faculty should conduct this activity after completing ‘Comparing’, ‘Asking and giving opinion’ and ‘Negotiating’ sessions.Objective of the activity: To enable participants to differentiate between sentences related tocomparing, asking and giving opinion and negotiatingPreparation by the faculty before the activity: Give week 7 newspaper and ask the participants to open page006.Procedure to conduct the activity:1. Participants can be divided in pairs.2. Ask the participants to read each sentence and indicate which of the following it is: comparing, giving opinion, asking opinion or negotiating.3. A sentence may be a combination of 2 aspects.4. Faculty can give this clue – sentence 1, 2 and 6 have two aspects and the remaining have just one aspect.The answers are: 1. Rahul said to Renu, “I think that the blue suitcase is better than the red suitcase.” -..................... (ans: comparing, giving opinion) 2. Renu said to Rahul, “But which suitcase is bigger? The blue one or the red one?”-..................... (ans: comparing, asking for opinion) 3. Rahul thought, “The red suitcase is bigger than blue suitcase.”-......................... (ans: comparing) 4. Rahul said to Renu, “I love the blue coloured suitcase.”-................ (ans:giving opinion) 5. Rahul told the shopkeeper, “I will buy both suitcases if you give me a discount!”-............. (ans: negotiating) 6. The shopkeeper told Rahul, “I think you are a good person. I will give you a 10% discount if you buy both.” -...................... (ans:giving opinion, negotiating) 7. Rahul asked Renu, “Do you think we should buy both?”- .................. (ans: asking opinion) 8. Renu said, “Ofcourse, you deserve both!”-............................... (ans: giving opinion)Debrief: Faculty asks the learners to what issues in life do they compare, ask/give opinions andnegotiate.Activity- Word Weekly 7.5 – Sentence ShuffleActivity Name Time InstructionsSentence shuffle 25 minutes The faculty should conduct this activity after completing ‘Registering a complaint’, ‘Apologizing’ and ‘saying no’
Objective of the activity: To enable participants to make sentences with respect to registering acomplaint, apologizing and saying no.Preparation by the faculty before the activity: Give week 7 newspaper and ask the participants to open page007.Procedure to conduct the activity:1. Faculty should divide the participants into 4 teams and ask them to make as many correct sentences as possible.2. They should then arrange these sentences in a logical orderDebrief: Faculty reads out the following sentences to check if all teams have got these answers: 1. We lodged a complaint against the hotel with the travel agent. 2. We told the travel agent that the hotel was dirty and the food was bad. 3. We also told him that the hotel manager was very rude. 4. The agent apologised to us and regretted what had happened. 5. The agent said that he can give us 2 free train tickets to make up for our bad experience. 6. We said we don’t want free tickets as they are useless. 7. The agent apologized again and said that he cannot do anything else. 8. We said that we will take this case to the consumer court. 9. The agent apologised and asked us to calm down. 10. We protested and asked him to call his supervisor immediately. 11. The supervisor came to us and apologised politely. 12. The supervisor said he will reimburse all the expenses we had incurred as we were loyal customers. 13. We were very happy and thanked the supervisor.The below activities are not included in the newspaper, can be conducted by the facilitators.Week 7 Activity- How to Discuss a Topic of Interest (Lesson 29)Activity Name Time InstructionsTalking 20 minutes The faculty should conduct this activity after completing ‘How to Discuss a Topic of Interest’.Objective of the activity: To enable participants to discuss about a topic of interest.Preparation by the faculty before the activity: NAProcedure to conduct the activity:1. Participants should be divided into groups of 5.2. Participant should be given the topic – “What is my dream job.” and be given 5 minutes to prepare. They can have a look at the sample dream job document for ideas. Each group should then have a discussion where each participant explains what his dream job is.3. Faculty should tell the participants that their dream job can be funny and imaginative. The idea is to make the discussion interesting.4. Other participants can give ideas /ask questions to continue the discussion.Debrief: Faculty should go around the room and be a part of the discussion for a few minutes with eachteam. He can add his own points also to ensure discussion goes on smoothly. Faculty can then ask afew people to share their interests with the class.
Week 7 Activity- How to Discuss a Topic of Interest (Lessons 29)Activity Name Time InstructionsTalking 30 minutes The faculty should conduct this activity after completing ‘How to Discuss a Topic of Interest’.Objective of the activity: To enable participants to discuss about a topic of interest.Preparation by the faculty before the activity: NAProcedure to conduct the activity:1. Participants should be divided in pairs and asked to share with one another a few lines about this topic - “What is my dream job.” and be given 5 minutes to prepare. They can have a look at the sample dream job document for ideas.2. After 10 minutes, participants should be divided into groups of 5. Then each participant should mention to the rest of the team what his partner’s dream job is.3. Faculty should tell the participants that their dream job can be funny and imaginative. The idea is to make the discussion interesting.4. Other participants can give ideas /ask questions to continue the discussion.Debrief: Faculty should go around the room and be a part of the discussion for a few minutes with eachteam. He can add his own points also to ensure discussion goes on smoothly. The faculty can then aska few people to share their partner’s interests.Activity- Giving and Receiving Feedback, Making Objections and Clarifying Something (Lessons 30, 31 and32)Activity Name Time InstructionsTalking 25 minutes The faculty should conduct this activity after completing ‘How to give and receive feedback’, ‘making objections’, ‘clarifying something’.Objective of the activity: To enable participants to give/receive feedback, make objections and clarifysomething.Preparation by the faculty before the activity: NAProcedure to conduct the activity:1. Faculty should ask the question “Is IPL a positive or negative influence ?”2. Those participants who say ‘positive’ should be grouped into 1 teams and those participants who say ‘negative’ should be grouped into another team.3. Each team to be given 10 minutes to prepare on various points and then come to the front of the room to talk about the topic. Every participant in the team should talk at least a few lines. Faculty
can give the IPL document to both teams so they can refer from it.4. After each team delivers their talk, the other team can object/ask questions about any point. The presenting team should then give clarifications about the objections and answer questions. The next team will then deliver their talk and same process is repeated by the other group.5. At the end of the debate the 2 teams can give feedback about what was good and what was not.Debrief: Faculty can be a part of the debate when each team is presenting. He can also object/givefeedback/clarify on behalf of a team.Activity- Giving and Receiving Feedback, Making Objections and Clarifying Something (Lessons 30, 31 and32)Activity Name Time InstructionsTalking 25 minutes The faculty should conduct this activity after completing ‘How to give and receive feedback’, ‘making objections’, ‘clarifying something’.Objective of the activity: To enable participants to give/receive feedback, make objections and clarifysomething.Preparation by the faculty before the activity: NAProcedure to conduct the activity: 1. Faculty should ask the question “Is IPL a positive or negative influence?” 2. Those participants who say ‘positive’ should be grouped into 1 teams and those participants who say ‘negative’ should be grouped into another team. 3. Each team to be given 10 minutes to prepare on various points and then come to the front of the room to talk about the topic. Every participant in the team should talk at least a few lines. Faculty can give the IPL document to both teams so they can refer from it. 4. After each team delivers their talk, the other team can object/ask questions about any point. The presenting team should then give clarifications about the objections and answer questions. The next team will then deliver their talk and same process is repeated by the other group. 5. At the end of the debate the 2 teams can give feedback about what was good and what was not. 6. Faculty can now ask each team to take the opposite stance. For example, if one team has spoken for the topic, they should now be asked to speak against it.Debrief: Faculty can be a part of the debate when each team is presenting. He can also object/givefeedback/clarify on behalf of a team.
ACTORS’ STUDIOPreparation and Implementation for conducting role plays with studentsTime – 90 minutesProcedure: 1. Ask the learners to form groups of 4-5 people 2. Name the group and allow each group to pick an Actor’s Studio card or give the same card to all the groups 3. Give the learners 20 minutes to prepare role play for a minimum 2 minute presentation 4. After each role play, facilitate peer feedback from other groups 5. At the end of the session, facilitate a voting session using a show of hands for: 6. Best group 7. Best individual performance 8. Funniest performanceTips for facilitating peer feedback:1. Ask students to comment on their peers performance as it relates to: • Situation covered – Was the subject matter understood and performed in a realistic manner? • Time- Did the team create a roleplay that fulfilled the time requirement? • Creativity- How creative was the team in use of dialogue and use of props? • Delivery- How believable was the acting? Did the team use appropriate gestures and take on the roles they were given?2. Summarize what has been said and add on any additional feedback you have about what the team did well and what they can improve on.
Greeting a PersonLesson: 1INTRODUCTIONIn this lesson, you will learn how to greet people in various ways. You will also be introduced to Subject-Verbagreement.ACTIVITY MATERIALIn the following handout, you will learn different ways of greeting people.Handout: Ways to Greet Greeting a friend: Hi! How are you doing? Hi! What's up? Hey! How's life? Greeting an acquaintance (someone you know, but is not close to you): Hello! How are you? Hello! How have you been? Good morning/afternoon/evening! All's well? Greeting a stranger: Hello! Good morning/afternoon/evening! How do you do? My name is Tarun. May I know your name?Given below are three prompts. Prepare a conversation based on any two prompts.Situation 1You have met a friend after a long time. The last time you saw him was in school. How would you greeteach other?_____________________________________________________________________________________Situation 2You meet your local grocer while taking your morning walk. You ask him if his shop will be open today.He says it will be open for the morning only._____________________________________________________________________________________Situation 3You see a person come down the stairs of your building. You have not seen him before, but you guess thatthe person may be your new neighbor. You want to greet him and introduce yourself.______________________________________________________________________________________LET'S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for Greeting a Person
1. Welcome – to greet someone ____________________________________________________________________________ 2. Say hello – to greet someone ____________________________________________________________________________GRAMMAR CONCEPTConsider the following sentences.I greet you everyday. You greet me everyday. He greets me everyday.We greet you good morning. You all greet us good morning. They greet us good morning.Here, subjects are I, You, He, We, You, They; verbs are ‘greet’ and ‘greets’. For I, You, We, and They, theverbs will be without an ‘s’ or ‘es’. Similarly,The people greet me everyday.The officers greet me everyday.Both ‘the people’ and ‘the officers’ are more than one person, so the verbs will not have an ‘s’ at the end.But, Sita greets me everyday. Ram greets me everyday.Both ‘Sita’ and ‘Ram’ are one person.Also, for ‘I’, the verb will be am; for ‘you’, ‘we’, ‘they’, ‘the people’, ‘the officers’, the verb will be are: for‘Sita’, and ‘Ram’, the verb will be is. E.g.:I am fine.You/We/They/The people/The officers are fine. Sita/Ram is fine.PRACTICE EXERCISEI) Rearrange the following words to form sentences. (There are two ways of doing this for Question 4.) 1. am Shalini I. I am Shalini. 2. name my Shalini is My name is Shalini. 3. is Shalini this. This is Shalini 4. friend is Shalini Aakash’s. Shalini is Aakash’s friend OR Aakash’s friend is Shalini 5. are Shalini and Akash friends. Shalini and Aakash are friendsII) This exercise is based on the grammar concept which you have learnt in this lesson. Fill in the blanks with is, am or are as appropriate. 1. Hi! I ____ Tarun.(am) 2. How _____ you, Tarun? (are) 3. What ____ your seat number, Tarun? (is) 4. We ______ flying to Pune. (are) Greeting a Person
5. I ____ staying at Pune with Tarun. (am) 6. Tarun and I _____ staying in Pune. (are) 7. We _____ from the same city. (are) 8. I ____ fine, thank you. (am) 9. You _____ living in Chennai. (are) 10. You _____ Tarun’s friend. (are)REFLECTION 1. What did you learn from this lesson? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ______________________________ 2. Divide yourselves into groups of three students. Distribute the three roles – Stranger, Friend and Acquaintance amongst yourself, and practice using the greetings. Greeting a Person
Introducing OneselfLesson: 2INTRODUCTIONIn this lesson, you will learn how to introduce yourself. You will also go through Subject-Verb agreementagain.ACTIVITY MATERIALAt an interview, the interviewer asks you to tell something about yourself or introduce yourself. You haveto tell him:Your nameAge EducationWhich city/Town you live inHow would you give this information?____________________________________________________________________________________________________________________________________________________________________________LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you.1. Employee – a person working for another person or company __________________________________________________________________________2. Classmate – someone who is in the same class as you (at school or college) __________________________________________________________________________3. Currently – right now __________________________________________________________________________GRAMMAR CONCEPTRefer to Workbook Lesson 1 to read about Subject-Verb agreement.PRACTICE EXERCISEI) The following sentences are missing a verb. Select the correct verb from the box given below to complete the sentences.am live Works are lives work is1. Hello! We ______ from St. Xavier’s College (are)2. I ______ Arpita, and he _______ Avdesh. (am, is) Introducing Oneself
3. We _______ in Bangalore. (live) 4. I _______ in Bangalore, and he ______ in Mangalore. (live, lives) 5. We _______ in Bangalore. (work) 6. I _______ in Bangalore, and he _______ in Mangalore. (work, works)II) Given below are a few sentences with incorrect verbs. Change them and write the correct sentences. Thefirst one has been done for you. 1. We studies at St. Xavier's College. We study at St. Xavier's College 2. I studying at St. Xavier's College I study at St. Xavier’s College. 3. I are a student. I am a student. 4. I believes we have met before. I believe we have met before. 5. Let me introduces myself. Let me introduce myself. 6. We currently studying at St. Xavier's College. We currently study at St. Xavier’s College. 7. We is both students of St. Xavier's College. We are both students of St. Xavier’s College. 8. Neetu and Aisha lives in the same hostel. Neetu and Aisha live in the same hostel. 9. I lives in Kolkata, while Sid are from Mumbai. I live in Kolkata while Sid is from Mumbai. 10. She is new to Mumbai and she live in a hostel. She is new to Mumbai and she lives in a hostel.REFLECTION1. Find a student to form a pair with. Practice self-introductions between yourselves. Make sure you mention your name, where you live, and how many members there are in your family. You can also include other information like how you found out about this course, and how you come to the training center.2. Can you think of some other activity this lesson could have? Write down your suggestions below. Introducing Oneself
Asking and Telling the TimeLesson: 3INTRODUCTIONIn this lesson, you will learn how to ask people what time it is, and also how to tell the time to others. Youwill also learn how to frame questions using words like “do/does”, “is/are”, and “has/have”, and theirnegatives.LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you.1. Quarter to – fifteen minutes to ________________________________________________________________2. Quarter past – fifteen minutes past ________________________________________________________________3. Half past – 30 minutes past ________________________________________________________________4. Five to - five minutes to ________________________________________________________________5. Ten past - ten minutes past ________________________________________________________________ACTIVITY MATERIALIn the following handout, you will fill in the blanks with your own answers. 1. What time do you wake up? I wake up at ___________________. 2. What time do you have lunch? I have lunch at __________________. 3. When do you have dinner? I have dinner at ___________________. 4. When do you go to bed? I go to bed at __________________________. 5. What time does your class start? My class starts at _________________________.GRAMMAR CONCEPTAnswers which are ‘yes’ or ‘no’, answer to questions asked with does/doesn’t, do/don’t, is/isn’t, are/aren’t, has /hasn’t, and have/haven’t.For example:1. Do you know what time it is?2. Don’t you have a watch?3. Are you coming tomorrow?4. Has she come?The questions start with these words: does/doesn’t, do/don’t, is/isn’t, are/aren’t, has/hasn’t and have/haven’t. Asking and Telling Time
PRACTICE EXERCISEI) Rearrange the words to form correct questions. 1. you watch a have with do you Do you have a watch with you? 2. by watch your it is twelve It is twelve by your watch. 3. my faster minutes is watch five yours than My watch is five minutes faster than yours. 4. are the starts you movie at sure two Are you sure the movie starts at two? 5. we at the movie are leaving for one We are leaving for the movie at one. II) Rearrange the words to frame questions. 1. do have a you watch you on? Do you have a watch on you? 2. movie starting the is at two thirty? Is the movie starting at two thirty? 3. you going to watch are Teen Patti? Are you going to watch Teen Patti? 4. are you for late the movie? Are you late for the movie? 5. the movie is enjoyable? Is the movie enjoyable?III) Choose the correct option.1. Are you going to see Karthik Calling Karthik?(a) Is (b) Are2. Do you know when the movie is supposed to start?(a) Do (b) Does3. Am I on time for the movie?(a) Are (b) Am4. Is it two thirty now?(a) Am (b) Is5. Do you want me to tell you what time it is?(a) Do (b) DoesIV) Fill in the blanks using words from the box.Are What Have When Has Does Do Is1. When does Lalita’s train arrive?2. What time does the flight take off?3. Has the clock struck five? Asking and Telling Time
REFLECTION1. What did you learn from this lesson? Is there anything else which should be taught in this lesson? __________________________________________________________________________________ __________________________________________________________________________________ _______________________________________________________2. Choose a partner from the class. Use your watches/cell-phones to set different times, and then ask your partner to tell you what time it is. Asking and Telling Time
Describing SomeoneLesson: 4INTRODUCTIONIn this lesson, you will learn how to describe people.ACTIVITY MATERIALSRead the following carefully:“Hi! I am Raj. I am a twenty-year old boy. I am tall and dark. I have short and curly hair. I am a polite andhelpful person.”” Give a brief description of yourself after this sample.____________________________________________________________________________________________________________________________________________________________________LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you. 1. Slim - thin ________________________________________________________________ 2. Attractive - good-looking ________________________________________________________________ 3. Polite - showing good manners ________________________________________________________________ 4. Smart - clever ________________________________________________________________ 5. Tiny - small ________________________________________________________________ 6. Cheerful - happy ________________________________________________________________PRACTICE EXERCISEI) Rearrange the words to form meaningful sentences. 1. Sheetal looking is in her beautiful saree. Sheetal is looking beautiful in her saree. 2. Joseph his is but brother is tall taller. Joseph is tall but his brother is taller. Describing Someone
3. Amina wear to likes nose-rings. Amina likes to wear nose-rings.4. They good a very dance group are. They are a very good dance group.5. You pretty looking are good. You are looking pretty good.6. I better a am than Lalita singer. I am a better singer than Lalita.7. Devika girl is a know when you likeable her. Devika is a likeable girl when you know her.II) Choose the correct answer to fill in the blanks.1. Sheetal has long hair. She wants to cut it off.(a) long (b) short2. Asif is a naughty boy. His mother always scolds him.(a) naughty (b) good3. Samuel loves his mother’s food the most. She’s a great cook.(a) bad (b) great4. Dhruv is a good dancer. In fact, he’s the best dancer in his group.(a) worst (b) best5. Masoom is a wonderful singer. She is going to win the competition.(a) bad (b) wonderful6. You can trust Amina. She is a careful worker.(a) careful (b) careless7. Tapas has a great voice. You can hear him a mile away.(a) soft (b) loud8. He is a hard-working person. He’ll pass the exam for sure. (a) hard-working (b) lazy9. You can borrow the money from Shaumya. She’s a helpful person.(a) helpful (b) unhelpful10. Dolly tells good jokes. She’s very funny.(a) funny (b) sadREFLECTIONDescribe the person sitting next to you in three sentences.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Describing Someone
Asking Simple QuestionsLesson: 5INTRODUCTIONIn this lesson, you will learn how to ask simple questions. You will also learn how to form questions.ACTIVITY MATERIALIn the following handout, you will learn how to use various question words.Handout: Question WordsWord ExamplesWhatWhen 1. What are your hobbies?Where 2. What is the name of your dog?WhichWho 1. When is your birthday?Whose 2. When does the game start?WhyHow 1. Where do you work? 2. Where do you live? 1. Which one is your book? 2. Which is your favorite color? 1. Who is that girl? 2. Who will teach us English? 1. Whose towel is this? 2. Whose umbrella is the red one? 1. Why didn’t you do your homework? 2. Why are you talking in the class? 1. How do you make tea? 2. How is the book?Frame questions using the following words.What:______________________________________________________When:_____________________________________________________Where:_____________________________________________________Which:_____________________________________________________Who:______________________________________________________Whose:____________________________________________________Why:_____________________________________________________How:______________________________________________________LET’S MAKE SENTENCES Asking Simple Questions
Make sentence using the phrase. 1. Where do you…? _______________________________________________________________ 2. Why does she…? _______________________________________________________________ 3. How do I…? ________________________________________________________________ 4. What do they…? _______________________________________________________________ 5. Whose is this…? ________________________________________________________________GRAMMAR CONCEPTA question should always start with the “wh/h-word”, and be followed byis/am/are/does/do/did/has/have/had.Examples:Why is she here?What does this question mean?PRACTICE EXERCISEI) Match the following and write the complete sentence below. The first one has been done for you.1. Where does a) a red shirt?2. Why is he b) are they dancing to?3. Who is wearing c) leaving for work?4. What do they d) she work?5. How do you e) absent today?6. Which song f) want to eat?7. When is she g) go to class?1. Where does she work?2. Why is he absent today?3. Who is wearing a red shirt?4. What do they want to eat?5. How do you go to class?6. Which song are they dancing to?7. When is she leaving for work?II) This exercise is based on the grammar concept which you have learnt in this lesson. Now, choose the correct option. Asking Simple Questions
1. How do you make tea? (a) you making tea? (b) you make tea? (c) she makes tea? 2. Where does he sell his goods? (a) he sell his goods? (b) she sells her goods? (c) I sell my goods? 3. Why does the dog bark at me? (a) the dog bark at me? (b) the dogs bark at me? (c) the dogs bark at me? 4. When do the games begin? (a) the game begins? (b) the games begin? (c) the games begins? 5. Who is knocking at the door? (a) knocking at the door? (b) knocks at the door? (c) knock at the door? 6. Whose book is on the table? (a) is on the table? (b) are on the table? (c) are on the tables? 7. What is the movie called? (a) that movie called? (b) they called? (c) we called? 8. Who are our leaders? (a) my leader? (b) our leaders? (c) our leader?REFLECTION1. Write a set of ten sentences. Ask the person sitting next to you to form questions for the sentences, and do the same for his sentences.2. Do you think you’ll be able to ask questions with confidence now? ____________________________________________________________________________________ ____________________________________________________________________________________ ________________________________________________________ ____________________________________________________________________________________ __________________________________________________________________ Asking Simple Questions
Talking About Favorite ThingsLesson: 6INTRODUCTIONIn this lesson, you will learn how to talk about your favorite things. You will learn about completesentences.ACTIVITY MATERIALThe following handout contains models which will help you write about your favorites. o “My favorite film is ___________. ______________ is the hero of the movie and ______________ is the heroine.” o “My favorite sports-star is _______________. He/She plays _______________. He/She is a good player.” o “My favorite actor is _________________. He /She acts in the movie ________________ (movie name). He/She is a very good actor.” o “My favorite singer is ___________________. He/she sang the song ____________________ (song name). He/She is a very good singer.”Note: As instructed in the Digital lesson, you need to fill up only two of the options.1)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you. 1. All-time favorite – favorite of all choices, during all times _________________________________________________________________________ 2. Above all – If you say that you like something “above all”, it means you like it the most. _________________________________________________________________________3. Best – If you say that something is “the best”, it means you think it is better than anything. Talking About Favorite Things
_________________________________________________________________________4. Greatest – If you say that something is “the greatest”, it means you think it is better than anything. _________________________________________________________________________5. Number one – If you say that something is “number one”, it means you like it is better than anything. _________________________________________________________________________GRAMMAR CONCEPTA complete sentence is one which has a subject, a verb and an object. For example, I like tea.I = subject like = verbtea = objectIn some cases, objects aren’t required. For example, She dances.I sing.PRACTICE EXERCISEI) Match the following in order to form complete sentences. The first one has been done for you.1. Of all the films in Bollywood… A …Amitabh Bachchan, Dharmendra and Hema Malini.2. The film stars… B …played by Amjad Khan.3. Dharmendra is called Veeru… C …the village of Rampur.4. The film’s villain is Gabbar Singh… D …Sholay is the best.5. The film shows Jai and Veeru’s… E …is called Basanti.6. Together, they protect... F …while Amitabh is called Jai.7. Hema’s character… G…name is Dhanno.8. Her horse’s… H …beautiful friendship.1. D: Of all the films in Bollywood, Sholay is the best.2. The film stars Amitabh Bachchan, Dharmendra and Hema Malini3. Dharmendra is called Veeru while Amitabh is called Jai.4. The film’s villain is Gabbar Singh played by Amjad Khan5. The film shows Jai and Veeru’s beautiful friendship.6. Together, they protect the village of Rampur.7. Hema’s character is called Basanti.8. Her horse’s name is Dhanno.II) The sentences below are sentence fragments. Choose the option(s) that should be added to them, and then write down the complete sentence. 1. What your favorite sport? (a) is (b) will (c) are Talking About Favorite Things
What is your favourite sport? 2. Why girls like badminton? (a) does (b) do (c) more Why do girls like badminton? 3. My movie is Dil Chahta Hai. (a) most favorite (b) favorite (c) favorites My favourite movie is Dil Chahta Hai. 4. People badminton less than cricket. (a) are (b) is (c) like People like badminton less than cricket. 5. Who her favorite actor? (a) are (b) is (c) not Who is her favourite actor? 6. the most popular movie in India. (a) It is (b) They are (c) I like It is the most popular movie in India. III) Complete the following sentences on your own. 1. I like __________ better than ____________. 2. The reason why I like ___________ better than ____________ is that ____________. 3. ______________ is also my favourite _______________. 4. I would go to _____________ rather than __________________ because __________________. 5. I dislike ______________; I would rather ____________________________. 6. Why don’t you like _____________? It is one of my ____________________________. 7. One of my favourite ______________ of all time is _____________. I think that everybody should _____________________ at least once. 8. I can’t choose a favourite between ________________ and _______________. I ____________ both.REFLECTION1. Organise groups of three students among yourselves. Each group should then decide on something the members like in common and prepare a short presentation on the subject. You can prepare a short story to make it more interesting. Talking About Favorite Things
Talking About Likes and DislikesLesson: 7INTRODUCTIONIn this lesson, you will learn how to discuss your likes and dislikes. You will also learn about SimplePresent Tense.ACTIVITY MATERIALGiven below are phases used for expressing likes and dislikes. Complete it by writing about your likes anddislikes. Music: I like listening to music. The kind of music I like is____________ But I do not like music which is ___________ My favorite songs are _______________ My favorite singers are_______________ Movies: I like watching movies. I like to watch movies which________ But I do not like ________ movies. My favorite movies are________ My favorite actor is___________LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you. 1. Popular – liked by many ___________________________________________________________ 2. Interest – a thing that ones likes to do ___________________________________________________________ 3. Leisure – free time which can be used to enjoy ____________________________________________________________ 4. Hate – dislike ____________________________________________________________ 5. Fond – having a strong liking for _____________________________________________________________GRAMMAR CONCEPTThe Simple Present Tense describes verbs happening in the present. Here are a few examples of verbs in theSimple Present Tense.Alan likes loud rock music.Loud rock music disturbs Martin.If a whole sentence describe verbs happening in the present, all the verbs will be in the Simple PresentTense. Sue’s favourite sport is swimming, but Alan’s favourite sport is horse racing.Alan likes loud rock music, but Martin hates it.PRACTICE EXERCISE Talking About Likes and Dislikes
I) Correct the parts in bold so that they are in the Simple Present Tense. 1. I liking chocolate ice-cream. I like chocolate ice-cream. 2. You is dislike ice-cream. You dislike ice-cream 3. He don’t like ice-cream. He doesn’t like ice-cream. 4. I doesn’t think he like ice-cream in general. I don’t think he likes ice-cream. 5. I dislikes ice-cream in general, but I eating chocolate ice-cream. I dislike ice-cream in general, but I like eating chocolate ice-cream. 6. We eating ice-cream. We eat ice-cream 7. I am want some ice-cream. I want some ice-cream. 8. She don’t eat ice-cream at all. She doesn’t eat ice-cream. 9. I usually ordering chocolate ice-cream. I usually order chocolate ice-cream. 10. He usually order vanilla ice-cream, while she have none. He usually orders vanilla ice-cream, while she has none.II) Choose the correct option so that the sentences are in Simple Present Tense.1. Do you like Hindi movies? (Does you likes, Do you likes, Do you like)2. She hates Hollywood movies. (She hates, She hating, She hate)3. I often listen to Lataji’s songs. (I often listened, I often listen, I often listens)4. Horror movies are the best. (Horror movies are, Horror movies is, Horror movies)5. Reading is another of her hobbies. (Reading was, Reading are, Reading is)6. You paint to spend your time. (You paints, You paint, You painting)7. They like Bangalore very much. (They liking, They likes, They like)8. Sheetal and I dislike Delhi weather. (Sheetal and I dislike, Sheetal and I dislikes, Sheetal and I disliking)9. My favourite flowers are roses and daisies. (My favourite flowers, My favourite flowers are, My favourite flowers is)10. We do like Goa very much. (We do like, We does like, We do likes)REFLECTION1. Do you feel you can confidently express your likes and dislikes now?2. Write down your likes and dislikes of a TV show you watch regularly. Talking About Likes and Dislikes
Inviting SomeoneLesson: 8INTRODUCTIONIn this lesson, you will learn how to invite people to an occasion. You will also learn about Pronouns.ACTIVITY MATERIALIn the following handout, you will find a few common ways of inviting people, and accepting as wellas rejecting invitations.Handout: Invitations Expressions for Inviting People Are you free next Saturday? We're going to Rahul’s place to play carom. We’re going to Rahul’s place to play carom. Would you like to come? Are you doing anything next weekend? If you are free, we could go to the MK Park. How about dinner at my place tonight? My birthday is on the 23rd September. I would like to invite you to the party. Are you free this weekend? We are planning to go to Nagpur. Would you like to join us? Expressions for Accepting the Invitation I'd love to come, thanks! Thanks for asking me. I would love to go! Yes, that sounds like a good idea. Thanks for the invitation. Of course, I will come! It’s your birthday, after all! What a great idea! I would surely like to join you all. Declining the Invitation Sorry, I won’t be able to come. I have a test on Monday and I have to prepare for it. It’s a great idea, but I’ve already made other plans. I would love to come, but I have some other work. I wish I could come to your birthday, but I have some important work. That’s a good idea. But I am very busy this weekend. Sorry, maybe next time?Below are three samples conversations. Study them carefully and then prepare a conversation on yourown on any topic.Option A: Invitation to a birthday partyStudent 1: It’s my birthday today.Student 2: Really? Happy Birthday!Student 1: Thanks. Actually, I am having a birthday party at my place this afternoon and I would liketo invite you.Student 2: Sounds great! I would love to come.Student 1: Thanks. I will see you then.Option B: Invitation to an engagementStudent 1: I am getting engaged!Student 2: That’s great news! When?Student 1: On the 15th of this month. Why don’t you come to the party?Student 2: Of course, I will come.Option C: Invitation to a showStudent 1: Do you have any plans for this Saturday?Student 2: Not at the moment. Why?Student 1: I have two tickets for a play. Would you like to come? Student2: Oh! I would love to. Thanks! Inviting Someone
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you. 1. Accept (an invitation) – to agree to come. ________________________________________________________________ 2. Decline (an invitation) – to refuse to come. ________________________________________________________________ 3. Guests – people who are invited; also called ‘invitees’. ________________________________________________________________ 4. Host – the one who receives the guests; female hosts are called “hostess”. ________________________________________________________________GRAMMAR CONCEPTRead the following.(a) Tanya? She is pretty. She is fun, too.(b) Tanya? Tanya is pretty. Tanya is fun, too.Which sounds better? The word “she” makes the difference. It is a pronoun. Pronouns are words which canbe used in place of nouns.(a) Sid gave an invitation. Rupa and I told Sid it was a bad one. (b) He gave an invitation. We told him itwas a bad one.(a) Sid and Tanya asked Rupa and me to go to the club. (b) They asked us to go to the club.(a) Tanya invited Sid and Rupa to Tanya’s party. Tanya’s party is going to be fun. (b) She invited them toher party. It is going to be fun.All pronouns are listed below:1. We, Our, Ours, Us.2. They, Their, Theirs, Them.3. You, Your, Yours.4. He, His, Him.5. She, Hers, Her.6. It, Its.7. I, me, mine, myPRACTICE EXERCISEI) Choose the correct pronoun for the underlined parts. 1. Tara, Rupa, and Ayesha are good friends. (a) They (b) Her Inviting Someone
(c) Them 2. Do invite Tara, Rupa, and Ayesha to your party. (a) they (b) them 3. Are you going with Sid to the party? Or are you going with Tanya? (a) him, she (b) he, she (c) him, her 4. This invitation card is my ticket to the party. (a) It (b) You (c) I 5. Tapas is going to get a gift for Tanya. The gift will be Tanya’s favourite book. (a) He, It, her (b) He, It, his (c) Him, It, her 6. This book is Tanya’s. I bought this book for Tanya’s birthday. (a) her, it, hers (b) hers, it, her (c) hers, it, hers 7. The flowers are from Sid. Sid bought them for Tanya for Tanya’s birthday. (a) Him, her (b) He, her (c) Him, hers 8. Tanya wants Sid, Tapas and me to come to Tanya’s party. (a) She, us, her (b) She, they, her (c) Her, they, herII) Fill in the blanks with the correct pronouns.Rita and I (me, I) are arranging a party. It (He, It) will be a simple party with a few friends, but with lotsof food and fun. We (We, Us) will invite Asif, Priyanka and Kruti. They (Them, They) are our (our, us)classmates. So, we (us, we) don’t have to give them (them, their) invitation cards. We (We, Our) can justask them (their, them) to come. Friends don’t need formal invitations, do they (them, they)?REFLECTIONPractice using the various expressions given in the Invitations handout with a partner. Try and come up withimaginative situations where those expressions could be used. Inviting Someone
Going ShoppingLesson: 9INTRODUCTIONIn this lesson, you will learn how to communicate while going shopping. You will also learn about ActiveVoice and Passive Voice.ACTIVITY MATERIALPrepare a conversation based on the following prompt.A is shopping in a shoe-store. A wants to buy a pair of leather shoes for school. The salesperson B asks A’sshoe size; A tells him. B shows two pairs of leather shoes to A. One of them is made of good leather but is alittle tight for A, so A asks for a bigger size. B brings a pair which is one size bigger, and the new pair fits A’sfeet. A asks the price, finds them affordable and buys them.Here are some phrases which you can use in your conversation: 1) “Oh, these are a little tight.” 2) “That sounds like a reasonable price.” 3) “I will take these as the leather quality is better.” 4) “What kind of shoes are you looking for, Ma’am/Sir?”____________________________________________________________________________________________________________________________________________________________________________LET’S MAKE SENTENCESMake sentence using the following word and phrase. The meaning has already been given for you.1. Costly – has a high price.________________________________________________________________2. Afford – if you can afford something, you can buy it easily.________________________________________________________________3. Affordable – has a low cost.________________________________________________________________4. Discount – a cut in price.________________________________________________________________5. Bargain – (in this case) to buy less than the usual cost.________________________________________________________________6. Reduce – to make less.________________________________________________________________GRAMMAR CONCEPTRead the following sentences. They are in the Active Voice.1. I buy a new shirt.2. I spend five hundred rupees on a new shirt.3. He wears only leather shoes. Going Shopping
The subjects – I, I, and He are doing the actions: buy, spend, and wears. These sentences can be re-writtenas:1. A new shirt is bought by me.2. Five hundred rupees are spent on a new shirt by me.3. Only leather shoes are worn by him.This second set of sentences is in the Passive Voice. Here, the subjects – A new shirt, Five hundred rupees,and Only leather shoes are receiving the actions: is bought, are spent, and are worn.PRACTICE EXERCISEI) Identify which of the following are in Active Voice, and which are in Passive Voice.1. How much does this bag cost? Active voice2. This bag can be purchased at a price of eight hundred rupees. Passive voice3. I want a discount on the price. Active voice4. The price can be reduced by a hundred rupees, but not more. Passive voice5. This bag is made of good quality leather. Passive voice6. We cannot sell it for anything less than seven hundred rupees. Active voice7. Can you reduce another hundred rupees? Active passive8. You are being offered a good price. Passive voice9. No other shop sells this bag for seven hundred rupees. Active voice10. Let’s make it six hundred fifty rupees. Active voiceII) Given below are some sentences in the Active Voice, and it is converted and given in the Passive Voice.1. My father asked me to get a book. I was asked by my father to get a book.2. I found this really nice tee-shirt. This really nice tee-shirt was found by me.3. I purchased a sweater. A sweater was purchased by me.4. I also bought a few things. A few things were also bought by me.Now, let us attempt a few questions on this.A) Change the voice in the sentences from Active Voice to Passive Voice.1) I bought this CD for you.This CD was bought for you.2) Rahul bought a gift for Priya.Priya was bought a gift by Rahul.3) Priya gave a pen to Shashank.Shashank was given a pen by Priya.4) India beat Australia in the T20 match.India was beaten by Australia in the T20 match. Going Shopping
5) The management has declared a holiday on the 10th.A holiday has been declared on the 10th by the management.B) Change the voice in the sentences from Passive Voice to Active Voice.1) You were asked by Rupa to have lunch now.Rupa asked you to have lunch now.2) This book should be read by you.You should read this book.3) Rupa’s exam paper was corrected by Kruti.Kruti corrected Rupa’s exam paper.4) The car was washed this morning by me.I washed the car this morning.5) The bill has been passed by the Parliament this session.The Parliament passed the bill this session.III) In the two paras, some lines have been italicized. Sometimes, a sentence sounds good only in acertain voice. Change the voice of the italicized parts so that the paras sound better.The market near my house is a busy place. It has many shops. In this market, sell a variety of things –vegetables and fruits, clothes and shoes and bags, and even electronic goods. I often go with my friendVarun when things have to be bought by me.Today, some vegetables will be bought by me. I will buy potatoes, cauliflower, and chillies. I am beingjoined by Varun.Rewrite the paras here after changing the voice.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________REFLECTION1. Share with us a short account of when you went to the market to buy something.____________________________________________________________________________________________________________________________________________________________________________ Going Shopping
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