के

न्द्री
य

वि
द्या
ल
य

सं
ग
ठ
न

3 दिवसीय काययशाला

[0]
GLIMPSES

[1]
 केन्द्रीय विद्यालय संगठन
KENDRIYA VIDYALAYA SANGATHAN
आंचवलक विक्षा एं ि प्रविक्षण संस्थान, मंबई
Zonal Institute of Education &
Training, Mumbai

प्राथवमक कक्षाओ ं के विक्षकों के वलए ‘अँग्रेजी में संप्रषण कौशल

03- वििसीय काययिाला
3 – Day workshop on ‘Communication Skills in English’
for Primary Teachers
विनांक: 6 – 8 अगस्त 2013 Date: 6 - 8 August 2013
Course Director
Ms. Chandana Mandal
Director
ZIET, Mumbai
Resource Persons

Mr. Eugin Dellas Leen

PGT English
Mrs. R.Jayalakshmi
HDM
ZIET, Mumbai

[1]
ACKNOWLEDGEMENTS

Shri Avinash Dikshit, IDAS

Hon’ble Commissioner,
KVS, New Delhi.

Shri G.K.SRIVASTAVA,
Additional Commissioner (Admn.)
KVS, New Delhi

Dr. Dinesh Kumar

Additional Commissioner (Acad),
K V S New Delhi

Dr. Shachikant
Joint Commissioner (Trg),
K V S New Delhi

Ms.Chandana Mandal
Director, ZIET

[2]
 FOREWORD

Communication skills are valued in every field of study and profession. The
personal or career success hangs upon one’s ability to communicate. More and
more research and training are being conducted on communication skills. Indeed,
it is important in the field of education. Effective communication skills in teachers
lead to effective classroom transaction. Keeping this view in mind, this 3 Day
workshop had been designed to improve the communication skills of the teachers.

Though the time allocated to this workshop is very short, it can show the ways to
improve the communication skills. Participants are expected to practise the skills
regularly at their own pace. Due weightage was given to both verbal and non-
verbal communication. Special emphasis was given to Listening skills and
pronunciation. The main reason for failure in communication is poor listening. We
have been barking up the wrong tree for a long time by ignoring formal training in
Listening. Demonstration and group work on Active listening would be helpful to
hone up the listening skills. The audio files of short stories, speeches, novels and
songs in the DVD distributed to the participants will give ample opportunity for
listening practice. Session on Non-verbal communication and the related
activities are introduced to aid the participants in hearing what isn’t being said.

‘Classroom Language’ is a new topic introduced to familiarize the participants

with ‘Natural English Phrases’. It also gives enough practice to use sentences of
positive inputs to students.

Role play, cue card play, pair dictation and ‘listen and draw’ are the other
activities introduced integrating all the aspects of communication skills in a
natural way. I hope this workshop would bring a positive impact on the
participants and further transpires into effective classroom transaction and stress
free social life.

Chandana Mandal
Director

[3]
 Index

S
DETAILS PAGE NO.
No.

01 Foreword 3

02 Objectives 6

03 Timetable 7

04 My Buddy – Ice Breaking Activity 8

05 Effective Communication Skills

 Communication Quiz – Warm up Activity
9 -15
 Effective Communication Skills - Article
 Effective Communication Skills - PPT

Pronunciation
06
 Pronunciation Test
16 - 20
 Key to Phonetic Symbols
 Pronunciation Practice – Textbook vocabulary
Listening
07
 Chinese Whisper – Activity
 Listening Activity (Song)– Worksheet
 Listening – PPT 21 - 31
 Active Listening – Worksheet
 Pair Dictation

[4]
 Speaking
08
 Cue cards for speaking
 Classroom Language Bubbles 32 - 43
 Useful Phrases
 Common Errors in Classroom Language

09 Role Play Idea 44 - 50

10 List of Audio files distributed in DVD 51 - 52

11
English Songs
o Good Luck, Good Health
o May the Good God Bless You
o My Bonnie Lies Over the Ocean 53 - 54

o Catch a Falling Star

o I’m Forever Blowing Bubbles

12 List of participants & contact details 55 -56

13 Photographs Cover pages

[5]
 To identify steps in taking responsibility for your own
communication.

 To explore the use of words, tone of voice, and body language in

communication.

 To identify ways to establish rapport in communication.

 To compare “telling” and “asking” questions styles in solving

problems.

 Recognize and understand the power of communication.

 Understand how problems develop due to listening.

 Identify specific communication problems and apply treatments.

 Learn techniques to manage and ensure proper communication.

 Enhance your knowledge of non-verbal communication.

 Improve your pronunciation.

 Learn the applications of digital dictionary for language practice.

 Learn to use better Classroom Language.

 Practice, role-play, discuss, and problem solve.

[6]
 Time Table

Zonal Institute of Education and Training - Mumbai

Time Table for 3 - Day Workshop on 'Communication Skills in English' for Primary Teachers
from 6/08/2013 to 8/08/2013

4.00 -
10.45

11.00
9.00 -

1.00

2.00

4.15
pm
DATE 9.30 - 10.45 11.00 1.00 2.00-4.00 4.15-5.30

to
-
9.30

a. Communication
Inauguration, a. Pronunciation - 90
skills - warm up
Ice- Breaking min
activity- 30 min

TEA BREAK

TEA BREAK
Registration

Video Show,
Briefing about the

LUNCH
b.Communication instructions for
Workshop,
06/08/2013 skills - Outline)-60 Group Work -
Participants' Need
min b. Dictionary Demo - 30 'Preparation for Role
Analysis
c. Non-verbal min Play'
Inaugural Speech by
Director, communication
activity (hot seat)
9.00 -
9.15 - 10.45 11.00 1.00 2.00-4.00 4.15-5.30
9.15
Speaking (focus on
TEA BREAK

TEA BREAK
Listening Skills -
Classroom Language grammar functions)

LUNCH
Lecture cum
Lecture cum Social functions of
Assembly

07/08/2013 demonstration - 60 Group Work -

practice Communications -60
min 'Preparation for Role
min
Play –theme- Water'
Pronunciation Pronunciation Pronunciation practice (
practice ( Text book practice ( Text book Text book vocabulary)
vocabulary) vocabulary)
9.00 -
9.15 - 10.45 11.00 1.00 2.00-4.00 4.15-5.30
TEA BREAK

TEA BREAK
9.15
LUNCH
Pair Dictation
Assembly

Role Play -
Cue - Card Play Listen and Draw Plenary &
08/08/2013 enactment (30 min)
(demo and practice) Pick and Speak Valedictory
Dialogue - (40 min)
Poem Recitation

[7]
 Activity: Ice Breaking

My buddy

S. Pair Name Buddy - 1 KV Buddy - 2 KV

NO
1 Alpenliebe Sri.S.K.Raju Sonpur Sri.Upendra KV.Garhara
Sah
2 Khatte Aam Sri.J.K.Meena Jagdalpur Sh.H.C.Tak KV No.5, 2nd
Shift Jaipur
3 Parle Melody Sri.Kushal Singh Baikunthpur Sri.Jayesh AFS Bhuj
Rawaliay
4 Cadbury Eclairs Sri.Deepak Barik Malanjkhand Sri.A K Mehta Samastipur
5 Darling (Orange) Sri.K C Ahmedabad Sri.Girish AFS,
Wankhede Cantt Parmar Makarpura
6 Halls (green) Sri.Aneel Kumar Bailey Road SS Ms Kiran Baria DIU
7 Cadbury Dairy Sri.S.K.Tiwari Shahdol Ms Vaishali CRPF
Milk Shots Parmar Gandhinagar
8 Parle Mango Bite Mr. Sushil Joshi AFS Devlali Ms. Priya No.1 AFS Pune
Limaye
9 Darling (Pink) Smt.Sadhana Kankarbagh Sri.P.K.Jha Muzaffarpur
Singh SS
10 Beating hart Ms. Rupali OF Mrs. Jayalakshmi ZIET
Pineapple (yellow) Nikure Varangaon
11 Nestle Caramel Ms Monika ONGC Smt.Nirmla KV No.3 Nal
Eclairs Dodiya Akleshwar Rawat Bikaner
12 Halls (Blue) Sri.S L Mishra No.2 Gaya Ms Jolly Godhra
Parmar
13 Darling (yellow) Mrs.Pragati KV No.2 Smt.Veena Katihar
Joshi Eklinggarh Kumari
14 Mentos Lemon Ms. Indu Jaisal NDA Sh.Surendra KV Churu
(Green) KhadaKVasla Kumar
Pune
15 Hajmola Candy Sri.Anil Ekka No.4 Korba Sh.Heera Lal KV Nasirabad
(pink)
16 Crème Ball (Blue) Sh.T.C.Bariwa KV Phulera Sri.D.Patra No.1 Bolangir
17 Candico Frut Sri.J.L.Shandilya No.2 Raipur Ms. Beena Rao Koliwada
18 Happy Dent White Sri.Manoj Kumar Narbarangpur Mr. Kiran VRDE
Budhawat Ahmednagar
19 Beating hart Sri.Uma INS Lines, Ms. Sushma No.1 Devlali
(Orange) Shanker Jangid Jamnagar Rai
20 Crème Ball (Red)

[8]
Everyone uses communication skills. We use them at home with our families, in the
workplace with our bosses and co-workers, on our computers when we answer email, and on
the telephone for various purposes. People send us messages in every interpersonal
communication encounter. Those messages can be explicit (verbal comments) or implicit
(nonverbal facial expressions, other body language, and physical space).

DEFINITION OF COMMUNICATION
Communication can be defined in many ways. In simple terms communication is:
• Information transmitted
• A verbal or nonverbal message
• A process by which information is exchanged between individuals through a common
system of symbols, signs, or behavior

KEY ELEMENTS IN COMMUNICATION

There are three key elements in the communication process. They are:
• You
• Your audience
• Your message

YOU bring professional experience and education and training to the communication process.
In order to be an effective communicator, you need to know who your AUDIENCE is. If your
audience is a student, then you can talk effectively about various subjects. If your audience is
the public, you need to switch from academic jargon to "plain English." The principles of
effective interpersonal communication are the same whether your "audience" is one person,
ten people, or one thousand.

The MESSAGE element is equally important. What do you want to say? What is the best way
to communicate the message? There is a basic rule used by journalists for writing a newspaper
story that can help you focus your message. A well-written story should contain the who,
what, when, where, why, and how of the story in the first paragraph or two. If it does not, it
will not hold our attention.

The same principle applies to your message in the process of interpersonal communication. If
you do not let your audience know quickly the who, what, when, where, why, and how of
your message, you risk their losing interest, being inattentive, and tuning out. Therefore,
whether spoken or unspoken, messages should contain most of these elements.

[9]
COMMUNICATION TOOLS
There are four basic communication tools:
• Listening
• Speaking
• Reading
• Writing

All four of these basic tools can be learned and improved. First, you must want to improve
your communication skills. Next, you must understand them, and recognize their importance
in the communication process. Then, you need to learn some new skills. Finally, you must
practice good skills to become a better, more effective communicator.

At an early age we begin to learn to speak, early enough that it is difficult to remember the
process. However, most of us can recall learning to read and write. These are skills we learn
from parents and teachers. We spend most of our communication time listening. Yet, listening
is a skill we are not taught, unlike writing, reading, and speaking. Probably, listening is the
most important communication skill we can develop.

HOW WE GET AND USE INFORMATION

How much information we retain in the communication process depends on many factors. It is
important for each of us to recognize how we learn best. Do we remember most of what we
read? Most of what we hear? Do we learn more if someone shows us?
Typically, we retain information at these rates:

10 percent of what we read

20 percent of what we hear
30 percent of what we see
50 percent of what we see and hear
70 percent of what we see and discuss
90 percent of what we do

Another way to think about how we retain information is this adage:

Tell me and I will probably forget,

Show me and I might remember,
Involve me and I will learn.

NONVERBAL COMMUNICATION

Nonverbal communication is behavior, other than spoken or written communication, that

creates or represents meaning. In other words, it includes facial expressions, body movements,
and gestures. Nonverbal communication is talking without speaking a word. It is very
effective, may be even more so than speech. Some sources say that it may be 60 to 78% of
communication between people. In other words, nonverbal communication may be the most
important part of communicating with other people. Remember the saying, “Actions speak
louder than words.”
[10]
You may be surprised to know that not only humans respond to this kind of communication. If
you have a pet, especially a dog, it may follow directions and respond to hand and body
movements more than your words. Dogs will even get confused if you say “sit” but give the
hand motion that you usually use for “stay”.

There are two main types of nonverbal communication. Body language is the first. Body
language is body movements that depend on a person’s attitude or feelings. Body language
includes the way people walk, how they stand, and their facial features. In other words, any
kind of meaning that is shown by a person's body attitude or movements. For example, when a
boy is sad he may droop his head and walk slowly. Or, if a girl is happy, she might run and
jump or stand up straight and put her hands in the air. People don't have to say anything to
show how they feel about things. Body language can be voluntary (on purpose) or involuntary
(a person can’t help it). An interesting fact is that blind children will smile when happy even
though they have never seen a smile.

The next main type of nonverbal communication is gestures. Gestures are communications
like facial expressions, hand signals, eye gazing, and body postures. Examples include smiles,
handshakes, waving, and raising certain fingers to say something.

SPACE
In order to communicate effectively with people, whether in our own culture or in others less
familiar, we need to understand accepted boundaries. The use of space between people who
are communicating has been studied extensively. Here is a brief description of how we use
space in the communication process:

Public space ranges from 12 to 25 feet and is the distance maintained between the audience
and a speaker, such as the President and reporters at a press conference, or a professor and
students in a classroom.

Social space ranges from 4 to 12 feet and is used for communication among business
associates, as well as to separate strangers using public areas such as beaches and bus stops.

Personal space ranges from 2 to 4 feet and is used among friends and family members, and to
separate people waiting in lines at teller machines or fast food vendors for example.

Intimate space ranges out to one foot and involves a high probability of touching, as in
whispering and embracing. We reserve intimate space for parents, our children, spouses, and
close friends.

Use of public, social, personal, and intimate space is interesting to observe in all cultures.

[11]
 Communicare - Latin verb which means to
impart, to participate, to share.

 Communication is the process by which

Transmission of Message
messages or meanings are exchanged
between people through the use of common
Encoding Decoding
set of symbols. (commonly owned, accepted
and recognized by the members of the
Sender Receiver
community.)
Decoding Encoding

2
1

 Verbal…… Oral & written

 Non-verbal… (other than spoken or written

word) gestures, body language, facial
expression. (about 55% communication )

3
4

 7% WORDS Para verbal communication refers to the

◦ Words are only labels and the listeners put their
own interpretation on speakers words messages that we transmit through the tone,
pitch, and pacing of our voices.
 38% PARALINGUISTIC
◦ The way in which something is said - the accent,
tone and voice modulation is important to the
listener.

 55% BODY LANGUAGE

◦ What a speaker looks like while delivering a
message affects the listener’s understanding most.

5 6

[12]
  Barriers can disrupt the accurate  Badly coded messages.
transmission of information.
 Inattention by the receivers.
 These barriers take different forms:
◦ Feedback barrier  Vagueness
◦ Noise barrier
◦ Perception barrier
8

Message sent Message implied by Message inferred  Personal appearance ..

senders by receivers
“Be on time.” “An early start is the “She thinks I’m always
best one.” late.”  It may create listening mood or reluctant
OR mood among the listeners.
“You are often late.”

“Take more time with I want to help you “He thinks I’m  Should suit the occasion.
your work.” improve.” careless, and this
OR comment is a
We can’t afford any warning.”
more foul-ups.”
 Dress code ( in army ) for various occasions.
“This work is better.” “Good solid revisions.” “Was my previous
OR work bad?”
“Your work finally
shows promise.”

10
9

 The way one stands, sits, and walks reveal

individual’s personality.  Should walk across the stage with ease and grace..
 Shift in postures while walking
 Facial expression .. A smile – friendliness
 Situation (A) : A subordinate while telling an
Raising eyebrows – disbelief.
idea to his boss doesn’t sit in reclining position
Tightening jaws – antagonism.
in chair.
 Good subject knowledge.
 Situation (B) : In group discussion a person  Good preparation.
while taking his turn to speak changes his  Good loud voice.
posture.  Good humor.

11 12

[13]
 Eye is an extension of brain and window of
the soul.
 A means of gaining feedback.
 A good speaker looks at all sections of his
audience not on the ground ,ceiling, the
door.
13
 Cultivate a cheerful and friendly tone.
 Never sound hurried and impatient.
 Listen attentively.
 Reassure him that you are listening by
speaking words …yes ..ok ..yea etc.
 Don’t engage telephone conversation longer
than necessary.
15
17
[14]
 Interaction between two persons. face to
face, interview. (one to one )
 Suggestions ..
 Be courteous and cheerful
 Feel interested in what is being said.
 Being dogmatic and argumentative may
spoil conversation.
 Exaggeration (hyperbole) to be shunned.
 Smooth flow be affected If you deliberately
use high flown vocabulary.
14
 Jargon ridden …the biota exhibited a one
hundred percent mortality response.
 Jargon free… all the plants and animals died.
 Jargon ridden.. The responsibility of a person
in pedagogical pursuits is to impart
knowledge (among) to those sent him for
instruction.
 Jargon free.. The teacher’s job is to instruct
the students.
16
 Should maintain personal territory (unless the
listener is very friendly)
 In social interaction, normally, a zone ranging
from 4 feet to 10 feet is maintained.
 It is culture based..
18
 Communicaton Quiz – Warm up Activity
S. Statement Not at Rarely Some Often Very
No all. times Often.
1 I try to anticipate and predict possible causes of
confusion, and I deal with them up front.
2 When I write a memo, email, or other document, I
give all of the background information and detail I
can to make sure that my message is understood.

3 If I don't understand something, I tend to keep this

to myself and figure it out later.
4 I'm sometimes surprised to find that people haven't
understood what I've said.
5 I can tend to say what I think, without worrying
about how the other person perceives it. I assume
that we'll be able to work it out later.

6 When people talk to me, I try to see their

perspectives.
7 I use email to communicate complex issues with
people. It's quick and efficient.
8 When I finish writing a report, memo, or email, I
scan it quickly for typos and so forth, and then
send it off right away.
9 When talking to people, I pay attention to their
body language.
10 I use diagrams and charts to help express my ideas.

11 Before I communicate, I think about what the

person needs to know, and how best to convey it.

12 When someone's talking to me, I think about what

I'm going to say next to make sure I get my point
across correctly.
13 Before I send a message, I think about the best way
to communicate it (in person, over the phone, in a
newsletter, via memo, and so on).

14 I try to help people understand the underlying concepts

behind the point I am discussing. This reduces
misconceptions and increases understanding.

15 I consider cultural barriers when planning my

communications.
Courtesy – mindtool.com
[15]
There are two different sentences ( a & b) containing words of minimal pairs under each item. Out of
these two sentences, one is read aloud. Identify the sentence and write a or b. The minimal pairs are
highlighted for your convenience.

S.N Sentence Diagnostic Achievement Remarks

O
Write a / b Write a / b
1 a I need a pin.
b I need a pen

2 a I’m sending the table.

b I’m sanding the table.

3 a See the tracks on the road.

b See the trucks on the road.

4 a There is a problem with my heart.

b There is a problem with my hut.

5 a He has got a white cot.

b He has got a white cat.

6 a I wouldn’t like warm soup

b I wouldn’t like worm soup

7 a There is a gull on the beach.

b There is a girl on the beach.

8 a I work early.
b I woke early.

9 a We had a bought picnic.

b We had a boat picnic.

10 a It was a long bar.

b It was a long bow.

11 a The ear isn’t good.

b The air isn’t good.

12 a This tea tastes salty.

b This tear tastes salty.
[16]
13 a It’s pressed meat.
b It’s breast meat.
14 a Where’s the train?
b Where’s the drain?

15 a It’s a land crab.

b It’s a land grab.

16 a He made a nice batch.

b He made a nice badge.

17 a It was a wonderful safe.

b It was a wonderful save.

18 a I wish I had blue ice.

b I wish I had blue eyes.

19 a It was his mission.

b It was his vision.

20 a There is a hat on the top.

b There is a mat on the top.

21 a I met his kin.

b I met his king.

22 a He is singing.
b He is sinking.

23 a We need low tables.

b We need no tables.

24 a She broke the rock

b She broke the lock

25 a She sells yam.

b She sells jam.

26 a Look at the whale.

b Look at the veil.

27 a A wiper was used in the experiment.

b A viper was used in the experiment.

28 a He was watching his car.

b He was washing his car.

[17]
 Vowels Consonants
1 iː see /siː/ 1 p pen /pen/
2 ɪ sit /sɪt/ 2 b bad /bæd/
3 e ten /ten/ 3 t tea /tiː/
4 æ hat /hæt/ 4 d did /dɪd/
5 ɑː. arm /ɑːm/ 5 k cat /kæt/

6 ɒ got /gɒt/ 6 g got /gɒt/

7 ɔː saw /sɔː/ 7 tʃ chin /tʃɪn/
8 ʊ put /pʊt/ 8 dʒ June /dʒuːn/
9 uː too /tuː/ 9 f fall /fɔːl/
10 ʌ cup /kʌp/ 10 v voice /vɔɪs/
11 ɜː fur /fɜːr/ 11 θ thin /θɪn/
12 ə ago /əˈgəʊ/ 12 ð then /ðen/

Diphthongs 13 s so /səʊ/
13 eɪ page /peɪdʒ/ 14 z zoo /zuː/
14 əʊ home /həʊm/ 15 ʃ she /ʃiː/
15 aɪ five /faɪv/ 16 ʒ vision /vɪʒən/
16 aʊ now /naʊ/ 17 h how /haʊ/
17 ɔɪ join /dʒɔɪn/ 18 m man /mæn/
18 ɪə near /nɪər/ 19 n no /nəʊ/
19 eə hair /heər/ 20 ŋ sing /sɪŋ/
20 ʊə pure /pjʊər/ 21 l leg /leg/
22 r red /red/
23 J yes /jes/
24 w wet /wet/
[18]
Activity: Pronunciation Practice

S.No Word Transcription

/əkˈsept.ə.bl /
1 acceptable
/ækˈtɪv.ɪ.ti/
2 activity
/ˈæk.tʃu.ə.li/
3 actually
/ədˈmɪʃ. ə n/
4 admission

5 admit /ədˈmɪt/

/ədˈven.tʃ ə r.əs/
6 adventurous
/ədˈvaɪs/
7 advice
/ədˈvaɪz/
8 advise
/əˈfek.tɪd/
9 affected
/ˌɑːf.təˈnuːn/
10 afternoon
/əˈgriː/
11 agree
/ˈeə.pɔːt/
12 airport

13 allow /əˈlaʊ/

/ˈɔːl.məʊst/
14 almost
/ˈɔːl.weɪz/
15 always
/əˈnʌð.ə r /
16 another
/ˈɑːn t .sə r /
17 answer
/ænt/
18 ant
/ˈen.i.weə r /
19 anywhere
/əˈpɪə r /
20 appear
/ˈɑːg.juː/
21 argue
/əˈraʊnd/
22 around
/əˈreɪndʒ.mənt/
23 arrangement

[19]
 /əˈraɪ.v ə l/
24 arrival
/əˈsaɪd/
25 aside
/əˈsliːp/
26 asleep
/əˈsɪs.t ə nt/
27 assisstant

28 breathe /briːð/

/ˈæk.siːz/
29 axes
/beɪk/
30 bake
/bæmˈbuː/
31 bamboo
/bæŋk/
32 bank

33 bridge /brɪdʒ/

/ˈbeə.fʊt/
34 barefoot
/ˈbɑː.skɪt/
35 basket
/ˈbeɪ.ðɪŋ/
36 bathing
/biːk/
37 beak
/biːn/
38 bean
/bɪˈgɪn.ɪŋ/
39 beginning
/bɪˈliːv/
40 believe
/bɪˈləʊ/
41 below
/bɜːθ/
42 berth
/bɪˈtwiːn/
43 between
/bɪˈnɒk.jʊ.ləz/
44 binoculars
/bɜːd/
45 bird
/bluːm/
46 bloom
/ˈbɔː.dɪŋ/
47 boarding
/bɔɪl/
48 boil

[20]
 Activity – Chinese whisper

How to play the Game.

1. Acceptable
2. Ancestral 1. Get at least five people, preferable 10 plus people. The
3. Blindfolded more people involved, the better, because the message being
passed around is likely to become very distorted and even
4. Chimes
funnier.
5. Languishly
2. Prepare. Write a few messages down on paper that consists
6. Bloom
of at least ten words. The message can be serious or
7. Gnawing downright silly. Be sure it is legible.
8. Bouquet
3. Sit the players down on the floor in a circle or a line.
9. Distinguish
10. Cardamoms 4. Give the first player the message note. Have that person
explain the message to the next person by whispering it in
11. Garments
their ear. They cannot pass on or show the message; that
12. Graze must go back to the person organizing or monitoring the
13. Jigsaw game. Have them repeat the message very quickly in a
whisper to the person sitting next to them. No one else must
14. Coppersmith bird hear.
15. Scarcity
5. Request that the next person say whatever they heard,
16. Amendment
also fast in the same manner, to the next person.
17. Mnemonic
18. Entrepreneur 6. Continue on around the circle or down the line. The game
goes on until the last person says whatever they heard aloud
19. Pedestrian and the first person reveals the real message. Compare them
20. Promenade. and have a great laugh!

( This can also be tried with a set of words in place of message.

20 words( from textbook) given here were used in the workshop
activity )
[21]
 Listening Activity - Song Worksheet

My Bonnie lies over the ocean

My Bonnie ____ ____the ocean

My Bonnie ____ ____ the sea
My Bonnie ____ ____ the ocean
Oh ____ ____ my Bonnie to me

____ ____, ____ _ ___

____ _____ my Bonnie to me, to me
____ ____ , ____ ____
____ ____ my Bonnie to me

Last night as I ____ ____ my pillow

Last night as I ____ ____ my bed
Last night as I ____ ____ my pillow
I dreamed that my Bonnie was dead

____ ____, ____ ____

____ ____ my Bonnie to me, to me
____ ____ , ____ ____
____ ____ my Bonnie to me

Oh _____ the winds _____ the ocean

And_______ the winds _____ the sea
Oh _______ the winds ______ the ocean
And ____ ____ my Bonnie to me

____ ____, ____ ____

____ ____ my Bonnie to me, to me
____ ____ , ____ ____
____ ____ my Bonnie to me

The winds have____ ____ the ocean

The winds have ____ ____ the sea
The winds have ____ ____ the ocean
And ____ ____ my Bonnie to me

____ ____, ____ ____

____ ____ my Bonnie to me, to me
____ ____ , ____ ____
____ ____ my Bonnie to me

[22]
 LISTENING

What is Listening?
• listening (ILA, 1996): the process of
The Power of Listening receiving, constructing meaning from, and
responding to spoken and/or nonverbal
messages; to hear something with
thoughtful attention
• Effective communication is 2-way
– depends on speaking and listening

Listening vs. Hearing Fast Facts

• Hearing- physical process; natural; passive
• Listening- physical & mental process;
active; learned process; a skill
• Listening is hard!
You must choose to participate in
the process of listening.
• We listen at 125-250 wpm, think at 1000-3000
wpm
• 75% of the time we are distracted, preoccupied
or forgetful
• 20% of the time, we remember what we hear
• More than 35% of businesses think listening is
a top skill for success
• Less than 2% of people have had formal
education with listening

Percentage of Communication Why Be A Good Listener?

Mode of Formal Years Percentage of Needs of the students
Communication of Training Time Used
Writing 12 years 9%
 To be recognized and remembered
 To feel valued
Reading 6-8 years 16 %  To feel appreciated

Speaking 1-2 years 30%  To feel respected

 To feel understood
Listening 0-few hours 45%  To feel comfortable about a want or need

[23]
 Listening builds stronger
Listening is the most powerful
relationships
form of acknowledgment
…creates a desire to cooperate
…a way of saying, “You are
among people because they feel
important.”
accepted and acknowledged.

Listening promotes being heard Listening creates acceptance and

openness
…”Seek first to understand, then
be understood.” …conveys the message that “I am
- Stephen Covey not judging you.”

Listening reduces stress and

Listening leads to learning
tension
…openness encourages personal
…minimizes confusion and
growth and learning
misunderstanding, eliminating
related stress and tension

[24]
 Barriers to Listening
Listening is CRITICAL in conflict
resolution • Equate With Hearing • Listening for Facts
• Uninteresting Topics • Personal Concerns
• Speaker’s Delivery • Personal Bias
…much conflict comes from the
• External Distractions • Language/Culture
need to be heard. Successful • Mentally Preparing Differences
resolution depends on being a Response • Faking Attention
non-anxious presence.

When Are You Listening?

Bad Listening Habits
• Criticizing the subject or the speaker • Non-Verbal Encouragers
• Getting over-stimulated
• Listening only for facts
• Not taking notes OR outlining everything
• Verbal Encouragers
• Tolerating or creating distraction
• Letting emotional words block message
• Wasting time difference between speed of speech
and speed of thought

Active Listening Active Listening Requires…

• … Allows you to make sure you hear the • Definite Intent to Listen
words and understand the meaning behind
• Focus on the Speaker
the words
• Verbal and Non-Verbal Encouragers
• Goal: go beyond listening to understanding
• Feedback Loop to Insure Accuracy

[25]
 Active Listening (4 Steps) Step 1: Listen
1. Listen • To Feelings As Well As Words
– Words – Emotions -- Implications
2. Question
• Focus on Speaker
3. Reflect-
– Don’t plan, speak, or get distracted
Paraphrase
• What Is Speaker Talking About?
4. Agree – Topic? Speaker? Listener? Others?
• Look At Speaker
• Use Verbal & Non-Verbal Encouragers

Step 2: Question Step 3: Reflect-Paraphrase

• 3 Purposes • Reflect What Is Said (In your words)
– Demonstrates you are listening • Reflect Feelings
– Gather information
– Clarification
• Reframe
– Capture the essence of the communication
• Open-ended
– Tell me more? – Remove negative framing
– How did you feel? – Move toward problem solving
– Then what happened?

Activity
Step 4: Agree
• Get Speaker’s Consent to Your Reframing • Speaker – talk for 2 min.
• Speaker Has Been Heard and Knows It! • Listener – listen using
the skills we’ve discussed
• Solution Is Near!
• Observer – observe the
application of the skills
and take notes

[26]
 LISTENING
Activity Active Listening.
Speaker____________________Listener_____________________Observer______________

Listen

1 Listen to feelings as well as words. 1 2 3 4 5

Words, Emotions –Implications.
2 Focus on speaker. 1 2 3 4 5
Don’t plan, Speak or get distracted.
3 What is speaker talking about? 1 2 3 4 5
Topic, Speaker, Listener, others
4 Look at speaker. 1 2 3 4 5
Use verbal & non-verbal encouragers.

Question

1 Demonstrate you are listening. 1 2 3 4 5

Tell me more?
2 Gather information 1 2 3 4 5
Then what happened?
3 Clarification 1 2 3 4 5
How did you feel?

Reflect/ Paraphrase

1 Reflect what is said. 1 2 3 4 5

(In your own words)
2 Reflect feelings 1 2 3 4 5

3 Reframe 1 2 3 4 5
-Capture the essence of the communication
-Remove negative framing
-Move toward problem solving

Agree

1 Get Speaker’s Consent to Your Reframing 1 2 3 4 5

2 Speaker Has Been Heard and Knows It! 1 2 3 4 5

3 Solution Is Near! 1 2 3 4 5

[27]
Activity

Pair-Dictation

C. David Smith
Chuo University (Tokyo, Japan)

In this article, I describe a dictation activity that I have used in my lessons for more than
twenty years. I have found this approach to be extremely effective not only for improving
students’ language skills, but also to increase their enthusiasm for language study in
general. In addition, this activity is quite versatile, and can be used in almost any learning
situation with students of varying ability and interest; as a component of regular lesson
content, or as a stand-alone warm up activity.

Overview
This is an activity that very effectively contributes to improvement in all skill areas—reading,
writing, speaking and listening. It is particularly useful for practice with paragraph structure;
grammatical accuracy and pronunciation. In addition, it can be successfully employed in any
class setting with any type of student. Students arriving late for lessons can be integrated into
the activity smoothly, with no interruption in class activities. It works especially well in
multi-level classes, with students of varying interest and ability.

This dictation activity makes use of the fact that English spelling is anything but phonetic, and
the ability to properly spell a word from its sound requires some familiarity with its meaning,
and the context in which it occurs. This activity also exploits the general laziness of students
as errors in transcription will require the reader to spell out the word, and the writer to slowly
write it out; a time consuming and tedious burden. Thus, there is a definite premium in
recognizing the words from their sounds, and properly transcribing them onto the page,
especially since students generally want to finish up as quickly as possible.

Active, cooperative learning activities in general are the best approach to assure focus,
attention and deep concentration. This assures that students are performing at or near their
[28]
optimum capability. There is no doubt that retention is maximized under these
circumstances.

Preparation of Materials
I generally start with a paragraph containing between 125 and 150 words; 8-12 sentences. I
try to insure that around 10-14 words will be unfamiliar vocabulary. News stories usually
work best, but it is useful to eliminate some specificity from the text; dates, names, and so on;
to make it as generic as possible. Since preparing the materials requires some considerable
investment of time and effort, this will permit the material to be relevant for some time to
come. A news story that can be used to generate follow up discussion, debate, or a writing
assignment is an added plus; themes such as moral issues, global topics, popular culture or
problems related to cross-cultural communication work particularly well. A sample paragraph
follows:

Capital Punishment

A Japanese court has sentenced a man to death for murder. The 63-year-old unemployed
factory worker was found guilty of killing his wife and two children. The sentence has
reopened the debate over capital punishment in the country. Opponents of the death penalty
believe it is wrong to execute criminals, and they want the government to abolish capital
punishment. They also complain that most of the other developed nations have already
eliminated the death penalty. Most people in Japan, however, believe the sentence was
proper. Proponents of capital punishment say it is needed to prevent violent crimes, and they
want the government to keep the present law. Lawyers for the convicted man have appealed
to the Justice Minister to change the man's sentence to life imprisonment. Arguments about
the death penalty will probably continue as long as it exists.

Once the paragraph is downloaded or input into a word processor, the next step is to create a
cloze format. This can be done manually; by deleting selected words and phrases, and
substituting an underline space that corresponds approximately to the length of each word.
Once the desired cloze formatting is completed, both normal text and cloze version can be cut
and pasted to create the dictation sheets.

Student A

A Japanese court has sentenced a man to death for murder. The 63-year-old unemployed
factory worker was found guilty of killing his wife and two children. The sentence has
reopened the debate over capital punishment in the country. Opponents of the death penalty
believe it is wrong to execute criminals, and they want the government to abolish capital
punishment.

They that most eliminated

the . Most in , however, was
proper. of say it ,
and the present
law. man appealed to man’s
[29]
sentence . proba
bly as it .

Student B

A to death . The - -old

unemployed was of killing and . The
sentence capital punishment . of the
death to the
to punishment.

They also complain that most of the other developed nations have already eliminated the death
penalty. Most people in Japan , however, believe the sentence was proper. Proponents of
capital punishment say it is needed to prevent violent crimes, and they want the government to
keep the present law. Lawyers for the convicted man have appealed to the Justice Minister to
change the man's sentence to life imprisonment. Arguments about the death penalty will
probably continue as long as it exists.

Classroom Procedure
The sheets can be distributed to students randomly, or in such a way as to maximize the
efficacy of the activity. Pairing high and low level students; girls and boys, and creating
different pairs each time the activity is done seems to produce the best results. I usually create
random pairs by taking a count of the students, dividing this number in half, and assigning
numbers to the students so that, for example, if there are 25 students present, I assign
numbers one to twelve twice, and create one three-student group. As I count, I distribute the
dictation sheets to the students. Thus, the students assigned the same number constitute a pair,
and the creation of a three member group is only necessary if the total number of students is
an odd number.

Next, I practice all the likely unfamiliar words by writing them on the blackboard, using
choral repetition and eliciting the meanings from the students. The order these words are
introduced can be either alphabetically, or chronologically; as they occur in the text—there is
no particular advantage to either method. When the students are unable to define a particular
word in either English or L1, I provide the meaning to them. A chronologically ordered
vocabulary list corresponding to the sample paragraph follows:

court sentence murder unemployed guilty debate capital punishment opponent death
penalty execute criminal abolish complain developed
nations eliminate proper proponent prevent violent crime lawyer convict appeal Just
ice Minister life imprisonment argument

[30]
Once the students have completed the vocabulary practice, I then seat them in their pairs (and
three-member groups, where there is an odd number of students in the class).

Student A, the one whose transcription sheet begins with the unaltered text, then begins to
read, slowly and clearly. This student (reader) must monitor Student B (writer), who fills in
the missing words in the cloze half of the sheet. Student A must not show the text to B, and if
a writing error is detected, A must stop reading, and spell out the mistaken word. When the
cloze is completed, B then starts reading the bottom half of the text, while A writes.

As students are busy with this, I circulate around the classroom, looking for spelling errors. If
I notice any mistakes, I point these out to the students, and impress upon the reader that he/she
is responsible for any errors the writer may make. As this gentle scolding slows down the
pairs’ progress, they tend to avoid a repetition of this carelessness. In addition, if I detect any
mispronunciation, I correct this immediately. This situation creates a substantial premium for
greater concentration and involvement. The inability to properly recognize and accurately
transcribe a word entails a tedious and time-consuming correction procedure. With
comprehensive and careful policing of student performance by the instructor, students quickly
realize that the easiest course of action is to assure proper transcription; and reader and writer
collaborate to this end. The reader will make additional efforts to clearly enunciate each word
in a recognizable manner as the writer endeavors to accurately transcribe the
content. Needless to say, completing the activity as quickly as possible is the goal of all
students—laggards fear particular embarrassment as the class waits for the slowest pair to
complete the transcription. The pressure on students for speed and accuracy discourages
mental translation of the content, and thus promotes thinking in English.

Should a student arrive late in class during the activity, I hand him/her the appropriate
transcription sheet and seat him/her to create a three-member group. Needless to say, some
pairs will finish the activity earlier than others. Surprisingly, these pairs will tend to review
and try to understand; or translate the text; if not, random content questions posed by the
instructor directly to these early finishers can help to keep them engaged.

Once all the pairs and groups have completed the transcription, I then read the whole text
together with the class. A particularly effective way to do this is to call on individual students
to read one sentence quickly, in succession, while I correct any mispronunciation. This
compels all students to pay careful attention, as any member of the class may be asked to read
the next sentence, and any student who loses his/her place in the text faces a penalty or
embarrassment. This procedure can be repeated, and the text read several times so as to
assure that every member of the class reads at least once.

I then follow this individual reading activity with comprehension questions, initially
chronologically, through the text. For example: Who was sentenced to death? Who sentenced
him to death? Why was he sentenced to death? How many people was he accused of
killing? What did the sentence cause? Why do some people want to eliminate capital
punishment? Why do others want to keep the death penalty? Do most developed countries
have capital punishment? What do opponents of the death penalty want?

[31]
CUE CARD: 1

Talk about your hobby

• Describe it
• Why is it your hobby?
• Any advantage you have from it
• Is it a group hobby ?

CUE CARD: 2

Describe the best film you saw this year

• Who did you see the film with?
• What was special about the film?
. How did you feel after the film?

CUE CARD: 3

Describe the journey you made recently

• How did you travel?
• Why did you visited?
• What you liked and disliked about it?

CUE CARD: 4

Talk about the importance of how to cook?

• Why is it important?
• Do women cook better than men?
• Basics of good cooking.

[32]
CUE CARD: 5

Talk about the job you are currently doing

• Why did you choose it?
• Skills needed for a job
• Negative aspects of that job

CUE CARD: 6

Describe an object you value most in your possessions

• How did you acquire it?
• Why is it so special?
• Can it be replaced easily?
• Would you lend it or give it away?

CUE CARD: 7

Describe the most unusual person

• What is so special about his/her character?
• What influence has the person had on you?
• How often do you see him?

CUE CARD: 8

Talk about your favourite TV channel

• Why do you like it?
• Advantages it gives you?
• Something you would like to improve in it.

CUE CARD: 9

Talk about your favourite sportsman

• Why is he better than others?
• What would you like most about him?
• Any change you would like to make him

[33]
CUE CARD: 10

Talk about the ideal you look up to

• Qualities you like about him
• His/her description in your own words
• Why ‘you look up to him’?

CUE CARD: 11

Talk about the city you live in

• Description
• Popular places to visit
• Why you like/dislike it?

CUE CARD: 12

Talk about your college

• How long you stayed there?
• Friends you had/have there
• Extracurricular activities you took part in

CUE CARD: 13

Talk about the book you have read recently

• Brief information of story and characters
• When you read it?
• How much you enjoyed reading it?

CUE CARD: 14

Talk about the place that impressed you most

• Where is it situated?
• Why you visited it?
• What impressed you the most?

CUE CARD: 15

Describe the book that influenced you the most

• What the theme idea of the book?
• Who was the author?
• Have you read other books by the same author?

[34]
[35]
[36]
 Starting

o Good morning (everyone)

o Good afternoon ( everyone)
o Hello ( everyone)
o Who is away/absent today?
o Let’s start

 During the lesson

o All together !
o This row/group…..
o Your turn.
o Say it again (please)
o The whole sentence, please.
o In English, please.
o What’s … in English?
o What is the (L1) for ‘try’?
o What is it in (L1)?
o Collect the books, please.
o Give me your homework, please.
o Give everyone one of these.

 Ending the lesson

o That’s all for now/for today
o Let’s stop now.
o OK. You can go now
o Put your books/things away.

[37]
 o See you on (day)
o Have a nice weekend/holiday.
o Goodbye.

 Reading ….

o Can you read this/that?

o Anna, can you read both?
o Who can read this sentence?
o Go on Rohit.
o Say it after me.

 Writing ….

o Write this/that in your English note books.

o Copy this /that in your books.
o Who wants to write that on the board?
o How do you spell this/that?
o What’s missing here?
o Is that right?

 Acting ….

o Let’s act that.

o You are a woman
o Read young man’s part,, Rohan.
o Who wants to be ‘Water’ ?
o You can be the judge, Raashi.
o Come and stand here.

[38]
 Partners ….

o You are Anju’s partner.

o Who’s your partner?
o Has everyone got a partner?
o Work with your partner.
o Sit back – to – back .
o Don’t show your partner.
o Change places ( with Anju ).
o Change your partner.

 Games ….

o Are you ready?

o Whose turn is it?
o Take it in turns.
o You’re next.
o Start now.
o Guess!
o It’s time to stop.
o Everyone stop now.
o Have you finished?
o Who has finished?

 General ….

o Come here.
o Go back to your place/desks.
o Stand up ( everyone)
o Sit down.
o Hands up/down.

[39]
 o Quick.

o Close the door, please.

o Open the window, please.
o Turn on/off the lights.
o Come in.
o Wait.
o Just a minute.

 Keeping order ….

o Quiet, please.
o Stop talking/playing.
o Sh! ………..
o Don’t do that, please.
o Stop that.
o Don’t be silly.
o Give that to me, please.

 Praise and encouragement ….

o Try (again)
o That’s (much) better
o Good.
o Fine.

o Very good.
o That’s very nice.
o It’s all right – don’t worry.

[40]
 Thanks and apologies….

o Thanks.
o Thank you.
o Sorry.
o Sorry, I’m late.
o Sorry? (= not hearing)
o I’m sorry, I don’t understand.
o Pardon (= not hearing)

 Pupil’s Language ….

o Me!
o What page/exercise is it?
o What did you say?
o I don’t know.
o I/We don’t understand (this word)
o I/we have finished.
o I/We haven’t finished.
o Shall I help him/her?
o Can I go to the toilet, please?

[41]
o Open your books on page 20.
Use to instead: Open your books to page 20. At is also possible in
British English.

o OK! Time’s over!

At the end of a game or timed activity, say Time’s up.

o Do you want me to explain you the rule again?

You explain something to someone: Do you want me to explain the
rule to you again? Or simply: Do you want me to explain the rule
again? Remember:Explain me / him / her etc. is wrong.

o Pay attention in the example.

You should say Pay attention to the example. You can also say Pay
attention in class (=pay attention when you’re in class).

o Ask question four to Raul, please.

Most verbs followed by two objects can take either to (She gave me a
present = She gave a present to me) or for (She bought me flowers =
She bought flowers for me).Ask is different. With ask, don’t
use to or for: Ask Raul question four, please.

o Today we’re going to discuss about politics.

You discuss something, not about something: Today we’re going to
discuss politics.
[42]
o These are slangs.
Slang is uncountable.
Say These are examples of slang. Remember: a slang is wrong. Say a
slang word / term. By the way, evidence is uncountable too: Please
find the evidence / a piece of evidence in the text.

o I gave you a homework last class, didn’t I ?

Homework is uncountable. Say I gave you some homework. You can
also say a piece of homework / two homework assignments. By the
way, you can also assign homework.

o Are you with your students’ book?

It’s far more natural to ask Do you have your student’s book?
By the way, different publishers call their course books student’s book,
student book or students’ book.

o Does anyone have any doubts?

If you want to know whether students understood the new rules, for
example, it’s more natural to ask Does anyone have any questions?
In English, doubt usually implies a lack of belief or certainty rather
than a lack of understanding: I have my doubts that the plan will
work.

[43]
Stimulating kids’ creativity is easier than you think! These fun role-playing ideas
for kids can be as simple or elaborate as you’d like, using items you likely
already have lying around the house. (If not, “making do” is great for young
minds, too.)
Here are 50 unplugged solutions for hours of fun, cooperation, and
imagination. Let your kids take these starters and run with them!

1. Library: Kids can make library cards and a “scanner” (or whatever
checkout method your local library uses), organize their books, or plan
a read-aloud story time.

2. Zookeeper: Overturn some laundry baskets over stuffed animals, with a

large bowl for some rubber duckies, food and water bowls, leashes, etc.
Or let the kids be the animals!

3. Post office: Save envelopes from your junk mail, add some stickers for
stamps. Have kids craft and decorate a mailbox out of a tissue box or
shoebox, then write mail to deliver to family and friends.

4. Hair salon: Girls love grabbing their dolls, sticking them in a doll
highchair, and going to town with some brushes and combs, hair
clips/barrettes/etc., a spray bottle, and a bib or blanket as an apron.

5. Restaurant: Grab a memo pad, a towel for the waiter or waitress’ arm,
an upturned cardboard box with some plastic lids attached for a stove,
and kid-sized dishes … you get the idea.
[44]
6. Knights and maidens: Boys can make swords out of, well, anything; girls
would love a manila-folder-turned-cone-shaped-princess-hat with a
filmy scarf flowing out of the top—maybe with their own sword, too.
And there’s always the old go-to broom-handle-turned-horse.

7. Factory: Grab some rinsed-out recycling—old containers, etc.—with

some paper brads, masking tape, and other fairly harmless items to
attach one thing to another. You might even give the kids a mission, like
creating a boat, or a device to keep an egg from breaking when it’s
dropped from counter height.

8. Kings and queens.

9. Army.

10. Tea party.

11. Airplane with pilot: Pull some chairs into two lines to look like an airplane
cabin—or just enough chairs to look like a cockpit. Let the kids do the
rest.

12. Train: Arrange chairs or laundry baskets as cars; office supply stores sell
rolls of tickets. Better yet, have the kids make their own. Older kids can
map out the routes of their train across the country.

13. Bank: Kids make their own paper “money” and use pennies,
paper clips, etc. for coins. Explain terms like loan, teller, and interest.

[45]
14. Office: Load them up with old office supplies, something to resemble a
computer (even a folded piece of cardboard can work, especially if
they decorate it!), etc.

15. Laundry: Throw all the doll clothes into the washing machine—real or
pretend. Let them hang clothes on a clothesline, “iron” the clothes, etc.

16. Circus: Grab hula hoops, stools, costumes, stuffed animals, even face
paint and material for posters. What tricks will they perform? Surprise
your kids with popcorn or peanuts for a snack, or let them fill paper
bags that they place in a shallow box with a stapled-on strap (an
instant vendor!).

17. Theater: This one has endless possibilities! Someone can make tickets,
write a script, make costumes, make a set, etc. If you have a clothesline
and a couple of sheets, a wide doorway, or just a bunk bed on which
you can hang blankets—voila! Instant stage.

18. Puppet show.

19. Entrepeneur: Have your child think of something they would like to “sell”
for a negligible amount (a penny, a nickel, a bottle cap) to family
members, which they create. It might be stories they write, cookies they
bake, pictures they draw, Lego creations they construct. Or you might
let your child create a lemonade stand, or sell friends a dozen cookies
for a low price that covers cost of goods.

20. Astronaut/space shuttle.

[46]
21. Aliens.

22. Hospital.

23. Veterinarian: Get out a doctor kit (or use an invisible one) and some
stuffed animals as you give them a checkup on the kitchen table. Don’t
forget the food and water bowls!

24. Grocery store: Grab some stickers, non-perishables, and some coins or
fake money.

25. Race car/taxi driver: Two rows of two chairs with a plate for a steering
wheel and you’re good! Wait till you hear the places your kids are
“dropped off.”

26. School (the classic). Hey, your younger kids might even learn their ABC’s
from the older siblings from this one!

27. Police/detective: Make up a story about a mystery that’s happened

(gasp!) in your own home: stolen cookies, a broken vase. The kids will
need to make up their own clues and ending. As a added challenge,
kids can take turns leaving clues to the mystery around the house.

28. Newspaper: Let the kids pick roles of editor, reporter, layout artist, etc.
They can put out their own paper on “current events” in your household
and neighbourhood.

[47]
29. Artist: Paint a landscape outside with an easel and paper plate
“palette.”

30. Dance class.

31. Safari: Tape a couple of toilet paper tubes together to make some
binoculars. Kids can be the explorers—or the animals!

32. President/vice president.

33. Act out a Bible story!

34. Band: Make instruments out of household items and recyclable

containers. Have a Showtime, and don’t forget the posters!

35. Radio show.

36. Act out your favourite fairy tale or children’s book.

37. Secret mission: Dress as spies. Make an imaginary mission. Or try a real
one—how many trash cans can they swipe and empty without you
seeing them?

38. Firefighters.

[48]
39. Missionary: Be a missionary pilot; feed people some rice, or teach them
to read; teach people about the Bible; translate Bible verses into a new
“language” made up by your child. Or maybe your child is a missionary
in a closed country, so they have to hold an underground church in the
closet or basement. Locate countries on a map—maybe with
missionaries from your church—learn about them, and pray for them
(for real!).

40. Construction: Consider having your child make “buildings” with

cushions, chairs, and household items.

41. Camping: You can create the classic bedsheet-over-the-table tent, or

make it as elaborate as you want with flashlights, stuffed “wild” animals,
backpacks, canteens, hiking around the house, s’mores in the
microwave, sleeping bags, or a picnic lunch.

42. Sailors: Laundry baskets are great for this, or even just a porch with a rail
to mount a flag. Find a recipe for hard tack; bring out some suitcases;
swab the deck with a mop; use paper towel tubes as telescopes. Let
them “fish” over the side with sticks and string or ribbon. Make sailor hats
from online templates. Get out a map, decide on an ocean to sail, and
learn to use a compass.

43. Act out a favorite story from history.

44. Pioneers/Little House on the Prairie.

[49]
 Courtesy
50 Fun Role-Playing Ideas for Kids
June 5, 2013 By Janel

[50]
 List of Audio files (MP3) distributed in DVD for
listening practice.

Speeches and Novels Songs

1 Swami Vivekananda 1893 - Speech 1 Good Luck Good Health 3 Catch a Falling Star
2 A Christmas Carol – Charles 2 May the Good God 4 My Bonnie Lies Over
Dickens
3 A Passage to India – E.M.Foster 5 I’m Forever Blowing Bubbles

Great Lives – Radio shows

1 G. K. Chesterten 13 Joe Slovo 25 Lise Meritner

2 Tony Hancock 14 John Cornford 26 Picasso

3 Napolean Bonaparte 15 Freya Stark 27 Augustin Barrios Mangore

4 Roy Jenkins 16 Sir Kyffin William 28 Bill Hamilton

5 Sir Thomas Beec 17 Samuel Johnson 29 Bertolt Brecht

6 Carl Gustav Jung 18 Miriam Makeba 30 Robin Hood

7 Frank Sinatra 19 Harry Houdini 31 Douglas Jardine

8 John Coltrane 20 Henri V 32 Buckminster Fuller

9 Fred Astaire 21 Tennessee William 33 Mathew Flinders

10 Giovanni Falcone 22 Vivian Stanshall 34 Charlotte Guest

11 Rudyard Kipling 23 Hannah Arendt 35 Carl Sagan

12 Alfred Lord Tennyson 24 Nero 36 Arthur Wharton

[51]
 List of Audio files (MP3) distributed in DVD for
listening practice.

Stories for Children Stories for Children Stories for Children

1 Paris and Helen 14 Year of Rat 27 Grumpy Colin

2 History of Football 15 Betty Butter 28 Guest Robin Hood

3 Aesop Fables 16 Billy Goats 29 Halloween

4 Agent Bertie 17 Boy Flew too High 30 Hare & the Tortoise

5 Bertie Book 18 Cindrella 31 Homecoming

6 Bertie Meet Father Christmas 19 Circe the beautiful Witch 32 How Bertie Ran away

7 Androcles 20 Colin – The Grumpy Chris 33 King Richard Robin

8 Bertie Christmas 21 Cyclops 34 Lazy Jack

9 Ghost 22 Easter Eggs 35 Little Red Riding Hood

10 Lion 23 Elves Shoemaker 36 Maidens

11 Car 24 Favourite Stories 37 Marian

12 Bertie’s Shorts 25 Golder Arrow 38 Mermaid

13 Bertie’s Valentine 26 Golden Goose 39 Minotaur

[52]
 English Songs
May the God Lord Bless and keep you
1. GOOD LUCK, GOOD HEALTH,
GOD BLESS YOU Till we meet again.

Good luck, good health, God bless you

That’s all my heart can say
Good luck, good health, God bless you May you walk with sunlight shining
And guide you on your way
No matter where you wander and a song bird In every tree
As long as we’re apart
Good luck, good health, God bless you and May there be a silver lining
keep you
And keep me still in your heart Back of every cloud you see

(Good luck, good health, God bless you) Fill your dreams with sweet tomorrows

I’ll be waiting for you Never mind what might have been
(That’s all my heart can say) May the God Lord Bless and keep you
(Good luck, good health, God bless you)
Till we meet again
All my prayers are for you
To guide you on your way
No matter where you wander
May you walk with sunlight shining
Wherever you may roam
Good luck, good health, God bless you and Anda songbird in every tree
keep you
And bring you safely back home May there be a silver lining

(Bring you safely back home) back of every cloud you see

Fill your dreams with sweet tomorrow

++++++++++++++++++++++++++++++++++
+ Never mind what might have been

May the God Lord Bless and keep you

2. May the good God bless you Till we meet again

May the God Lord Bless and keep you

May the good God bless you and Keep you
Till we meet, till we meet again
Whether near or far away
++++++++++++++++++++++++++++++++++
May you find that long awaited golden day
+
Today may your troubles all be small ones

And your fortune ten times ten

[53]
 3.My Bonnie lies over the ocean For love may come and tap you on the
shoulder,
My Bonnie lies over the ocean Some starless night
My Bonnie lies over the sea Just in case you feel you wanna’ hold her
My Bonnie lies over the ocean You‘ll have a pocketful of starlight!
Oh, bring back my Bonnie to me pocketful of starlight
(mhmhmhmh)
REFRAIN:
Bring back, bring back Catch a falling star and put it in your pocket
Bring back my Bonnie to me, to me Never let it fade away
Bring back, bring back Catch a falling star and put it in your pocket
Bring back my Bonnie to me Save it for a rainy day

Last night as I lay on my pillow Save it for a rainy ..

Last night as I lay on my bed rainy..rainy…rainy … rainy day
Last night as I lay on my pillow
I dreamt that my Bonnie was dead For when your trouble starting multiplying
And they just might
REFRAIN It is easy to forget them without trying
With just a pocketful of starlight
Oh blow the winds o'er the ocean
And blow the winds o'er the sea Catch a falling star and put it in your pocket
Oh blow the winds o'er the ocean Never let it fade away
And bring back my Bonnie to me Catch a falling star and put it in your pocket
Save it for a rainy day
REFRAIN
The winds have blown over the ocean
The winds have blown over the sea
The winds have blown over the ocean
And brought back my Bonnie to me
++++++++++++++++++++++++++++
+++++++++++++++++++++++++++++
5. I 'm forever blowing bubbles
4. Catch a falling star Pretty bubbles in the air
Catch a falling star and put it in your pocket They fly so high
Never let it fade away
Catch a falling star and put it in your pocket Nearly reach the sky
Save it for a rainy day
Then like my dreams they fade and die
For love may come and tap you on the Fortunes always hiding
shoulder,
Some starless night I looked everywhere
Just in case you feel you wanna’ hold her
You‘ll have a pocketful of starlight!
Catch a falling star and put it in your pocket
Never let it fade away
Catch a falling star and put it in your pocket
Save it for a rainy day
[54]
 List of participants and Contact Details
Sl Name of Resource Person Name of Vidyalaya Cat. Name of Offi. Phone Mob. No. E-mail Address
No. Region No.
1 Mr.Eugin Dellas Leen ZIET, Mumbai OBC Mumbai 022- 9969570774 euginleen@gmail.com
25778264
2 Ms.R.Jayalakshmi ZIET, Mumbai GEN Mumbai 022- 9869817098 jayar6023@gmail.com
25778264
Name of Participants
1 Ms Vaishali Parmar CRPF Ahmedabad 07923201363 9687325488 vaiishu_kiran@yahoo.com
Gandhinagar
2 Sri.K C Wankhede Ahmedabad Cantt Ahmedabad 079-22867681 972199146 kcwankhede39@yahoo.com
3 Sri.Girish Parmar AFS, Makarpura Ahmedabad 0265-2643808 7779077811 gparmar1234@gmail.com
4 Ms Jolly Parmar Godhra Ahmedabad 0267-2252309 7567110973 chintanparkkar@gmail.com
5 Ms Monika Dodiya ONGC Akleshwar Ahmedabad 02646-233058 9909417902 Monika_dodiya16@yahoo.com
6 Ms Kiran Baria DIU Ahmedabad 02875-253348 9033591918 kbaria1957@gmail.com
7 Sri.Uma Shanker INS Lines, Ahmedabad 0288-2550262 9510981263 uma.Shankar.jangid@gmail.com
Jangid Jamnagar
8 Sri.Jayesh Rawaliay AFS Bhuj Ahmedabad 02832-244100 7878484307 jay12123@gmail.com
9 Sh.H.C.Tak KV No.5, 2nd Jaipur 0141-2784141 9414794552 harishchandertak@gmail.com
Shift Jaipur
10 Sh.Surendra Kumar KV Churu Jaipur 01562-250236 8696436455 skmoyal@yahoo.in
11 Sh.Heera Lal KV Nasirabad Jaipur 01491_221474 9461189074 h1meena1985@gmail.com
12 Sh.T.C.Bariwa KV Phulera Jaipur 01425-244594 9269299734
13 Mrs.Pragati Joshi KV No.2 Jaipur 0294-2485904 9413286286 paliwalsunil1965@gmail.com
Eklinggarh
14 Smt.Nirmla Rawat KV No.3 Nal Jaipur 0151-2886752 8058985167 rawatnirmala33@gmail.com
Bikaner

[55]
15 Ms. Beena Rao Koliwada Mumbai 022-24015949 9869224368 binarrao@yahoo.co.in
16 Ms. Priya Limaye No.1 AFS Pune Mumbai 9923140458 palimaye14@gmail.com
17 Ms. Indu Jaisal NDA KhadaKVasla Pune Mumbai 020-25290092 9764175627 indujaisal44@gmail.com

18 Mr. Kiran Budhawat VRDE Mumbai 0241-2548426 8600102233 181011rachit@gmail.com

Ahmednagar
19 Ms. Sushma Rai No.1 Devlali Mumbai 0253-2491216 9421562864 sushma.rishidev@gmail.com
20 Mr. Sushil Joshi AFS Devlali Mumbai 9975265618 sushiljoshi007@gmail.com
21 Ms. Rupali Nikure OF Varangaon Mumbai 9405504477 rupalinirmalsudha@gmail.com
22 Sri.P.K.Jha Muzaffarpur SS Patna 06212-2401048 9470766316 kvmuzaffarpur@gmail.com
23 Sri.Upendra Sah Garhara Patna 06279-231242 8877452531
24 Sri.S L Mishra No.2 Gaya Patna 0943-1559417 9973985282 mishra.shubhlaxmikvs@gmail.com
25 Sri.S.K.Raju Sonpur Patna 06158-222316 9430092731 ksanjay97@rediffmail.com,
26 Sri.Aneel Kumar Bailey Road SS Patna 0612-2295395 9934196321 wheel.kumar136@gmail.com
27 Smt.Veena Kumari Katihar Patna 0645-2231397 9631520494 namcyrock@gmail.com
28 Sri.A K Mehta Samastipur Patna 06274-224222 9430903061 akmehta70@rediffmail.com
29 Smt.Sadhana Singh Kankarbagh Patna 0612-2353788 9431421155 sadhanalibra66@yahoo.com
30 Sri.Deepak Barik Malanjkhand Raipur 07637-257097 9424119794 barikdeepak66@gmail.com
31 Sri.J.K.Meena Jagdalpur Raipur 07782-227262 8871413735 jugal07meena@gmail.com
32 Sri.S.K.Tiwari Shahdol Raipur 07652-245360 9584156283 kumar.shared@gmail.com
33 Sri.Kushal Singh Baikunthpur Raipur 07836-232701 9960708688 skushal.hajari7@gmail.com
34 Sri.Manoj Kumar Narbarangpur Raipur 07381-157776 9178371235 mpanigrahi01@gmail.com
35 AnilEkka no.4 Korba Raipur 07759-231800 8817011188 anilekka15875@gmail.com
36 Sri.J.L.Shandilya No.2 Raipur Raipur 0771-2263743 9753434518 joharlal64@gmail.com
37 Sri.D.Patra No.1 Bolangir Raipur 06655-250110 9777775151 p.mantu80@gmail.com

[56]
GLIMPSES

[1]
[2]