1. BE THE TEACHER
Brainstorm in your group to design a course to teach
basic English to students in need of quality education
B3/Group 4

2. ENGLISH
ENGLISH IS A WEST GERNAMIC LANGUAGE THAT
WAS FIRST SPOKEN IN THE EARLY MEDIEVAL
ENGLAND AND IS NOW A GLOBAL LINGUA
FRANCA.

3. LETS FOCUS
OUR PROJECT FOCUSED ON 4 DIFFERENT PARTS ON THE
LANGUAGE. THEY ARE:
 GRAMMAR
 READING SKILLS
 SPEAKING SKILLS
 WRITING SKILLS

5. TOPICS COVERED
• ALPHABETS
• VOWELS & CONSONANTS
• USE OF A/AN
• PARTS OF SPEECH
• NOUNS
• PRONOUNS
• VERBS
• PREPOSITIONS

6. WORK PROCESS
• All the students were provided with course
material and work sheets on each topic.
• At the end of each day the students were told
to prepare a composition on myself using tools
of grammar taught on that day
• At the end of the five day workshop they were
told to prepare a myself comprising of 150
words using all the parts of speech taught in
the five days workshop.

8. Reading skills enable readers to
turn writing into meaning and
achieve the goals of
comprehension and fluency.

9. Many people have trouble with
reading. Reading is hard for some
people and it can take time. Reading
is a process of the brain where you
look at symbols on a page, and your
mind sees the patterns of characters
and understands the meaning in
them. If you develop good reading
skills, it'll be very helpful to your
future.

22. DAY 1
 What aren’t we able to converse in English?
Why we hesitate?
 How to improve public speaking skills?
 The need of having good speaking skills in
today’s world?
 Speech on Myself

23. DAY 21. STARTING A CONVERSATION
Each of these questions help to begin or continue a conversation. The questions are in two
categories: Basic Facts and Hobbies / Free Time. There are also a number of questions that can
help us to continue the conversation after the first question.
Five Basic Facts
These five questions will help you get to know people. They are simple questions with simple
answers and provide information so you can ask more questions.
What is your name?
Where do you live?
What do you do?
Where are you from?
Hobbies / Free Time
These questions will help you continue conversations and find out more about people's likes and
dislikes.
What do you like doing in your free time?
Can you play tennis / golf / soccer / etc.?
What kind of films / food / vacations do you enjoy?
What do you do on weekends / Saturdays?

25. 2. INTRODUCING YOURSELF
Use this role play to practice introducing yourself.
Introductions
1. Hello. My name's Peter. What's your name?
2. Janet.
3. Where are you from Janet?
4. I'm from Seattle. Where are you from?
5. I'm from Madrid.
6. Are you American?
7. Yes, I am. Are you Spanish?
8. Yes I am.
 Key Vocabulary
My name is...
What's (is) your name ...
Where are you from?
I'm from... Are you (Spanish, American, German, etc.)

26. DAY 31. GETTING PEOPLE”S ATTENTION
 It's common to use 'Excuse me, ...' to get someone's attention in English.
Another, more formal form is 'I beg your pardon ...'
 Example Dialogues
 Person 1: Excuse me, do you know what time it is?
Person 2: Yes, it's two o'clock.
 Person 1: I beg your pardon. Would you mind helping me a moment?
Person 2: Certainly. What can I do to help?
 Sometimes, if a situation is more urgent, we use forms that might be considered
rude in other less urgent situations. The most common of these forms is the
imperative. The imperative form is also commonly used to give directions or
commands, but in a dangerous situation can be used to warn.
 Verb + Objects + !
 Watch out!
Be careful!
Pay attention to what you are doing!

27. 2. EXPRESSING SYMPATHY
 Sometimes bad things happen. When we hear about bad things that happen to other people it's a
good idea to express sympathy. This can be difficult as we want to express our concern, but don't
want to be intrusive. Here are some common phrase to help you express sympathy.
 I'm sorry to hear about ...
Please accept my condolences. (used when someone close to another has died)
That's so sad.
I hope things get better soon.
I hope you feel better soon.
 Example Dialogues
 Person 1: I've been rather sick lately.
Person 2: I hope you feel better soon.
 Person 1: Tim has been having a lot of troubles lately. I think he might be getting a divorce.
Person 2: I'm sorry to hear about Tim's problems. I hoe things get better for him soon.
 It's also common to express sympathy in writing. Here are some common phrases you can use
when writing a sympathy note to someone. Notice that is common to use the plural 'we' and 'our'
when expressing written sympathy as a way to express that a family
 My heartfelt condolences on your loss.
Our thoughts are with you.
She/he was a lot of things to many people and will be missed tremendously.
Thinking of you in your time of loss.
We are very saddened to hear of your loss. With deepest sympathies.

28. 4. APPLOLOGIZING
 It's common to use 'Excuse me, ...' before interrupting
someone to ask for something in English.Another, more
formal form is 'I beg your pardon ...'
Example Dialogues
 Person 1: Excuse me, do you know what time it is?
Person 2:Yes, it's two o'clock.
 Person 1: I beg your pardon. Would you mind helping me a
moment?
Person 2: Certainly.What can I do to help?
 In these cases, people are asking for help but begin the
conversation by apologizing. If you would like to apologize for
something that you have done wrong, or misunderstood, the
following phrases are appropriate:
 I'm very sorry for / that ...
I apologize if I ...
I apologize for (+ ing form of verb)

29. DAY 41. ASKING PEOPLE TO REPEAT
 Sometimes, it is important to understand each piece of information when writing down a
telephone number, or taking notes. Here are some phrases which you can use to ask people
to repeat:
 Would you mind repeating that?
Could I read that back to you?
Let me repeat that to double-check.
 Example Dialogues
 Person 1: The telephone number is 503 466-3978
Person 2: Let me repeat the number to double-check. 503 466-3978
 Person 1: First, go down 3rd Ave to Black Street. Take a left, and continue on until you
reach Harbor Blvd.
Person 2: Would you mind repeating that?
 If you are at a party, or some other place where noise may interfere with your
understanding, it's common to raise your voice a little and use one of the following
phrases:
 I'm sorry, I didn't catch (your name, the address, the name of the restaurant, etc).
Could you repeat that?
I'm having a problem understanding you. What's that again? (this phrase is also used on the telephone)

30. 2. SHARING EXPERIENCES
 The students shared their experiences in the
last lecture.They expatiated on their
feelings, the difference they observed in their
speaking skills and how these lectures helped
them turn into confident orators.

32.  Cursive, also known as script, joined-up
writing, joint writing, running
writing, or handwriting is any style
of penmanship in which the symbols of the
language are written in a conjoined
and/or flowing manner, generally for the
purpose of making writing faster.

33.  It is said that good handwriting; neat and
readable; shows your personality. Wherever
you go a person with good handwriting is
preferred. Even Gandhi ji in his autobiography
has mentioned that he was quite upset with
his handwriting when he found some of his
colleagues' neat ones during
his barrister days in London.

34.  Reinforces learning
 An art form
 Inculcates a sense of discipline(?)
 Develops motor skills
 Helps students with disabilities

36. 1. A note on myself
2. Introduction on cursive writing

37. http://practicalpages.wordpress.com/handw

39. 1. Uppercase and lowercase cursive alphabets
2. A simple phrase
practice makes a man perfect
having a good handwriting is very
important.

40. 1. Vowels and consonants
2. Uppercase and lowercase vowels
3. The use of articles

41. 1. Commonly made spelling errors
2. Similar sounding words
3. Difference in spelling and usage of:
principal and principle
programme and program
bought and brought

42.  Prepositions practice.

43.  Tenses practice

44.  New words-spellings and meanings

45.  The quick brown fox jumps over the lazy dog

46. CONCLUSION