Teacher's guide English class 10 UNIT TWO REPORTING STATEMENTS

 

Teacher's guide English class 10 UNIT TWO

REPORTING STATEMENTS 

Part 1: Unit Outline

Curriculum reference: Language function no. 1 under scope and sequence

Things to teach

Language function and forms/exponents: Reporting statements

• Dolma said that she didn‟t like the party.

• Palten says that he has won the match.

Reading: Reading the text related to debate competition

• Reading comprehension followed by extended

activities

• Text based vocabulary items

Grammar: Reporting statements

Listening: Telephone conversation

• Listening comprehension

• Reporting the telephone conversation

Speaking: Debate competition

• Debating for or against a motion

Writing: Our Culture: Our Identity

• Writing script for debate

• Writing an argumentative essay

• Taking notes during the interview

Content themes/topics

 Debate on Using a single language is better than multiple languages

 Culture and identity

Expected achievements of the students

By the end of this unit, the students will have:

 completed the reading comprehension tasks.

 guessed the meaning of unfamiliar words and phrases from the context.

 taken notes of the important points from the reading text.

 summarized the main ideas of the text.

 participated in a debate competition.

 reported the statements in indirect speech.

 taken the interview and reported it.

 completed the listening comprehension tasks listening to a conversation.

 argued for or against the given idea.

 written an essay on "our culture, our identity."

 prepared a debate for or against the statement "native language is better than the english

language."

 prepared a questionnaire and interviewed people about the local culture.

Integrated soft skills

 Interpersonal skills

 Intercultural skills

 Thinking skills 

 Information management skills

 Creative thinking skills 

Estimated periods: 9

Part 2: Learning Facilitation Process 

Lesson One

Reading

Content from textbook

 Engage yourself

 The transcription of debate “Using a single language is better than multiple languages”

under study time (pp. 13-15).

Required materials

 The transcription of debate (for the motion and against the motion)

 If possible, pictures showing the scene of the debate competition

 Flash cards of the words from 'Vocabulary in use'

Lesson activities

Engage yourself

• Ask the students to study the picture given on p. 13.

• Organize the students in pairs; ask them to guess the activity the persons in the picture are

engaged in.

• Encourage the students to share their ideas with the whole class.

• If they can‟t guess the activity from the picture, tell them that the students in the picture

are taking part in a debate competition.

• Ask your students if they have participated in the debate competition.

• Ask them to share about the topic (issue) of the debate they participated in, and the

arguments given by the other participants.

• Ask them what debate is. Encourage them to share their views.

• Add your ideas, and tell them what debate is, in brief. You may tell them: A debate is a

formal contest of argumentation in which two opposing teams defend and attack a

given proposition.

• Ask them what kind of world do they want to live in- A world where only one language

is spoken or multiple languages are spoken.

• Have a brief discussion, and ask them to share their arguments.

Study time

• Divide the class into groups of 4-5 members, and ask them to read the debate scripts of

both the participants (Karma and Kabita), and note down the key ideas from the debate

scripts.

• Ask one member from each group to share the key ideas with the class.

• Appreciate their ideas and effort, and add the ideas that the students did not cover in the

discussion.

Suggested key ideas from the debate scripts

For the motion: Using a single language is better than multiple languages

 Every year, several languages die out.

 The world has become a global village due to the development in science and

technology.

 People prefer learning the language that helps them to communicate in the global

village.

 Using the same language would certainly aid understanding and global community.

 People can communicate with one another without any problem if there is a single

language.

 A single language can unite all the people as global citizens.

 A single language would promote learning and the flow of information and ideas.

 Economic growth is also possible by using single language.

 Interpreters will not be needed in international conferences, seminars and

workshops.

 Single language minimizes the communication barriers and helps international

business and also makes the world‟s economy healthier.

 Use of a single language may help in solving international and intercultural security

problems.

 A single language strengthens our fraternity, integrity, security and global

understanding, in addition to helping international business and economy.

Against the motion: Using multiple languages is better than a single language

 Every year several languages die out. With them, the knowledge inherent there dies

too.

 Language influences our thought which then influences reality of the world around

us.

 Language carries culture.

 Cultural and linguistic diversity have a reciprocal relationship.

 Having only one global language is not good.

 Each culture is unique.

 If a language disappears, along with it, the culture also disappears.

 Cultural diversity boosts tourism

 The loss of cultures leads to the collapse of the tourism industry.

 Using fewer languages also creates identity problems.

 The ethnic groups without their own language and culture lose their linguistic and

cultural identity.

 Variety in literature is only possible through linguistic and cultural differences.

 Each language has its own taste and own distinct quality.   

Extended activity

Ask the students to make a list of possible topics for debate and share it with the class next day.

Reflection

How did the lesson go? Did the students enjoy the lesson? What would be the other ways to

facilitate this type of lesson? Make a note.