Topic: Antonyms (Opposite words) Aim: Students will be able to identify antonyms. Tools: word cards, textbook, chalk, green board, smart class, blackboard Teaching Method: Activity 1: Warm-Up Ask some questions to check students' previous knowledge about the topic.
Activity 2: Explain students by giving ample examples of antonyms during the lecture in the class. Activity 3: Students will be asked to read the definition and examples of all the antonyms, later students will be asked to write a simple paragraph using unique antonyms.
Ending:
Divide the class into two groups.
Write words and its antonyms in different word cards and distribute word cards in one group and its opposite words in another group.
Ask students to find the student who has the opposite word in another group.
Give Antonyms of the following words: regular, old, selfish, worthy, frown, comedy, profane, fickle, poverty, religious, decreasing, reserved, coarse, ignoble, traitor, affluence, ripe, conceal, dynamic, blunt, virtue, deficit, merit Write the opposites of the words in red colour in the blank spaces: a) He is optimistic, not ..................... b) She is rich but he should not hate ............ c)Rise and ......... come by turns in life. d) Tiger is a wild animal and cow is a .............. animal. e) She teaches modern history while his friend teaches ................ history. Recommended:Antonyms (Opposite words)
Topic: Homophones Aim: Students will be able to learn and define the term homophones and they will be able to recognize homophones in the list.
Tools: index cards, textbook, chalk, green board, smart class, blackboard Teaching Method: Activity1: Warm-Up Ask some questions to check students' previous knowledge about the topic.
Activity 2: Explain students by giving ample examples of homophones during the lecture in the class. Activity 3: Write homophones pair on index cards, cut them in half so that one word is on one card. Give each student one card. Ask them to find their homophones pair. Tell them to use a dictionary to find their meaning. Ending:
Divide the class into four groups.
Give students multiple homophones pairs. Let them use the dictionary.
Ask them to discuss in their group and write one sentence for each word.
Use the following in sentences so as to bring out the difference in the meaning: a) raise, raze b) vain, vein c) credible, creditable d) wave, waive e) storey, story f) council, counsel g) coarse, course h) flee, flea i) site, cite j) lose, loose Fill in the blanks with a correct word given in the brackets: 1. The servant felt that his master's behaviour was ..................... (tolerant, tolerable) 2. She is a ...................... person. (virtuous, virtual) 3. She is always ...................... to help the poor. (wilful, willing) 4. You should take ................. diet. (healthy, healthful) 5. She did not ................. the proposal for marriage. (accept, except) Recommended:Homophones with examples
Topic: Punctuation Marks Aim: Students will be able to use punctuation marks correctly. They can identify and explain punctuation usage.
Tools: textbook, chalk, green board, smart class, blackboard Teaching Method: Activity 1: Warm-Up Punctuation signs/marks will be displayed on the board to check students' previous knowledge. Activity 2: Familiarise students with punctuations by prompting students to consider which punctuation they can see and where it appears in the text. Activity 3: Display enlarged sentences with accurate simple punctuations in the class. Ample exercises will be shown to students to make the concept more clear. Ending:
Divide the class into four groups. Give each group a different passage without punctuation marks.
The group with the maximum number of correct punctuation marks will win.
Review: Write some sentences without punctuation marks on the board and ask the students to complete those sentences with correct punctuation marks. Worksheet:Punctuation Marks worksheet Recommended:Types of Punctuation Marks
A public speaker must be cool collected and precise
As Caesar loved me I weep for him As he was fortunate I rejoice at it As he was valiant I honor him But as he was ambitious I slew him
Long live the King
Come sir I will lend you a hand said one of Cromwell s friends So the Speaker left the chair Then catching sight of the mace as it lay upon the table What shall we do with this bauble cried Oliver Here take it away
Rearrange the given words and punctuate them: a) pan / take /three / of water/ in/ cups/ a Eg. Take three cups of water in a pan. b) till/ the water/ put/ heat/ on the/ pan / the/ boils/ stove/ and c) and/ tea leaves/ the heat/ to /lower/ the water/ add/ tea spoons/ two /of d) into/ sugar and milk/ now/ the tea/ three cups/ pour/ add/ and e) is one of/ of India/ Ravindranath Tagore / the greatest /writers f) was/ he/ interested in / since his/ and poems/ childhood / writing stories g) is an ancient/ and entertainment/ form of theatre/ puppetry/ in rural india/ practised h) which enchants/ it is/ children/ an art/ as well as/ adults
