livelihood and home ‐related workthe third tsu is on a theme that deals with the adult in your...

TEACHER SUPPORT UNIT 3

ENGLISH

Livelihood and Home ‐related Work

English Teacher Support Unit - 3

2

Teacher Support Unit – 3

Theme: LIVELIHOOD AND HOME-RELATED WORK

BEFORE WE START... The Third TSU

We are now done with Teacher Support Unit 1 (TSU1) and Teacher Support Unit 2 (TSU 2) and you

might be already sensing a change (for better!) in the attitude of your students towards English. We

are sure they are talking more among themselves (and with you!) besides responding more

enthusiastically to your questions. Let us carry on now till the students become confident of

speaking in English!

The starting point

Having worked through TSU 2, we can now assume that your students:

Can relate their experience in simple sentences Can make simple sentences using known words Can do actions based on a set of instructions Can copy in a meaningful context

The third TSU is on a theme that deals with the ‘adult’ in your students – with the work they do outside their homes to help the family earn a little more money and the work they do inside their homes to help, typically, their mothers. The theme of this unit is ‘Livelihood Related Work & Home Related Work’. As for the first part, while it is regrettable that students, at this age, have to work to support their families, let’s hope that this discomfort would motivate them to appreciate the value of things, time and money better. As for the second part, your students gaining an understanding of running a home at such a young age and is an enviable life-skill! Won’t you agree? Let’s see how we can take advantage of the richness of the experiences of children.

In the this TSU, we start once again with word level activities in order to generate vocabulary related

to the topic. We still emphasise speaking here. Our students need as much speaking practice as they

can get in order to improve their fluency. However, we also lead them through writing words, filling

in missing information (in tables) and extending an idea with a one or two sentences.

Let’s begin with a simple activity of guessing the right name. It is easy and more importantly, fun!


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Activity 1 (Whole class/ Group work)

Guess the word

Tell the students you are going to play a game. You will say three words related to an activity or job

and the students have to guess the job or person who does the job. They could respond in Hindi

too, but please make sure that you repeat the words in English.

This activity could be done either as a whole class activity or a group activity. If you form groups, you

could ask them to write down the responses and then compare which group got how many words

right.

Begin with an example: broom, dustpan, floor (sweeping)

Now, try these words with the students. Of course, you could add your own words to these.

o seeds, soil, manure = farmer or farming ('gardening' is fine too!)

o oil, frying pan, stove = cooking

o bus, passengers, tickets = conductor (this cannot be driver because of 'tickets')

o paint, brush, ladder = painter or painting

o book, pen, blackboard = teacher or teaching (school, classroom are ok too)

o medicines, syringe, stethoscope = doctor

o scissors, hair, mirror = barber/hairstylist

o clay, water, fire in a kiln = potter

o camera, film, flash = photographer

o wood, nails, hammer = carpenter

Did your students participate with enthusiasm in this activity? Did most of the students guess the

job or activity?

Did it work?

interesting difficult boring


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Choose the word that is not related to the work or activity

This activity can be done immediately after the first one, as an extension of it.

playing, ploughing, planting, watering, = farming

cutting, frying, laughing, washing, = cooking

dusting, running, sweeping, wiping = cleaning the house

weighing, packing, measuring, jumping = working in a shop

mixing paint, scraping the wall, stitching cloth, climbing a ladder = painting a house

pouring water, piling up wood, striking a match, chopping wood = lighting a fire

boiling water, adding chilli powder, heating milk, adding tea = making tea

Are your students asking for more? You could create a few of your own on the suggested lines.

Now, ask students to form groups. Ask each group to come up with 3 examples like what we have

done. Give them 10 minutes for this activity.

This is a speaking activity but if you want your students to read and write the words and phrases

above you could write them on the board. Can you add any variations to the activity? For example,

you could ask students, 'What do you need to do to make tea?' and ask them to read the phrases

from the board.

You could ask, what else can you chop or pour or climb, etc.

What is the focus of this activity?...................................................

Did you make any modifications or try out

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Did it work?


Let’s move to Activity 3. It has an interesting twist that your students would like.

Activity 3 (Whole class/ Group work) This activity is really about everyday objects but here we encourage students to look at their

everyday world with slightly different eyes.

You can begin a discussion with students on these lines: Do we use books only for reading? Not

really, right? We use a book for many purposes depending on the situation we are in. You can use it

to kill flies, mosquitoes, to fan yourself, as a pillow, as a paper weight, as a broom, etc.

Now, similarly, what can we use the following objects for? The hints are for you. Wait for the

students to respond before giving them hints.

Cooking pot or vessel (to make music, to store coins, as a flower pot, to water plants, as a weapon,

etc), pencil (to scratch one’s back, to tie and store rubber bands, to point out something…), pen,

bottle, mat, oil lamp, mat, chair, table, brick, broomstick, plastic mug, bucket, iron pipe or rod, clip

for drying clothes. (Please add more objects to this list.)

Now, ask them to form groups. Ask each group to come up with names of at least three objects that

can be used for other purposes. They might overlap. But that is perfectly fine. Give them 10 minutes

for this and use 10 minutes towards the end of the period for discussing their responses. Students

may come up with surprising and imaginative purposes for everyday objects.

a. Here is another activity that you can use to get students thinking 'out of the box'. You can ask

students questions like those below.

If you did not have a broom, how would you sweep the floor?

If you did not have a pen or pencil, how would you write?

If you did not have a matchbox, how would you light a fire?



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If you did not have a cooking pot how would you cook food?

Add some more questions if think your students enjoy answering them. You could also ask students

to work in pairs and come up with some more questions of their own. Then each pair can quiz the

rest of the class.

Textbook activity: You can also connect the 'if' questions to the textbook exercises on 'if' clauses in

the grammar section of Class 10. Ask students to answer in full sentences. E.g. 'If I did not have a

broom, I would sweep with a cloth tied to the end of a stick.' After they practice the sentences

orally, you can give them some exercises from the textbook.

Did it work?


The next activity is about something that no student dislikes – food!


Get the students to describe the kitchen in their homes. What are all the things one can see

in the kitchen? (You might expect responses like: stove, vessels, tap, ‘chakki’, plates, etc).

Now, move to food. What ingredients can one see in the kitchen? As the students keep

coming up with one name after the other (salt, sugar, chilli powder, masala powder, tea…)

write down the names on the board.

Once you have a list of ingredients on the blackboard, ask students the following questions.

Which of the ingredients can be used for both sweets and savories? (e.g. dal for halwa and

dal, wheat for pua and rotis).

How many foods can you think of that can be made without oil?

How many different foods can you make with wheat, rice, gram flour?



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What can you cook with the least ingredients? (You can ask students to call out their food

item and the ingredients that go into making it. Then the class can decide which foods fit

into this category.)

Which foods can be taken raw? (milk, dahi, sugar, some green vegetables like cucumber,

fruits…)

Can you add any more questions related to food and ingredients in the kitchen?

Did it work?


Activity 5

Ask five students to come to the front of the class. Ask each one to do five separate actions related

to say, cooking, e.g. cutting vegetables, washing rice, cleaning rice, stirring something in a pot,

adding some salt or masala to the pot on the stove, etc. (You may have to show students what you

want them to do - perhaps you can take them out of the class for a minute.)

The other students have to guess what the group members are doing. (They can say this in Hindi, of

course). Then you say what each one is doing in English. (E.g., Shilpa is cutting vegetables, Rahul is

chopping cabbage…). After this you can ask the students what each one is doing so that they become

familiar with the words describing the actions. They don't have to learn the sentences by heart!

Once students are familiar with these sentences, use the 'wrong sentence approach'. How do you do

this? Ask 5 other students to do the same actions, say what each one is doing, but naming one of the

actions wrongly so that the students can correct you. (E.g. Rahul is frying something when he is

actually miming chopping).

Can you think of other situations where you can use the wrong sentence approach? E.g. touching his

toes, combing his hair, pointing to the fan, closing his eyes, writing in his book, etc.

Can you ask students to work in groups to come up with sets of five actions, where you provide the

'running commentary' as above?



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What other variations can you think of?

Did it work?


Activity 6 (Group of 3 or 4) Who are all the people involved in making the food that reaches you as a consumer?

Tell the students that most food items come to us after passing through several hands, several

stages of processing. For example, take the banana that you eat. You may have bought it in a shop

but then it would have gone through the hands of a number of people before it reached the shop -

the agriculturist, the labourer who plucks the fruit, the packer, the truck operator, the labourer in

the wholesale market….. and finally, the shopkeeper and you!

Now tell the students to form groups because they are going to do an activity to find out how many

people's hands their food goes through before it reaches them? Give each group wrapper from a

packet of biscuits.

Ask the students in each group to look at the ingredients on the wrapper of a packet of biscuits. Each

member of the group can choose one major ingredient (e.g. flour, butter, sugar, salt and make a list

of all the people and the work that they contributed to the making of the biscuits).

For example: flour

farmer, the people who had to clean the wheat, the truck driver who transported it, the factory

workers who had to grind the wheat, the factory workers who had to pack the flour to transport it,

godown owner who stored the sacks of flour, the wholesale shop that bought and distributed the

sacks, the large bakery factories that mixed the flour with other ingredients to make the biscuits,

other workers who packed the biscuits, the retail shops that sold the biscuit packets to the

consumer.

-The group members can then compare each other's lists and fill in stages that were missed in each

other's lists.



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- They calculate the number of stages that result in the final product.

- Ask them to estimate how many people they think were involved in the production of a packet of

biscuits. (This is an open-ended question. There is no one right answer).

Textbook activity - Class 9

Ask the students: 'Who would make the most money out of a packet of biscuits? Who would have to

work the hardest but make the least money? Can we spot any similarities between what we are

discussing with Halku's situation in 'On a Winter's Night'. What are the similarities?'

Did it work?


Let’s move to an activity where your students will understand the value of time and labour in their

homes.

Activity 7 (Whole class) Start a discussion by asking ‘Who works the most in your family?’ Follow it up with these questions:

What are the activities done by various people in your family? How many hours do you think they

spend on these activities? Let them make a guess.

Now ask students to fill up the table below individually. Then in pairs they can discuss the questions

that follow. (You could get them to draw the table. If possible, take a photocopy of the following

table and distribute it to students. You could restrict the columns to 5 or 6 to fit the paper size. You

could draw it by hand too on the board and ask the students to copy it in their notebooks.)



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Person Task 1 Task 2 Task 3 Task 4

Task 5

Task 6

Task 7

Task 8

Task 9

Total hours

Your mother

Cooking ___1__

Cleaning ___1.5___

Washing clothes and vessels __.5_____

Father

Brother

Sister

Aunt

Uncle

You

Now, engage them in discussing the following questions.

1. Who works the most number of hours?

2. Who's work is the most difficult? Why?

3. Who gets paid most for their work? (Do you think the this is fair payment for their work? If

you had the opportunity would you change the payment for the work in any way?)

Did it work?


Textbook activity - Classes 9 and 10

You can teach the class level grammar to students. Teach subject and predicate and the simple

present tense based on the exercise done by the students. You can write on the board:

My mother works 5 hours a day. She spends 2 hours on cooking. (First help students identify the

subject and predicate in the sentences and then do an exercise identifying the action words in the

simple present tense.)



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You can ask students to write similar sentences based on the information in their own tables.

Did it work?


Do you think this is a good starting point to teach them grammar? You are using their sentences and

texts to teach them structures. Learner generated texts (as these sentences written by your

students are called), are the most effective starting point for students to learn because the

sentences are meaningful to them.

If students are ready for this, you could ask them to choose any person in the family. They could

write a short paragraph with the title 'One day in the life of my mother/father/ brother', etc. They

can include details from the table they made and use the sentences which they wrote for the simple

present tense.

Were your students able to write a paragraph. Does this kind of guided writing make it easier for

them to write?

Can you think of other ways to give them some guidance when they write. For instance, you can

write most of a sentence leaving a few blanks for them to fill up.

Activity 8 (Whole class)

This activity will give the students an idea of what it means to do something well. We often say

things like : She writes well, He is a good singer, etc. What criteria do we use to say these things?

When thinking through the ideas in this activity, students will have to give their reasons for thinking

the way they do. Your students at this secondary stage are perfectly capable of analyzing their own

and other people's statements. This is an important higher order skill that is important across

subjects and indeed in one's everyday life too.

Ask them this question: “What are the three or four things by which you can say that somebody has

done a good job of something?” For example:

cleaning - no dust, no rubbish on the floor, things neatly arranged, no cobwebs.



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making a sweet - tastes good, a nice aroma or smell, should look good/appetizing (you should be

drooling!)

Here are some other jobs or activities for which students have to find three things by which you can

measure work that is well done.

teaching

studying

maintaining a garden

driving a car or bike or cycle

making rotis

You can also do this as a group activity. Students can discuss their reasons in their groups and share

them with the rest of the class.

How do you organise the sharing after group work? Groups can be asked to designate a speaker who

will present the group's ideas to the class. If you want more students in the group to have a chance

to speak to an audience, you can ask three students to present one idea each.

If two groups have a similar reason, you should acknowledge that and say, 'Oh! Both of you agree

on this particular reason.'

Sometimes when groups are getting ready to present their ideas, they forget to listen to the others.

How will you ensure that students listen to and evaluate each other's ideas? Write your answers in

the space below.

When you ask them to tell you what they have written, make sure you translate into English what

they have written in Hindi.

Activity 9 (Whole class)

This topic is about something that all children, without exception, would love – it is about mangoes.

Hardee district and neighboring towns like Malihabad are famous for mango orchards. Why not have

an activity built around this delicious fruit?

Engage students in a conversation about their favorite fruit. You will find that many like mangoes.

Then ask them the following questions.


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Can you name the varieties of mangoes in Hardoi. Which two / three do you like the

best?

Why is Malihabad famous for mangoes? (Ask them about the weather, soil, etc).

Which is the most expensive variety?

What are all the things you can make with mango?

How do you know when a mango is ripe enough to eat?

Why do you put pickle in the sun?

What are some of the problems mango farmers face in order to get a good yield? (If

students have a lot to say about this, you could then ask them: Can you suggest any

solutions to the problems faced by mango farmers?)

Pose this problem to students. There are two farmers. One has many varieties of

mangoes. The other has only one variety. Which farm is more profitable? Why? (If

two students take opposite positions, great. Generate a debate. If not, you take the

position opposite to a student’s and argue with him or her. Get them to talk!)

Did it work?


Activity 10 (Whole class/Group work)

This activity will help students to do several things related to farming in Hardoi - gathering

information and presenting it by means of a timetable, doing interviews, comparing the farming

practices over time, thinking about weather and soil conditions and their effect on farming, etc. All

the information is easily available in the students' own environment. Through this process, students

will learn about and understand their own surroundings better.

Start the activity by asking students what they had for breakfast or lunch. Ask them how

much of the food they ate comes from Hardoi. Do they know how many things are grown in

Hardoi district or surrounding areas? Ask them to tell you what crops are grown in and

around Hardoi? This is a listing activity. As they mention the crops you can write them on the

board.



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Now ask them to form groups and create a timetable for farming in Hardoi as given below.

You can put up the timetable for one crop e.g. tomatoes, write the words in English and

explain them. You can ask them when the field is ploughed, when sowing happens, etc.

Crop Tomatoes Potato Wheat

Ploughing the field

Which month? May?

Sowing the seeds

Which month? September?

Replanting

Harvesting

Students can then choose other important crops and fill out the rest of the grid. Walk around the

class and help the groups create and fill in the timetable. It is important to have a calendar in the

class for students to refer to when filling in the months when each activity takes place.

You can ask a number of questions based on the timetable. E.g. when are tomatoes harvested?

What other questions can you think of? Write them in the space below.

Don't you think it is important for student to convert one form of information, like timetables, into

another? In what way do you think it is important? Think about it.

You can also ask them the following questions:

What makes Hardoi a good place to grow these crops? (Have a short chat with students on

weather, soil, etc).

What kinds of work do people in Hardoi do that are related to farming and the crops that are

grown? (Think about making gur, for example.)

Did it work?




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10a. You could extend the activity on farming if you think your students would be interested. Ask

students to do a small interview and gather information based on the questions below. You can tell

them, 'Find out about farming in Hardoi. You can ask older people in your home or in the village for

information. You can then write it down in Hindi or English and present your findings to the class.'

Which crops are relatively new to Hardoi?

What was grown earlier?

How have farming practices changed in Hardoi from your grandparents' time to the

present?

What were some of the problems your elders faced twenty years ago? What are the

problems they face now? Can you suggest ways in which some of these problems

can be solved?

Did your students enjoy doing these activities involving their lives and homes? Think of more games,

activities to take advantage of the experience of the students. Did you enjoy teaching this unit? And

do write to us so that we would be able to share them with other teachers.

Did it work?


Which activity/activities did your students enjoy the most? Write it in the space below.



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At the end of TSU 3 do you think your students can do the following?

.

What a student can do after completing TSU3

Can describe things in a few words

Can substitute/add words and add one or two lines

Can make simple sentences using known words

Can take part in word games

Can do actions based on a set of instructions

This Teaching-Learning material is part of the resource package developed by Kusuma Foundation for Udbhav programme and its Scaleup supported by Uttar Pradesh Madhyamik Sikhsha Abhiyan (UPMSA). This material has been developed by Kusuma Foundation with support from subject experts and consultants and is intended for use by students, teachers and teacher educators of secondary schools in Uttar Pradesh. The material also draws upon existing curricula, education materials and manuals, the experience and views of teachers and also includes original material. The material has been finalised after review by the State Resource Group (SRG) set up by UPMSA.

The material and its contents may not be sold or used for any commercial purpose. The manual and its contents may be reproduced and used for educational purposes. Permission for reproduction and use may be obtained from Kusuma at [email protected] or [email protected]

Funded by the Kusuma Trust UK (www.kusumatrust.org)

© 2016 Kusuma Trust UK

Kusuma believes that every child and young person has the potential to transform and improve their life. Our mission is to facilitate and increase access to education and other life opportunities for children and young people. Kusuma enables children and young people to realise their potential. Our focus is to improve education outcomes, and understand and address major barriers in education.

livelihood and home ‐related workthe third tsu is on a theme that deals with the adult in your...

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