CHIT CHAT

A Course in SPEAKING & LISTENING

AUTHORS

SERIES EDITOR

Dr Lalita Handoo Dolly Dhawan J Breckenridge

Renu Anand

INCLUDES CD

CLASS 7

CLASS 7

SERIES EDITOR

Renu Anand AUTHORS

Dr Lalita Handoo, Dolly Dhawan, J Breckenridge

This book belongs to: Name Section School

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First Edition published in 2014 Reprint 2015 ISBN: 978-93-83821-17-4

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PREFACE With two billion users of the language across the globe, English has been gaining importance as a medium for worldwide communication. With the emergence of new job markets which require enhanced communication skills, multi-cultural awareness and better teamwork, English has emerged as the most commonly used language of international business, education, sports and communication. Thus, English is no longer just a library language but a language of opportunities. Keeping in mind the increasing importance of English for career purposes, CBSE has decided to assess the oral and aural (speaking and listening) skills of students in English for Classes IX, X and XI. This is known as Assessment of Speaking and Listening Skills (ASL) and carries 20% weight age in SA1 and SA2 respectively.

Chit Chat series aims to develop students’ ability to use English accurately, appropriately and fluently for communication in academic, social and work situations. The Listening Comprehension section hones the learners’ ability to listen for basic interpersonal, instructional and academic purposes. The series will help develop the following sub-skills of listening: • Listening for specific information • Listening for general understanding • Predictive listening • Inferential listening • Listening for pleasure • Evaluative listening Speaking skill has acquired a very important place in the communication skills. Like listening skills—a number of sub-skills of speaking need to be consciously developed amongst the students. Some of the sub-skills are given below which can be assessed. • Speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. • Narrating incidents and events, real or imaginary in a logical sequence. • Presenting oral reports or summaries; making announcements clearly and confidently. • Expressing and arguing a point of view clearly and effectively. • Taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. • Expressing and responding to personal feelings, opinions and attitude. • Participating in spontaneous spoken discourse in familiar social situations.

Each worksheet is divided into three sections. Warming Up, focuses on the thematic content of the listening task at hand and familiarises the learner with what she/he is going to listen to. The well-designed activities develop in the learner a curiosity in the child to listen, ponder upon, and discuss diverse themes within the peer group. Listening Section, begins with an introduction informing the learners what they are going to listen to—is it a discussion, a dialogue, a talk, an interview, a narrative or a radio show? The audio files have been designed so as to provide enough information to whet the listener’s curiosity, but not so tedious that she/he loses interest. All the listening exercises are available on the companion CD-ROM. The tasks include Multiple Choice Questions (MCQs, both direct and inferential), Fill-in the-Blanks—this includes completing a given list or table, Sequencing (often using pictures) and True, False or Doesn’t Say. Speaking Section, attempts to familiarise them with the basics of oral communication and to develop their ability to use English for performing some of the most common communicative functions in academic, social and work situations. They talk about their own experiences, or discuss given issues using the listening text as a starting point. This final step of using the information they have just heard allows learners to personalise the activity. Help is also provided to them in the form of Cue cards and the exponents for the required language function. These activities not only help students learn by asking them to use and re-use the language they’ve heard, but they are motivating too. They make the language real. Care has been taken to include a variety of texts from different genres in an attempt to connect the classroom with the real world outside, thus creating a vibrant learning environment that promotes language acquisition through critical thinking, problem-solving, decision-making, and creativity, all emanating from the overall purpose of enhancing skills in the English language. There is sufficient space for language manipulation aimed at catering to multiple intelligences, the concept that occupies the centre stage of a diverse classroom. The underlying principles of language learning advocated by CBSE, i.e., learner autonomy, reflective thinking, creativity, and interactive learning, have been incorporated in the pedagogy that is embedded in the course content. The publishers welcome critical comments from the users of this course to improve the content, both, in the text and the CD and make any further revisions or additions if required.

– Authors

NOTIFICATION Modification for Classes IX-X (2013-14) for ASL and Values Based Question in English Language & Literature (184) and Communicative (101) As per the Curriculum document 2015 for Secondary School (Volume I) a weightage of 20 marks has been added for assessing Speaking and Listening Skills (ASL) in classes IX and X in the following courses of English in the Summative Assessment – I and Summative Assessment – II. • English Language & Literature • English Communicative

IX & X IX & X

Code: 184 Code: 101

Accordingly the written paper will be of 70 marks. The assessment of Speaking and Listening carries 20 marks i.e. 70+20 = 90 marks in SA I and SA II respectively. However as per the Curriculum 2014 guidelines only 10 marks had been added in a written paper of 80 marks in classes IX & X. The guidelines to conduct the Speaking and Listening Assessment (ASL) had been uploaded on the CBSE Academic Website www.cbseacademic.in vide circular no.: 63 dated 12, September, 2012. It is expected that all the schools affiliated to CBSE have conducted the Speaking and Listening Assessment as per the guidelines uploaded at school level in class IX and added the marks in the SA I and SA II papers of English. The modified syllabus under Section D of both English Language & Literature (Annexure - I) and Communicative Course (Annexure - II) for class X (2013-14) with Values Based Questions is attached with this notification. All the schools are, once again informed that the assessment of Speaking and Listening (ASL) has to be conducted by every school in class X (2013-14) also. The weightage of 10 marks will be added in the written paper of 80 marks to make it 90 marks for each Summative Assessment respectively. As part of evidence of Assessment schools are expected to maintain the files of audio recording of the Speaking Assessment of students to be sent to the CBSE along with the Award list of Speaking and Listening for SA II Examination. The modified guidelines of the Speaking and Listening assessment are being uploaded on the CBSE Academic website very shortly. All the head of schools may schedule the conduct of the school-based assessment for class X for SA-II from 15 November to 15 December of each year, to avoid any inconvenience. The monitoring of the school based assessment of speaking and listening skills will be done by the CBSE with the help of trained Monitors and Oral Examiners. Therefore to sum up, the division of marks is as follows: Academic Session

Class

Marks/Weightage for ASL

Written Papers of English Communicative and Language & Literature Courses

Total Marks in SA-I & SA-II

 2013-14

X

10

80

90

*2013-14

IX

20

70

90

*2014-15

X

20

70

90

*Please see detailed syllabus in Curriculum document 2015 for Secondary School (Volume I)

Sd/(DR. SADHANA PARASHAR) DIRECTOR (ART & I) Source: cbse.nic.in

Loch Ness Monster

Nasruddin and the Smell of Soup

Plants that Eat Insects

At the Railway Station

Let’s Have a Party

Fifteen Honest Coins

My Phone’s not Telephone Working conversation

A Visit to the Book Fair

Saving the Earth

3.

4.

5.

6.

7.

8.

9.

10.

11.

Completing a table MCQs MCQs

MCQs

Sequencing pictures

Completing a table

• Brainstorming • Pair Discussion • Expressing desires • Prediction

• Picture elaboration

• Identifying legendary characters • Quiz

Narrative

Narrative

Folk tale

Dialogue

MCQs

True, False, Doesn’t Say

MCQs

• Brainstorming • Expressing views

• Sharing preferences • Giving reasons for choices • Group discussion • Creating a poster

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

Completing sentences • Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Talking about values • Pair work

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

MCQs

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for specific information • Inferential listening • Evaluative listening

Listening Sub-skill

• Identifying visuals

MCQs

Listening Task

Warming up

Listening to • Picture reading announcements • Sharing experience

Talk

Folk tale

Narrative

Fairy tale

The Magic Porridge Pot

2.

Radio Show

Passage Type

Who is Your Best Friend

Topic

1.

Worksheet

• PowerPoint presentation

• Debating an issue

• Simulation

• Picture story

• Issuing invitations • Accepting • Declining

• Simulation

• Expressing surprise

• Narrating a story based on visual and verbal cues

• Group discussion • Expressing views

• Picture story

• Expressing views on a person • Group discussion

Speaking Activity

Healthy Snacking

Accidents at Home— Slipping and Falling

Advertisements

A Metro Ride

The Great Wall of China

Baking a Cake

A Day at Mickey’s World

Running Shoes

Zoos

Jewellery Store Robbery

Pitching a Tent

Of Ghosts and Supernatural Beings

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

Expressions of views

Instructions

News story

Talk

Conversation

Narrative

Instructions

Talk

Dialogue

Dialogue

Narrative

Expressions of views

Matching statements to speakers

MCQs

Completing statements

MCQs

MCQs

Sequencing pictures

MCQs MCQs

True, False, Doesn’t Say

Sequencing Sequencing pictures

Matching statement to speaker

• Expressing preferences • Giving reasons • Brainstorming

• Group discussion

• Brainstorming • Listing advantages and disadvantages of an issue • Quiz

• Listing preferences

• Sharing an experience • Expressing views

• Identifying species • Listing countries they are native to • Brainstorming for information • Brainstorming about given objects

• Identifying mythical creatures/ beings

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Telling a story

• Picture story

• Roleplay

• Debating an issue

• Group discussion • Speech

• Narrative

• Narrating an incident

• Presentation

• Asking for help • Helping • Refusing

• Debating an issue

• Picture reading

• Talking about foods/ snacks

Bravehearts

Mother’s Day

Atlanta and the Golden Apples

Gadgets and Gizmos: iPads

Shooting Stars

Pursuing a Dream

A Dialogue about Music

25.

26.

27.

28.

29.

30.

Topic

24.

Worksheet

Expressing opinions

Talk

News report

Talk

Mythology

Talk

News report

Passage Type Completing a table MCQs

Sequencing pictures

MCQs

MCQs

MCQs

Matching statements to speaker

• Writing an Acrostic poem

• Prediction

• Sharing information

• Group discussion

• Expressing preferences

• Sharing views

Listening Task

• Brainstorming about vocabulary

Warming up

• Listening for general understanding • Listening for specific information

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information • Inferential listening • Evaluative listening

• Listening for general understanding • Listening for specific information

Listening Sub-skill

• Expressing opinion

• Interviewing friends • Sharing information

• Group discussion • Expressing views

• Expressing opinion

• Speech

• Speech

• Picture story

Speaking Activity

WORKSHEET 1: WHO IS YOUR BEST FRIEND WARMING UP 1) Look at the pictures given below. What are some of the things that friends do together?

• • 2) What do you do with your friends? Discuss in pairs and write. • • • •

LISTENING Listen to the radio host ask people about their best friends, where and how they met, what they are like and what they do together. Based on the information, complete the given tasks. Before you listen to the talk, study the tasks and find out what information you should be listening for. You will listen to the recording twice. Class 7 | Who is Your Best Friend

1

1) Complete the given table. The person being interviewed and their best friends

When they met

How they met

What the friend is like

a. b. 2) Now listen again. What do the friends do together in their free time? Tick () the correct answers. There may be more than one correct option. a) Tarun and Bobby

.

   i. give friends birthday parties   ii. see movies   iii. tell jokes and make people laugh   iv. go downtown with friends b) Akshita and Ridhima

.

   i. play on the softball team   ii. listen to others talk   iii. go shopping   iv. take vacations

SPEAKING Discuss in your groups. 1) 2) 3) 4) 5)

Who is your best friend? When did you meet him or her? How did you meet? What is he or she like? What do you do together in your free time?

Share with the class what do you have in common with each other in your group and also discuss your differences.

2

Class 7 | Who is Your Best Friend

WORKSHEET 2: THE MAGIC PORRIDGE POT WARMING UP 1) Have you ever wished for a magical appliance which obeyed your instructions? If yes, what would it be? Why?

2) Read the title “The Magic Porridge Pot” and look at the picture below.

3) What do you think the story you are going to listen is about?

4) After you listen to the story, see if your prediction was correct.

LISTENING You will listen to the story about ‘A Magic Porridge Pot’. As you listen, find answers to the given questions. Before you listen to the story, read the questions and find out what information you should be listening for. You will listen to the recording twice. Class 7 | The Magic Porridge Pot

3

1) The young girl lived with a. her mother b.  her grandmother c.  her father

.

2) The young girl went to look for a. sticks b. berries c. mushrooms

in the forest.

gave her the magic cooking pot.

3) An old a. woman b. man c. witch

.

4) The words to make the pot begin cooking porridge were a. “Cook, Little Pot, Cook” b.  “Porridge, Please!” c.  “Cook Porridge, Pot” .

5) The words to make the pot stop cooking porridge were a. “Stop, Little Pot” b.  “Enough, Little Pot” c.  “No More, Little Pot”

SPEAKING Given below is the story of a fisherman who finds a unique fish one day. Working in groups, complete the story. Then narrate it to the class. 1

returning home surprised to see fish washed ashore alive looked special

4

Class 7 | The Magic Porridge Pot

2

bought a big tank decorated beautiful grateful loved its home

3

in the night changed into a mermaid housework burglar saw greedy

What happened next? Discuss in your group.

Class 7 | The Magic Porridge Pot

5

WORKSHEET 3: THE LOCH NESS MONSTER WARMING UP Look at the following pictures of the Loch Ness monster.

Imagine you are a tour guide on a boat giving a cruise to see the Loch Ness Monster. What would you say as you take a group of tourists on the cruise?

LISTENING Listen to the passage below about Nessie, the Loch Ness Monster and answer the questions by choosing the correct option. Before you listen to the recording, read the questions carefully. You will listen to the recording twice. 1)

Loch Ness is a lake in a. Northern Scotland b. Ireland c. Iceland

2)

Which of the following statements is NOT true about a Plesiosaur a. it is a kind of dinosaur with flippers and a long neck b. it is a large fish like a whale c. it went extinct 65 million years ago

3)

The weight of the Loch Ness Monster is supposed to be a. 2000 kilos b. 2500 pounds c. 2500 grams

6

.

.

.

Class 7 | The Loch Ness Monster

4)

The Loch Ness Monster is thought to be a kind of a. otter b. dinosaur c. fish

5)

The Loch Ness Monster is the most famous cryptid as a. it has never been photographed b. no one has claimed to have sighted it c. the scientific establishment still does not recognise its existence

.

.

SPEAKING Look at the poster of Scotland’s most famous resident, the Loch Ness Monster, or Nessie, as it is called.

Class 7 | The Loch Ness Monster

7

CHIT CHAT CLASS 7

REAL LIFE SITUATIONS ENGAGING CONTENT INTUITIVE EXERCISES

A Course in SPEAKING & LISTENING The Central Board of Secondary Education (CBSE) has decided to assess the oral and aural (speaking and listening) skills of students in English. The overall purpose of the test is to help improve and standardise students' communicative skills. Chit Chat: A course in Speaking and Listening for classes 1-12, offers practise in Listening Comprehension to hone learners’ ability to listen effectively and constructively such that they · listen for general and specific understanding · understand the spoken viewpoint both explicit and implicit · enjoy the spoken text Speaking to help learners understand language functions and give adequate practice in appropriate use of language register to help them · adapt and suit language to the needs of a variety of audiences and purposes in oral communication · organise your thoughts and present your point of view with clarity and coherence · be able to use the language with correct tone and intonation

Renu Anand, an experienced material developer and teacher trainer, with expertise in Evaluation & Assessment, Classroom Strategies and English Language Activities Development. She has also regularly conducted teacher training for CBSE, NCERT, SCERT and DIET. Dr Lalita Handoo, formerly a Professor of Lexicography, Language & Literature is also an expert on Translation and Folklore in the Central Institute of Indian Languages (CIIL), Mysore. She has taught language and literature in various institutions in Jammu and Kashmir, Punjab and Haryana, and other parts of India and has conducted national level training programmes. Dolly Dhawan, a P.G.T. English and a Master Trainer at CBSE for ASL is a material developer with SCERT. She has done a course in CCE from Educational Initiatives Methods and TESOL Online Course from University of Maryland, Baltimore County, (UMBC) U.S.A. Jhilmil Breckenridge is a corporate trainer and has written several manuals and training materials. She has led many workshops on Communication Skills, Product Skills and more for the corporate sector. She is based in New Delhi and enjoys working on creative materials for learning.

ISBN: 978-93-83821-17-4

9 789 383 821174

Price D 140.00

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