**Lesson Plan for Primary 5: English Comprehension**
**Topic: Speech Work: Using the Telephone {Call and Response in Telephone Conversation}**
**Objective:**
By the end of the lesson, students will be able to:
1. Identify polite and impolite intonations in telephone conversations.
2. Understand new vocabulary related to telephone conversations.
3. Compare and contrast formal and informal letters.
4. Write a guided composition on the topic of a bicycle.
**Materials:**
- Whiteboard and markers
- Sample telephone conversation scripts (polite and impolite)
- Vocabulary flashcards
- Comparative charts for formal and informal letters
- Writing paper and pencils
**Lesson Outline:**
**1. Introduction (10 minutes)**
- Greet the students and introduce the topic: Using the Telephone.
- Briefly discuss the importance of polite intonation when using the telephone.
- Explain that today they will learn about call and response in telephone conversations, new vocabulary, and the differences between formal and informal letters.
**2. Speech Work: Polite vs. Impolite Intonation (15 minutes)**
- Present two short scripts of telephone conversations, one using polite intonation and the other using impolite intonation.
- Example:
- Polite: "Good morning! May I speak to Mr. Brown, please?"
- Impolite: "Hey, get me Mr. Brown now!"
- Perform a read-aloud of both scripts, using appropriate intonations.
- Engage students in a discussion about why polite intonation is important and the impression it leaves.
- Ask volunteers to read the scripts out loud, practicing polite intonation.
**3. Reading and Teaching New Words (10 minutes)**
- Introduce new vocabulary words related to telephone conversations, such as:
- Receiver, Dial, Hold, Operator, Voicemail, Courtesy, Tone, Interrupt, Respond.
- Provide definitions and context for each word.
- Use vocabulary flashcards for visual reinforcement.
- Have students practice using the new words in sentences.
**4. Grammar: Formal and Informal Letters (15 minutes)**
- Explain the purpose and structure of formal and informal letters.
- Use a comparative chart to highlight key differences:
- Greeting: "Dear Sir/Madam" vs. "Hi there"
- Language: Polite and professional vs. casual and friendly
- Closing: "Yours faithfully/sincerely" vs. "Best wishes/Take care"
- Provide examples of each type of letter.
- Discuss when and why each type is used.
**5. Writing: Guided Composition on a Bicycle (20 minutes)**
- Introduce the writing task: Compose a short piece about a bicycle.
- Provide a guided structure to follow:
- Introduction: Describe the bicycle (color, size, features)
- Body: Explain why the bicycle is important or special to you (memories, uses)
- Conclusion: Wrap up with a sentence expressing your feelings about the bicycle.
- Allow students to brainstorm ideas individually or in pairs.
- Encourage students to write their compositions, using full sentences and newly learned vocabulary.
- Offer support and guidance as needed.
**6. Conclusion and Review (10 minutes)**
- Recap the key points covered in the lesson: Polite vs. impolite intonation, new vocabulary, differences between formal and informal letters, and composition writing.
- Allow a few students to share their compositions with the class.
- Provide constructive feedback and praise.
- Answer any remaining questions.
- Assign a homework task: Write a formal or informal letter based on a provided prompt (e.g., requesting permission for a school trip or writing to a friend about a fun weekend).
**Assessment:**
- Participation in discussions and read-aloud activities.
- Correct usage of new vocabulary in speech and writing.
- Ability to distinguish between formal and informal letters.
- Quality and coherence of the guided composition.
**Homework Assignment:**
- Write a formal or informal letter based on the provided prompt and bring it to the next class for review.
**Note:**
Adjust the time allocated for each activity as necessary based on the class's pace and understanding. Ensure to provide encouragement and support throughout the lesson to maintain student engagement and confidence.