Lesson 2. Delhi दिल्ली (2X75 min.)
A. Proficiency Level: Intermediate Mid/High
B. Objectives: At the end of this lesson students will be able to:
- report what they did during a trip
- describe an unusual place and/or activity
- request politely support for an initiative and explain why it is needed
- review the obligatory constructions: क्या करना है or कैसे जाना पड़ेगा and focus on agreement between object and infinitive: रोशनी देखनी है or बस पकड़नी पड़ेगी
- use relative clauses: जैसे… वैसे…, जितना… उतना
C. Performance Assessment: Students are helping a new travel agency to publish a website, a brochure, a FB page and/or a video ad for tourists who are planning to travel to Delhi. They visit Delhi for 3 days and keep a travel journal on a ppt which they will use to create the final product. Then they present their draft to sponsors who will financially support the publishing of the product and launching the agency.
D. Learning Scenarios:
Session I
- 15 min. Students brainstorm about what they would like to (a) do, (b) see, (c) know in Delhi. Teacher writes on google/shared document and organizes suggestions in two columns: a) subtopics: food, landmarks, transportation, history, culture, geography, etc. and (b) related language structures and expressions (का सफर करना , की यात्रा करना,सैर करना, etc).
- 10 min. Teacher shares his/her own experience in Delhi in a ppt.
- 40 min. In pairs students explore at least one video and one webpage about Delhi based on their interests. They take notes focusing on (a) 5 useful expressions and language structures, (b) 5 facts/5 places/5 activities and (c) create a picture gallery.
Audio-Video Resources:
Text-Based Resources:
4. 1o min. Students switch partners and examine each others’ notes from the readings and videos — they add suggestions to the common document for the rest of the class. They complete the work as homework.
Session II
5. 45 min. Students work on a report in a ppt which includes text, pictures and audio about what they did during their visit to Delhi for each day.
6. 20 min. Students switch partners and share their trip journal. They work on the final project by combining components from each student’s ppt and present it to the rest of the class.
6. 5 min. Students use rubrics to evaluate each product they see. They choose the product they would support and as homework explain to the authors why (HLLs in an email or FLLs in video message.