Communication Skills Activity Manual

VIGNAN GLOBAL GEN SCHOOLS
COMMUNICATION SKILLS
Sub: English Class : 1 to 5
Total no. of working days = 61

1. This is an everyday activity to develop communication skills. Every day, for the
first 10 mts, the English teacher should take up this activity.
2. Everyday , tasks should be announced in the class(that is mentioned in the
Lesson Plan) and randomly pick 8 to 10 students and make them do the activity.
3. The next day the teacher should announce the day’s activity(planned in the
lesson plan) and again pick the 8 to 10 students randomly, here the teacher
should make sure that the students who spoke the day before should not be
picked for speaking.
4. The teacher would follow the same procedure for the rest of the days in the week.
The day-wise topics mentioned in the micro plan should be followed
religiously…
5. Note: Every child should get an opportunity to participate in a communication
skills programme at least twice in a week. But all the children must be involved in
listening.(Children should not know who is going to be called to speak as they
have to speak spontaneously).
TOPICS
ACTIVITY-1 (5min) ACTIVITY-2(5min) Activity .3
Telephonic
Picture Description Advertisement
Conversation
Common Phrases Story Making Conduct an interview
Show and tell Gathering Facts Dialogue Delivery
Story Telling Personification Roleplay
Guess the object Recipe Making Anecdote
Turn and Talk Re-telling the Story Narrating a poem
English Communication skills Booklet (VI – VIII)Page 1

PICTURE DESCRIPTION
Aim: To help the students reinforce vocabulary, language skills to enhance their
observation & communication skills.
Learning Outcomes:
It reinforces vocabulary, enhance language skills.

It helps them to describe the pictures by themselves using creativity.
It develops confidence, the skill of observation in students and enhances
their ability to analyse the given picture and speak about it.
Procedure:
Teacher shows the picture either on the digital board or gives a copy of the picture. The
child needs to observe and try to list out what is there in the picture.
2mts Time will be given for observation and preparation.
(Remember max. 8 to 10 students should be called for the activity. Students should not
be repeated.)
POINTS TO BE NOTED:
The first 3 students can say what is there in the picture.
The next 3 students should talk about one area of the picture.
The next 3 students can list out how many things or human beings are listed out.
If the teacher is not ready with the TLM then she can use the picture from the textbook.
Teacher can carry more pictures.
Remember :
Focus on the main part of the picture
Describe as much as you can.
Try to use your imagination to make assumptions.
Examples of picture description topics:

TELEPHONIC CONVERSATION
Aim: To develop communication skills to familiarize the students with the common
phrases.
Learning Outcome:
1) Students learn to speak fluently.
2) They become confident.
3) They learn to use common phrases in their daily life.
Procedure:
Pre-activity: Teacher should be equipped with the topic for telephonic conversation.
During the activity: (different ways can be used for the given activity)
1) Teacher calls two students, she gives them characters
2) Students take one minute to prepare for dialogues.
3) After a minute, the students continue with the conversation.
4) Instead of two children can call 3 or 4 imagining they are in a conference call or
zoom call.
Pro activity: Teacher gives her valuable suggestions
SAMPLE
Eg: Conversation between Rekha and Mrs. Shalini(mother of Pinky) about a
computer notebook.

Rekha : Hello, can I speak to Pinky, please?
Mrs.Shalini : Oh! I am sorry. She has gone out.
Rekha : I am Rekha, Pinky’s classmate. Aunty,
please tell her to bring my computer
notebook to school?
Mrs. Shalini : Ok, I will inform her.
Rekha : Thank you, aunty.
Mrs. Shalini : You are welcome.
Examples for the activity :

1) Conversation between teacher and student about exam preparation.
2) Conversation between two friends: Asking your friend to join for dinner at a
restaurant.
3) A dialogue between two friends about their favourite TV programme....
4) Telephonic example conversation of lodging complaints on bank helpline.
5) Develop a conversation between two friends about birthday Party Invitation.
Note: Students are to be selected randomly by the teacher and every child should
get an opportunity to participate in a communication skills programme at least
twice in a week. But all the children must be involved in writing.(Children should
not know that they are going to be called to speak as they have to speak
spontaneously).
COMMON PHRASES
Aim: To develop communication skills to familiarise the students with the common
phrases
Learning Outcome:
2) They become confident and enhance their communication skills.
Procedure: Teacher will be equipped with three common phrases.

Teacher will write the common phrases on the board along with their meanings and
will make sentences out of each to make the students understand clearly.
Teacher will ask the students to comprehend the meaning and frame at least one
sentence for each common phrase.
Teacher will ask the students to read them.
Examples for activity :
Break a leg: good luck!
Break a leg Sam; I'm sure your performance will be great.
Call it a day: Stop working on something
Let’s call it a day.

Beat around the bush: to discuss a matter without coming to the point
Don't beat around the bush. Just tell me what happened.
On the ball: Doing a good job
Poorna is on the ball as she scored well.
Under the weather: Sick
I don't feel like hanging out today. I'm feeling a bit under the weather.
Break the ice: Make people feel more comfortable
I tried to break them and spoke to my new friend.
Costs an arm and a leg: Very expensive
It cost an arm and leg to buy a Ferrari.
I am all ears : I am listening
Let’s kick off : Let’s start
Bite the ball : difficult
Give a hand : asking for help
Miss the boat : It’s too late
To ask how someone is doing: What's up? How's it going? What's new?
To say how you are doing: Could be better, pretty good, same as always
To thank somebody: I really appreciate it, I'm really grateful
To accept someone’s, thank: No problem, don’t mention it, anytime
To end a conversation: It was good catching up, I have to return to my work
To say you don't have any idea: I can't help you there, Beats me
To agree with somebody: Exactly, Absolutely, that’s for sure, I suppose so
To disagree with somebody: I'm not sure about that, that’s not how I see it
To respond to good news: How wonderful, Awesome, I'm so glad to hear

To respond to bad news: How terrible/awful, oh no, terrible, if you need anything, I
am here
Once in a blue moon’ – an event that happens infrequently
I only go to the cinema once in a blue moon.
When pigs fly – something that will never happen.
When pigs fly, she’ll tidy up her room.
A piece of cake– something is very easy.
The English test was a piece of cake.
To kill two birds with one stone’ – to solve two problems at once.
By taking my dad on holiday, I killed two birds with one stone. I got to go away but also
spend time with him.
STORY MAKING
Aim: To develop communication skills , imaginary skills , self-confidence and public

speaking skills.
Learning Outcome: Students learn to speak fluently. They become confident.

Increase children's willingness to communicate thoughts and feelings.
Pre activity: Prior intimation should be given to create a story.
Procedure:
During the activity:
Teacher gives some words and students have to create a story with the given words.
POINTS TO BE NOTED:
1) Give time three minutes to make the story.
2) Then the students narrate the story.
Note: Students can create any story by using the given words.
1. Setting
2. Characters
3. Connection among the characters
4. Problem
5. Twist in the story (plot)
6. Solution
7. Moral of the story
Example: 1) amazed, enjoy, shadow, quickly
2) searched, belong, Sudha, smart
3) cut, knife, immediately,hospital
Note : Given example is for the teacher’s reference.
1) amazed, enjoy, shadow, quickly
Eg: Once there was a girl named Sravanthi. She was a dancer. One day when she
was dancing and she saw someone was also dancing with her. Quickly her attention
turned towards that, she was amazed with it because, it was also enjoying the
same. Do you know what it was? it was her shadow.
Moral: Nature is full of secrets we just need to observe and enjoy.
spontaneously).
SHOW AND TELL
Aim : To develop communication skills , imaginary skills , self-confidence and public

speaking skills.
Learning Outcome: Students learn to speak fluently. They become confident.
Pre-activity: Teacher informs the students well in advance to bring any object.
Procedure:
1) Teacher calls the students to show the object they chose.
2) Students should speak at least five sentences on the object he/she brings.
Note: Student can show any object
For examples if he selects a pen
Pen is my best friend. It makes friendship with my thoughts. I use it whenever I want. I
can give a name to my pen. I carry it wherever I go.
Like that a child can speak about
1) a book
2) his/ her favourite toy
3) water bottle
4) Their parents or any role model can be selected.
5) Her pouch etc
GATHERING FACTS
Aim : To develop communication skills and knowledge on world amazing facts.
Learning Outcome:
1) Students learn to speak fluently
3) They enjoy knowing facts.

Fun facts often catch us off guard and are often entertaining in the best possible way.
These are unusual and unexpected bits of knowledge from the world of history, science
and pop culture that delights and will leave us astonished. Here are some fun and
amazing facts that will thrill and surprise you at the same time!
Procedure:
Pre-activity: Teacher should inform the students well in advance to collect some
amazing facts the students would share in the classroom
1) Teacher asks students to tell some amazing facts which they know.
2) Students can come up with their own facts.

3) Teachers can also give some facts to students to read aloud in the class.

Examples for Activity :
1. You cannot sneeze with your eyes open.
2. There are only four words in the English language which end in "dous":
tremendous, horrendous, stupendous, and hazardous.
3. The strongest muscle in the body is the tongue.
We have to break it to you that the tongue is not the strongest muscle in the body.
The tongue itself is a muscle and it contains at least eight different muscles which
are intertwined by creating a very flexible matrix. The strongest muscle in the
body is Masseter which is responsible for lifting up the jaw.
4. Hot water will turn into ice faster than cold water.
An observation conducted in which a liquid (typically water) that is initially hot
can freeze faster than the other liquid which is cold under similar conditions.
5. Dogs have such good noses they can sniff out medical problems. ...
They can sniff at the same time as breathing. ...
They are incredible swimmers. ...
Some are fast and could even beat a cheetah! ...
They don't sweat like we do
6. "Rhythm" is the longest English word without a vowel.
Without using any vowel letter, the longest English word can be formed which is
a seven letter word - ‘Rhythm’.
7. Question - This is the only food that doesn't spoil. What is this?
Ans. - Honey
The only food that doesn’t spoil is Honey
8. A snail can sleep for three years.
Snails require moisture to survive. So, if there is extreme weather, they can sleep
up to three years. It is reported that based on geography, snails often hibernate
or estimate in order to escape from warm climates.
9. Sudan has the most pyramids in the world (not Egypt)

Egypt and pyramids are almost synonymous, but did you know there are
pyramids in Sudan too? Nubia, a region in Sudan, has 255 pyramids — twice the
number in Egypt!
10. Like fingerprints, everyone's tongue print is different
Did you know that everyone has a different tongue print like finger prints? Our
tongue prints also have unique identifying marks. As reported by researcher
David Zhang, our tip of the tongue has a unique physiological texture and
geometric shape that can possibly be used for verification purposes.
11. Limes sink but lemons float
Lemons are lightweight as compared to limes which are slightly heavier when
you put them in water, they are more likely to sink.
12. Out of all the alphabets there’s one letter that doesn’t appear in any of the U.S
state
Can you guess which one? No not X, not Y. It’s actually letter Q that has never
been in any of the U.S state names.
13. The word "bookkeeper" (along with its associate "bookkeeping") is the only
unhyphenated English word with three consecutive double letters. Other such
words, like "sweet-toothed", require a hyphen to be readily readable.
14. Cats can manipulate us with meows that sound like crying babies.
One study published in Current Biology found that when cats used a more baby-
like meow called "solicitation purring," us humans judged it as more urgent than
their regular cries. So how did the researchers know it's manipulative? The
scientists found that only cats who lived in single-person households developed
this special cry—meaning it's only something the cat acquires when it has a one-
on-one relationship with its owner.
15. The word "SWIMS" is still "SWIMS" when turned upside down.
Go on, flip whatever device you're reading this on upside down. Or even try
writing the word out yourself. If you use all uppercase letters you'll find the same
word whether you're looking at it right-side up or upside down.
16. "Huh?" is considered a universal word for humans.
It's seemingly impossible to be fluent in every language used around the world.
However, it turns out that you might be able to get by with at least one word (or
sound?) no matter where you are on the planet. Research from a 2014 study
published in PLOS ONE suggests that "huh?" is the closest thing humans have to a
universal word. The questioning expression is understood in almost every
language.

17. Bucket of facts: Facts about yourself.
When were you born? Where are you studying? Where do you live?............
spontaneously).
STORY TELLING

speaking skills.
Learning Outcome:
3) Increase children's willingness to communicate thoughts and feelings.
4) Encourage active participation.
5) Increase verbal proficiency.
6) Encourage use of imagination and creativity.
Procedure:
Pre-activity: Teacher should be equipped with the topic for Storytelling.
1) Teacher asks everyone to write the story and calls one after the other.
2) Students take one minute to prepare for the topic.
3) After a minute, the students continue with storytelling.
Pro-activity: Teacher gives her valuable suggestions
EXAMPLES:
1) Long ago , there lived a king………..
2) An old farmer had four sons.....
3) The sun and the wind had a quarrel...
4) Three men pass through a jungle....
5) An elephant goes to a tank.....
6) A fox falls into a well....
7) A story about a holiday....
8) Funny things my pet has done....
PERSONIFICATION
Aim : To develop imaginary skills, as it's typically something that you wouldn't see in
the real world and create strong visual images and observations.
Learning outcome:
1) helps to create pictures with words, using adjectives, adverbs, and other
forms of figurative language.
2) helps to build strong emotions and empathy
Procedure:
Pre-activity: Teacher should be equipped with examples of personification
Teacher gives the name of the object to be personified.
Students take 1 min for preparation ( speaking/writing.)
After a minute students either speak on the given object personifying it.
Pro activity:
Teacher gives her valuable suggestions.
Personification is a type of figurative language where human characteristics, such as

thoughts, feelings, or actions, are given to something non-human.
EXAMPLE:
Title: “If I were”
1) Black board 5) Moon 9) Sky
2) Sun 6) Table 10) Pen
3) Computer 7) School bag 11) Book
4) Chalk piece 8) Water bottle 12) Candle
13) Rose 19) Earphones 25) Globe
14) Milk 20) Projector 26) Stop watch
15) Flower pot 21) Scissors 27) Door
16) Fan 22) Calculator 28) Car
17) Mobile 23) Bell 29) Keyboard
18) Laptop 24) Printer 30) Television
spontaneously).
GUESS THE OBJECT
Aim: To develop the usage of adjectives and improve vocabulary.
Learning outcome:
It is clear that guessing games will improve students' motivation in learning English
and improve their vocabulary.
Procedure:
Pre-activity: Teacher would write names of objects on a piece of paper, fold them and
put it in a bowl.
1. A student will be called to pick a chit and read in his mind
2. He/ she would give clues to guess the object.(make use of below questions to give
clues to guess the object)
3. Describing an object can include:
4. What category is the object in?
5. What does the object do?
6. What does it look like?
7. What color is it?
8. What size is it?

9. What does it smell/taste like?
10. What sound does it make?
11. What is it made of?
12. What parts does it have?
13. What shape is it?
14. Where can you find it?
15. Anything else you know about it?
POINTS TO BE NOTED:
One student should describe the object and others will guess the object.
Objects to be described can be...
1) Wristwatch 8) Remote 16) Bucket
2) Calculator 9) AC 17) Cooker
3) pillow 10) Spectacle 18) Gadgets
4) Mobile 11) Umbrella 19) Popcorn
5) Refrigerator 12) Torchlight 20) Sound box
6) Hammer 13) Sofa
7) Eraser 15) Tier
Pro activity:
RECIPE MAKING
Aim: To develop communication skills and inspire students to adopt creative ways . To
throw light on the importance of connectivity or chronological order.
Learning outcome:
1. Students learn to speak.

2. They become confident.
3. They learn to frame sentences and arrange them in order.
Procedure
Pre-activity: Teacher should be equipped with the topic for recipe making.
Teacher calls students, she gives them the recipe or they can choose what they can
prepare.
Students take 1min to prepare for speaking and writing.
After a minute, the student continues speaking about how to make a recipe.
Pro activity:
Example topics are :
1. Bread Halwa
2. Making tea
3. Gulabjamun
4. Biryani
5. Aloo fry
POINTS TO BE NOTED:
The first 3 students can say what are the ingredients of the recipe.
The next 3 students should talk about the procedure.
The next 3 students can tell the benefits of the recipe.
Different ideas to the teacher:

spontaneously).

TURN AND TALK
Aim: To develop communication skills, self-confidence , public speaking skills ,

enhance and improve listening and speaking skills.
Learning Outcome:
3) Increase children's willingness to communicate thoughts and feelings.
4) Encourage active participation.
5) Increase verbal proficiency.
6) Encourage use of imagination and creativity.
Procedure:

Pre-activity: Teacher follows the above strategy to do the activity.
During the Activity: (different ways can be used for the given activity)
1) Teacher calls one after the other and gives the topic.
2) Students take a minute to prepare for the topic.
3) After a minute, the students speak on the given prompts

EXAMPLES:
Turn and talk prompts
1. If animals could talk , which would be the rudest?
2. What would your dream vacation look like?
3. What is the scariest amusement park ride that you have been on?
4. If you could choose anywhere in the world to live, where would it be?
5. If you were given a chance, which character do you play among Disney
princess/superheroes and why?
6. What would you do if you found the magic lamp? (of Aladdin)
7. If out of sheer luck you were elected as Prime Minister of India for a day, what
would you do?
8. What is your favourite animated movie?
9. Who is your favourite freedom fighter and why?
10. What is your best outing with friends?
11. What is the scariest movie you have watched so far?
12. If you were Kattappa, would you kill Baahubali?
13. If you had a time machine, where would you travel – past or future and why?
14. If you were given the power to control nature, what would you do?
RE-TELLING THE STORY
Aim: To develop communication skills, self-confidence , public speaking skills ,

enhance and improve listening and speaking skills.
Learning Outcome:
Students learn to speak fluently and develop creative writing. They become confident.

Procedure:
Pre-activity: Teacher should be equipped with the topic for Storytelling.
1) Teacher gives a gist of a very well known story and asks students to give an
innovative ending to the story.
2) Students take one minute to prepare for the topic.
3) After a minute, students narrate/write the story.
1. The Lion and the Rabbit - (This regular story can be narrated or written with an
innovative ending)

Once there was a Lion in the jungle who used to kill 2-3 animals daily for his
meal. All the animals went to him to tell, that one of them would come to him for
his meal.
So, the Lion agreed and this started going for many days. One day, it was Rabbit’s
turn. When he was on his way he saw a well.
Now he plans to kill the lion and save himself. He went to the lion and told him
that there is another lion who claims to be more powerful than him.
Then the lion asks the rabbit to take him to that lion. The rabbit takes him to the
well and says he lives here. When the lion looked in the well he saw his own
reflection and jumped in the well and died.
Moral: Wisdom wins might.
POINTS TO BE NOTED: Teacher explains any story but asks for a different ending,
adding one more character, creating another problem and giving alternative solutions
etc.
ADVERTISEMENT:
Aim: To help the students reinforce vocabulary, language skills to enhance their
observation, communication skills & creativity.
Learning Outcomes:
It reinforces vocabulary, enhance language skills.

It helps them to use their creativity and learns demonstration skills.
It develops confidence, the skill of observation in students and enhances
their ability to analyze the given object and speak about it.
Procedure:
Teacher shows an object. The child needs to observe and try to gather some points
about it.
2mts Time will be given for observation and preparation.
(Remember max. 8 to 10 students should be called for the activity. Students should not
be repeated.)

POINTS TO BE NOTED:
The first 3 students can say what are the features of the object.
The next 3 students should talk about how it is useful.
The next 3 students can promote the object.
Remember :
Focus on the importance of the object
Describe as much as you can.
Try to use your imagination to present.
Examples:
Advertisement for a biscuit:
Healthy hearts biscuits: Healthy Hearts
1. It is a healthy, tasty, sweet and salty, energy and easily available product.
2. It is made up of grains, nuts, berries, cream, butter, sugar, glucose and all purpose
flour.
3. Our biscuits are the best because they are made up of oats, millets, dry fruits and
they are homemade.
4. Finally our product Healthy hearts makes a Healthy tummy.
Topics for advertisement:
1. Soap
2. Gadgets
3. Bag
4. Soft toys
5. Toys
6. car
7. Bike
8. Book

spontaneously).
CONDUCT AN INTERVIEW:
Aim: To develop communication skills to familiarize the students with the common
phrases.
Learning Outcome:
Procedure:
Pre-activity: Teacher should be equipped with the topic for Interview.
1) Teacher calls two students, she gives them characters
2) Students take one minute to prepare for dialogues.
3) After a minute, the students continue with the interview.
SAMPLE
1. Interview between a student and school administrator.

2. Interview between reporter and a school topper.
3. Interview between principal and student to upgrade his class.
4. Interview between coach and a player.

Dialogue Delivery:

speaking skills.
Learning Outcome:
Students learn to speak fluently.
They become confident.
Procedure:
Pre-activity: Teacher gives a situation and student has to enact.

(different ways can be used for the given activity)
1) Teacher calls 3 students and tells them the situation.
3) After a minute, the students speak about the given situation.
Examples: Dialogues between doctor and patient:

Sample topic:
1. Dialogues between two neighbors.

2. Dialogues between two friends.
3. Dialogues between a teacher and a parent.
4. Dialogue between a stranger and you about address.
spontaneously).
Role Play:

speaking skills.
Learning Outcome:
They become confident and learn enacting.

Procedure:
Pre-activity: Teacher gives a story and student has to enact according to the characters
of the story.

1) Teacher calls students depending upon the characters in the story and tells them
to enact.
3) After a minute, the students speak and enact the given story.
Examples:
1. A Lion and the Mouse.

2. The tortoise and the Hare.
3. The fox and the Monkey.
4. The cap seller and the Monkey.
5. The Lion and the Rabbit.
6. The Hunter and the Pigeon.
7. The two friends and the bear.
Anecdote:

speaking skills.
Learning Outcome:
They become confident to speak.
Procedure:
Pre-activity: Teacher tells a situation and student has to tell a real life story which is
similar to that situation.

1) Teacher calls students one by one.
3) After a minute, the students speak about the real life incident.
Example:
For example if a group of friends are discussing their pets, one of the friends tells a
story about how her cat comes downstairs only at a time of the night, then that friend
has just told an anecdote.
situations:
1. Feeli ng awkward when something happened.

2. Friends chatting about their vacation.
3. Friends discussing their helping moments.
Narrating a Poem:
Aim : To develop communication skills , imaginary skills , self-confidence, public

speaking skills and creativity.
Learning Outcome:
Students learn the rhyming words.
They become confident to speak.
Procedure:
Pre-activity: Teacher tells short poem and the student has to narrate poem in their
own words.

1) Teacher calls students one by one.
3) Students present in front of the class.

Example:
Narration of Turtle: Here the poet tells about his pet “turtle”.
1. He described his pet, where it lives, how it eats?, and what it does when he
wants to sleep?
2. The poet is very fascinated about his pet, so he was observing it all the time
and found the facts about it.
3. We should observe sorroundings.
4. The rhyming words are shell - well
Examples:

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VIGNAN GLOBAL GEN SCHOOLS

Total no. of working days = 61

Show and tell Gathering Facts Dialogue Delivery

Story Telling Personification Roleplay

Guess the object Recipe Making Anecdote

Turn and Talk Re-telling the Story Narrating a poem

English Communication skills Booklet (VI – VIII)Page 1

It reinforces vocabulary, enhance language skills.

Examples of picture description topics:

English Communication skills Booklet (VI – VIII)Page 2

1) Students learn to speak fluently.

2) They become confident.

3) They learn to use common phrases in their daily life.

Pro activity: Teacher gives her valuable suggestions

Eg: Conversation between Rekha and Mrs. Shalini(mother of Pinky) about a

English Communication skills Booklet (VI – VIII)Page 4

Mrs.Shalini : Oh! I am sorry. She has gone out.

Rekha : I am Rekha, Pinky’s classmate. Aunty,

please tell her to bring my computer

Mrs. Shalini : Ok, I will inform her.

Rekha : Thank you, aunty.

Mrs. Shalini : You are welcome.

Examples for the activity :

1) They learn to use common phrases in their daily life.

2) They become confident and enhance their communication skills.

Procedure: Teacher will be equipped with three common phrases.

Examples for activity :

Break a leg: good luck!

Break a leg Sam; I'm sure your performance will be great.

Call it a day: Stop working on something

Let’s call it a day.

Don't beat around the bush. Just tell me what happened.

On the ball: Doing a good job

Poorna is on the ball as she scored well.

Under the weather: Sick

Break the ice: Make people feel more comfortable

I tried to break them and spoke to my new friend.

Costs an arm and a leg: Very expensive

It cost an arm and leg to buy a Ferrari.

I am all ears : I am listening

Let’s kick off : Let’s start

Bite the ball : difficult

Give a hand : asking for help

Miss the boat : It’s too late

To thank somebody: I really appreciate it, I'm really grateful

To accept someone’s, thank: No problem, don’t mention it, anytime

To end a conversation: It was good catching up, I have to return to my work

To agree with somebody: Exactly, Absolutely, that’s for sure, I suppose so

To respond to good news: How wonderful, Awesome, I'm so glad to hear

English Communication skills Booklet (VI – VIII)Page 7

Once in a blue moon’ – an event that happens infrequently

I only go to the cinema once in a blue moon.

When pigs fly – something that will never happen.

When pigs fly, she’ll tidy up her room.

A piece of cake– something is very easy.

The English test was a piece of cake.

Aim: To develop communication skills , imaginary skills , self-confidence and public

Learning Outcome: Students learn to speak fluently. They become confident.

Pre activity: Prior intimation should be given to create a story.

During the activity: