Bringing Variety to the English classroom

Dear learners,

Who would prefer to sit all the time inside the four walls of dull class room ? After all we are after variety in our food habits, outfits, film taste, why don't we acknowledge the young children's aspiration for variety in class rooms / learning.

Here are 14 ways to use variety in your classroom:

1. CREATE A BALANCE. Structure your lessons with a balance of listening and activity. Young people can listen effectively for about half their age in minutes e.g. if they are 12 they can listen for 6 minutes at one time.

2. USE A SCHEDULE. Make the structure obvious to the students by having a schedule on the board which could look like this: 10 mins teacher talk, 10 minutes paired work, 10 minutes sharing with whole class, 10 minutes recording in work books, 5 minute review and game.

3. Use paired and group activities.

4. GAMES AND SIMULATIONS. Having fun engages our brain and makes the learning memorable. I can still see students keenly learning their times tables to see how quickly they could recite them and beat their own time.

5. ALLOW CHOICE. Give students a say in when and with whom they present their work. Allow them to choose whether they present to the whole class, a small group or to the teacher.

6. ALL STUDENTS ANSWER. Use mini-whiteboards for students to write answers and hold up to the teacher. This approach reduces anxiety for students who fear failure as the answer can be erased, and gives the teacher immediate feedback about how well the students are learning.

7. INCORPORATE MOVEMENT. No one learns best by sitting at a desk or on the floor for long periods of time. Use movement to underscore the learning. Adding movements to learning can enhance and embed the learning. Think about using actions with a song or memory tricks to learn lists of dates.

8. JIGSAW OR EXPERT GROUPS. Students reading and learning a topic then teaching it to a small group.

9. USE MUSIC. It can signal the end of a task, transition time or pack up time. Use music as part of your lessons…as a break, as a movement, to lift the mood or to give students thinking time. Music has the power to change feelings- use it to provide a background to your activities. It can also promote positive relationships through shared tastes and knowledge of songs. Singing is a fantastic transition activity for younger students and could be used effectively with older students who also love to sing.

10. PAIRED AND GROUP DISCUSSIONS. We learn by talking about things and giving students opportunities to discuss the work will help to make it relevant and meaningful. Keep chatting times short and give clear boundaries for the discussions to keep students on task.

11. Give practical demonstrations to make the learning relevant and real.

12. PEER MENTORING. Have students explain content to each other.

13. CLASS MEETINGS. Conduct real life problem solving situations addressing student need e.g. how to develop time management skills or how to deal assertively with bullying behaviour.

14. USE A VARIETY OF RESOURCES. Raid the library to provide students with resources to use e.g. a range of texts, laptops, internet, encyclopaedias, posters, guest speakers, excursions, incursions etc.

Do post your comments on how do you plan for variety in your 

future class rooms, keeping in mind the expectations and 

nature of 21st Century learners....

The Direct Method

Dear Students,

Following the series of methods of teaching a second language, here you may find the second post on on "The Direct Method".

The Direct Method

The direct method was originated in France in 1901. According to Webster’s New International Dictionary “Direct method is a method of teaching a foreign language especially a modern language, through conversation, discussion and reading in the language itself, without the use of pupil’s language, without translation and without the study of formal grammar.”

Meaning

            A child learns his mother tongue in a natural environment where the learner experiences what he learns. In the learning of a foreign language also a natural environment should be created. “To teach directly is to establish a direct or immediate association between experience and expression, between English word, phrase or idiom and its meaning” says H.Champion

Aims of Direct method

The major aims of Direct Method are:

X  To make the pupil think and express his own thoughts and feelings in English without the intervention of his mother tongue.

X   To enable the child to grasp what he hears or reads in English.

Features of Direct Method

H.E. Palmer has enumerated the following feature of this method

1.      Translation in every shape of form is banished from the class room, including the use of mother tongue and of the bilingual dictionary

2.      Grammar, when it is taught, is taught inductively

3.      Oral teaching precedes any form of reading and writing

4.      The use of disconnected sentences is replaced by the use of connected texts

5.      Pronunciation si to be taught systematically on a more or less phonetic lines

6.      the meanings of words and forms are taught by means of objects orr by natural context

7.            The vocabulary and structure of the language are inculcated to a large  extent by questions asked by the teachers and  answered by the pupil

Principles of Direct Method

Oral Practice:  This method lays emphasis on oral teaching. Thorough drilling is given to the pupils for listening imitating and speaking. Phonetics is also given much importance. Thus the students acquire a good pronunciation and fluency.

The Unit of Speech is a sentence not a word:     In the direct method emphasis is laid on speaking full sentences and the teacher presents every sentence with the help of appropriate situations.

Inhibition of Mother Tongue:        As far as possible mother tongue is not used while teaching. The language should be associated with its meaning directly, without the assistance of mother tongue.

Inductive teaching of Grammar: Main emphasis is laid on functional grammar not on theoretical grammar. Hence grammar is taught inductively and indirectly.

Introducing New Words:   There are certain ways in which the teacher can introduce new words;          By direct association with an action, gesture or an object

By association with a representation of the same in a picture

By inferences from the context

By explanation in English using words already familiar to students

Advantages:

The method is Psychologically Sound:    It follows the main principles of education viz. “proceed from particular to general, proceed from concrete to the abstract and practice must precede theory”

Natural Method:   in the direct method, the order of teaching is listening, speaking, reading and writing. This is the natural order of learning a language. It begets fluency of speech:  a lot of attention is paid to oral training in this method. Direct association between word and meaning tends to improve expression of speech.

It facilitates thinking in English:  the inhibition of mother tongue creates a direct bond between idea and expression. It associates “words with things, things with context, and context with expression in the new language”

Increased use of Audio Visual aids:   the use of objects, pictures and models, other illustrations, activities, demonstrations, T.V., radio, computer, etc. makes the lesson more interesting and real. They leave ever lasting impressions in the minds of the pupils.

Limitations:

Incomplete Method:  this method makes only aural-oral appeal and ignores reading and writing skills. Aural oral appeal is stronger but all children are not linguistically minded.

Lack of Teaching Formal Grammar:  Since grammar is taught inductively, students may not acquire mastery over grammatical rules

Lack of Trained teachers:  this method requires expertise on the part of the teachers with proper training in phonetics and linguistics are few in number.Lack of teaching aids:  this method needs proper facilities with well equipped language laboratory, teaching aids such as radio, television, linguaphone, etc. they are not affordable in Indian circumstances.

Not suitable for all learners:   Dr. Breton says “only the clever child can profit by this method’. Dull learners and below average learners cannot cope up with this method.

Time consuming method:  Only limited number of words can be directly associated with objects. Precious time is wasted in elaborating meaning, which may be successfully conveyed in mother tongue.

Suggestive Measures:

In the opinion of P.Gurrey and Dr. West, “It is a principle which can be used along with some method.” Morris recommends the following modifications in Direct method.

™ The basis of language is its oral form. All lessons should be conducted on the lines of Direct method

™ Translation may be used when the other medium is not effective

™ It must be born in mind that this method is a positive method presented with briskness, liveliness and intensiveness.

STORY TIME !....

Dear learners,

Apart from learning theoretical part of ELT, we have to hone up our communication skills too. Here

you may find an interesting story through which you can enrich your vocabulary and patterns of

sentences as well. Do reply me with the new words you learnt from this video and which part of the

story impresses you the most and why.

Thank you, Happy listening and joyous learning...

I Semester - Special English - Unit 3 - Skill Oriented Teaching

Dear future teachers,

A quality time of period we have spent over discussing how teaching of a language differs from teaching a subject. The main difference falls in the instructional objectives of teaching the both.

Teaching a subject is predominantly knowledge oriented whereas through teaching a language, a teacher facilitates the learners to acquire / develop his/her communication skills. Hence, apart from teaching, a considerable amount of training aspect should also be found in the language teaching.

The teaching sessions should be oriented to incorporating varied skills of language.

1.      Reading skills are extremely important. Students that have the confidence and ability to read and comprehend reading material can begin to build a different English perspective. Articles and short stories are a great example of reading exercises, pairing reading with practice and production questions that will spark discussion with classmates.

2.      Discussion skills develop better conversation. Your students begin processing information in English when listening and speaking. They will be required to respond in English to what they hear. For video clips, you can have your students discuss the summary of what they had seen and heard. In a dialogue exercise, students can practice the art of conversation with a partner or in a collaborative group exercise.

3.      Writing skills are often overlooked in ESL, yet these skills are just as important as any other ESL skill around. Writing enables students to leap into description, putting their grammar and new vocabulary into practice. Your students can utilize writing in various ways, conveying their thoughts in English to the class, at home or even in their profession.

4.      Pronunciation skills allow your students to develop the sounds in their speech to be understood when speaking English abroad or during a business presentation. If your students lack the essential concepts within pronunciation, than they run the risk of being misunderstood and it may diminish the confidence they have built in your classroom after months of ESL study.

I I leave this list to you students to be further furnished / elaborated / added with other skills.

Expecting your contribution in the comments...

I 

G-T Method PowerPoint

Dear learners,

I attached the link for the PowerPoint presentation of G - T method, we discussed in the class.


https://drive.google.com/open?id=1zBiYiWmsyNiJrT0NwVtRvu5quvG65ns8

Grammar-Translation Method

Dear Students,

One of the important aspects of English Language Teaching is to learn the methods of teaching a foreign language.

In this post, you will learn about the oldest method of teaching a second language, Grammar-Translation method.

Grammar – Translation Method

Grammar Translation Method or Classical Method is the oldest method of teaching English in India. “Under the translation method, the meaning of English words, phrases, and sentences is taught by means of word – to –word translation into the mother tongue” says H. Champion. This method is known as Grammar Translation Method because the grammar of the new language is taught with the help of the grammar of the mother tongue. The major characteristics of this method are;

Ñ The unit of teaching is word

Ñ Mother tongue dominates

Ñ It lays emphasis on written language

Ñ It advocates the formal teaching of grammar

Principles

According to Thompson and Wyatt, this method is based on three sound principles.

X Translation interprets foreign methodology best

X In the process of interpretation the foreign phraseology is best assimilated

X The structure of a foreign language is best learnt when compared and contrasted with that of the mother tongue.

Arguments in favour of Translation Method

J   Easy Method:  This method is based on the maxim of learning from know to unknown. It is accordance with Apperceptive Theory which states, “Learning is to connect old and new ideas”. This method tries to establish a strong bond between foreign phraseology (new ideas) and mother tongue (old ideas).

J   Saves teacher’s labour:  It is economical as it saves time. Foreign phraseology can be quickly explained. Abstract words and phrases can be easily explained through mother tongue.

J   Grammar is easily taught:   The pupils can have a perfect mastery of written English, the spellings of English words and the formal grammar. It supports the notion of Faculty Psychologists who think that grammar disciplines the mind.

J   Easy testing of Comprehension:   Students can be asked to narrate what they learnt in mother – tongue. Thus it helps in testing comprehension. The pupils acquires the art of translation.

J   Average level students and teachers:   This method is highly useful for the students of average and below average level. Teachers with reasonable language proficiency can cope up with this method.

J   Helps in Building Vocabulary:   this method helps in the rapid expansion of vocabulary as it avoids difficult definitions and lengthy explanations. The vocabulary is economically and effectively acquired.

Criticisms

L  Unnatural Method:  The order of language skills is not properly followed as listening, speaking, reading and writing.

L  Neglects Speech and Pattern practice:  Since mother tongue is enormously used, it never leads to practice in English. Unless an English atmosphere is created, the student is tempted to speak in first language.

L  Lack of Pronunciation skill:  This method fails to teach correct articulation, intonation and pronunciation since there is no emphasis on listening, speaking and reading.

L  Strong Emphasis on Writing:   The strong emphasis on writing is without foundation. Because spoken language is the living, dynamic and evolving language. Written language cannot be the sole basis of language study.

L  Exact Translation is Impossible:  The words, idioms and phrases in English, which reflects the culture, tradition and customs of English people. They cannot be translated without losing their correct effect. Sometimes literal translation becomes ridiculous. As Champion points out, “The fundamental weakness of translation is that it prevents or retards the pupil from thinking in English”.

L  Strong Emphasis on Formal Grammar:   This method tries to teach English by rules and not by use. Dr. Bullard says, “To speak any language entirely by rule is quite impossible”.

Suggestions for Improvement:

Ø While speaking English, teachers should speak it with correct pronunciation and use grammatically correct sentences.

Ø Teachers should put more emphasis on those points in which Indian vernaculars differ from English.

Ø Reading practice should be made compulsory for all students. That should be properly monitored properly by the teacher.

welcome note

Dear B.Ed. Students of 2019-2020 batch,
Welcome to English blog of SSCE