¸ÀªÀiÁUÀªÀÄ 4 ªÀÄvÀÄÛ 5 £ÉÃ vÀgÀUÀwAiÀÄ ²PÀëPÀjUÉ «μÀAiÀiÁzsÁjvÀ ¥ÀoÀå¥ÀÄ¸ÀÛPÀ vÀgÀ¨ÉÃw 2014-15

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Download ¸ÀªÀiÁUÀªÀÄ 4 ªÀÄvÀÄÛ 5 £ÉÃ vÀgÀUÀwAiÀÄ ²PÀëPÀjUÉ «μÀAiÀiÁzsÁjvÀ ¥ÀoÀå¥ÀÄ¸ÀÛPÀ vÀgÀ¨ÉÃw 2014-15

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46
English Second Language
Objectives:
To understand the principles of teaching English to young learners
To analyse the textbook units in terms of activities, classroom processes and evaluation techniques
To demonstrate some activities that help children develop their listening, speaking, reading and
writing skills
To use additional resources to enhance the language learning capabilities of primary school
learners
Session 1
1.1
(a) Ice-breaker
Let’s test your memory (page 19)
The Trainer gives a copy of the activity sheet “Let’s test your memory (page 19)”
to the teacher participants. The participants look at the pictures for a minute,
return the activity sheet to the trainer and write the names of the pictures that
they have seen in 2 minutes. Those who have written the maximum number of
words are declared as winners.
(b) Look at the words given in the diagram below. Construct meaningful
and grammatically correct sentences using these words.
can
we
has
don’t
lies
speak
she
I
have
she
cook
like
My
tell
a
should Delhi
am
sister
parents
to
eat
e.g. I can cook.
47
Telugu visited
1.2
A Quiz on THE NEW TEXTBOOK of Class IV
Sl No.
Questions
Your responses
How many units are there in the new
Class IV Textbook?
How many pages are there in the new
book?
Which Unit do you like the most?
What are the titles of different units?
What is special about the new book?
Pick an interesting rhyme from the book
and sing.
Choose a dialogue and enact it.
In which lesson do we get information
about different dance forms?
In Unit 7 titled ‘Professions’, who is the
rhyme about ?
On which page do we have number game?
1.3 Old and new Textbooks – Comparison
Discuss in groups the differences between the previous English Activity Book and
the new ‘English Reader-cum-Activity Book’
Previous textbook
·
·
·
·
·
·
New text book
·
·
·
·
·
·
48
1.4 Characteristics, strengths and needs of young learners
In each of the boxes given below, there are four statements related to young
learners. Three of these statements are TRUE but one is false. Find out the false
statement.
Relate the given statements to your own classroom experiences and substantiate
them.
1.
2.
3.
4.
They learn very quickly
They have incredible energy
They hate talking.
Everything is new to them
1.
2.
3.
4.
They have fun with learning.
They are passive learners.
They learn by imitation and observation.
They acquire their first language so easily.
1. They don’t ask questions at all.
2. They process new experiences, try things out and keep
experimenting
3. They lack self-consciousness when they speak a new language.
4. When conditions are optimal, they can acquire a second language
easily too.
1. They need ‘hands-on’, concrete
experiences to learn effectively .
2. They can become bilingual with ease
3. They need to feel safe and secure in the
classroom.
4. They have a long concentration span.
1. They need multi-sensory experiences.
2. Most of them are in the first stages of
learning to read and write.
3. They find it easy to sit still.
4. They need and enjoy lots of repetition.
1.5 What are the implications of these for second language teaching and
learning?
Write your responses in the box below:
49
Read the following points:
1.
Young learners are interested in themselves, their families, food, pet animals, toys and their immediate environment. These interests help us plan
topics and activities to motivate and engage them (Look at the topics
introduced in Class I, II, III and IV textbooks).
2.
Working with young children is demanding. We need to plan lots of activities, use lots of resources and ideas to match their interests and short
attention span.
3.
Use plays, games, rhymes and songs, funny poems, etc. to motivate and
engage young children.
4.
Provide opportunities to move, stretch, turn around – have outdoor activities, visit shops, parks, and other places
5.
Learning to learn – looking at their own progress – we can ask the child
to draw a ‘smiling’ face if he/she is happy with his/her work that day.
6.
Literacy – show them words in English which they can recognize (signs,
labels, wrappers).
7.
Caretaker talk – model the correct form, extend their utterance, and try
to understand the content/meaning of what they say. Avoid using high
sounding, abstract, complex words and sentences.
8.
Have classroom routines – greetings, goodbye songs – using the simple
and the same language daily.
9.
Art and craft – music, dance, drama, painting, drawing, etc.
“Learning doesn’t take place in isolation from the kids’ feelings’ (Goleman,
1996)
A good motto to remember ‘ We are teaching young children, not English’
10. Spiral curriculum – opportunities to revisit the topics/themes, recycle language in interesting and meaningful contexts
11. Encourage them to ask questions in school too!
50
Session 2
2.1 Objectives of Teaching English as a second language
(Source: Learning Standards: English downloaded from www.
schooleducation.kar.nic.in):
Class 4
Listening: The students,
Class 5
1. Listening: The students
Listen to and understand the meanings of
Listen to teacher’s instructions.
two hundred words.
Grasp the meaning of 100 simple
Listen to phrases and comprehend their
meanings.
words.
Listen and comprehend simple
stories
Enjoy listening to narratives,
Listen to “wh” questions and
Stories, poems and dialogues.
Recognize and use different tones / oral
respond appropriately.
expressions like falling tones/rising tones.
Follow the sequence of ideas expressed.
2. Speaking.
2. Speaking:
The students
The students,
Learn simple language functions.
Interact with peer groups.
Answer yes/no type questions.
Describe pictures using simple
Use ‘before’ and ‘after’
propositions.
appropriately.
Greet, express ability and inability using
can and can’t.
Speak using simple basic
vocabulary.
Perform text based role play.
Participate in pep talks.
Narrate simple stories either
from
mythology, epics, or legends and
also success stories.
Narrate incidents of happiness,
excitement, surprise…etc
Actively participate in general
discussion.
51
Justify their decisions, narrate
Reading:
The students,
stories to peers.
Recognize and read four and ¿ve letter
action words.
Describe people, situations,
birds and animals that they see
around.
Read the words and match with the
corresponding pictures.
Describe events with the help of
pictures engage in pep talks.
Use “yes / no” to say whether
they agree or disagree with
something.
3. Reading : The students

Read and identify ongoing actions from
Substitute words for pictures in a pictorial
the texts.
Read, with comprehension,
lessons, poems and stories
narration.
Read the given words aloud with proper
Acquire knowledge to recognize
and recall simple words
pronunciation.
Read printed questions and answer them.
Read Two hundred and eighty lines of
prose and hundred and thirty lines of
Identify hundred content words
and their spellings.
Rearrange the incidents from the
lesson in sequence.
poetry.
Read essays and stories with simple
sentences. (Ramayana and Mahabharata)
Read ten extracts of stories and connect
Read four hundred lines in prose
and one ¿fty lines of poem.
Read and summarize any four
short stories.
them to the original story
6. Creativity :The students
e-learning : The students,
Read e-text.
Solve simple riddles and puzzles.
Browse internet.
Read the given pictures (graph,
scenery…)
Use e-dictionary.
Use software to learn pronunciation.
Associate pictures with words.
Use interactive C D.
Group the words of same family.
Use e-learning to write text.
Write compositions with the help
of pictures.
Writing: The students,
Substitute names and adjectives for
52
4. Writing : The students
Write simple words with focus on
pictures in a pictorial narration.
Use nouns and give a caption to a picture.
spellings.
Create words from a given list of letters.
Locate positions of objects.
Write the names of parts of the body from
Use marks of punctuations.
Write simple sentences
jumbled letters.
describing actions.
Write simple sentences (three basic
patterns) with simple structures. (Subject
Write simple sentences with
correct tenses and aspects.
Write ideas sequentially in
paragraphs.
Use correct punctuation marks (,
+ verb; subject + verb + object /
. ; : “ ”) with legible handwriting.
complement.)
Write complete sentences with
Fill in the blanks in a given context /
correct punctuation, syntax and
paragraph / story.
Write answers to questions based on their
surroundings and the members of their
tense.
Write simple paragraphs of about
50 words on familiar topics.
7. Vocabulary :The students
family.
Vocabulary: The students,
Learn four hundred and ¿fty words
Learn disyllabic and trisyllabic
(monosyllabic, disyllabic and trisyllabic
words) for pronunciation, spelling,
words.
Arrange jumbled words.
meaning, use and usage.
Learn and identify rhyming
Recognize the key words in stories or
paragraphs.
words.
Learn and use three hundred
Give opposites of adjectives.
active vocabulary.
Grammar: The students,
Learn four ¿fty new words
Use simple prepositions in expressions.
8. Grammar :The students
Reconstruct sentences with correct
Identify parts of speech.
subject-verb agreement patterns.
Use simple prepositions.
Add “s /es” inÀexion to verb forms with
Use basic sentence patterns.
third person singular subjects.
Write opposites, genders and
Use simple present, simple past and
numbers.
continuous tense with aspects.
Correct simple sentences.
Recognize and use singular and plural
forms of nouns.
53
2.2 Unit-wise analysis: a sample
Unit 1 PO. Name of the Lesson-Household Articles (Poem)
Learning
Objectives
Classroom process
TLM
Teacher recites the
poem ‘The clock of life’
and the students listen
to her.
Students will learn to
recite the poem and
enjoy
1
To develop
the listening
and
speaking
skills of the
students
Teacher reads the
long and short vowels,
students repeat after
her. Then the students
put these 2 vowels
in the right boxes on
Pg.No.5 & 6
Teacher sings the rhyme
rhythmically and the
students repeat after
her. (Pg No.7) complete
the rhyme using pictures
on Pg.no.8
2
3
4
To develop
reading
skills
among the
students
To develop
students’
vocabulary
To develop
the writing
skills of
students
Students will read the
sentences and identify
whether they are right
or wrong (Pg.No.2 & 3)
Students ¿ll in the
blanks by choosing the
correct opposites form
the given words on Pg.
No.3
Students will identify
the household articles in
English and put them in
the right column.
Students look at the
pictures given, identify
them and ¿ll the missing
letters of English on
Pg.no.9
Evalation
Techni
que
Tools
1.Is the child
able to identify
the pictures
and say names
of House old
articles in
English?
Textbook
2.Is he able to
read the words
clearly?
3.Is he able
to write these
words correctly
without any
mistakes?
Flashcards
of long
and short
vowels.
Flash
cards or
text book
Text book
Pictures
given in
the text
book on
Pg.No.4
Observation
Sl.
No
4.Is he able
to put these
words in the
right column?
5.Has the child
understood the
meanings of
all the words
given?
(pillow, living
room)
(Assessment
activity on
Pg.NO.4)
Text book.
Note: Before you do this activity, see that the children have understood the
meaning of all the words.
54
Unit – 1 Name of the Lesson: Household Articles (The Naughty
Onion) Prose.
Sl.
No
Learning
Objectives
Classroom process
TLM
Evaluation
Techniques
Tools
Teacher recites the
poem ‘The clock of life’
and the students listen
to her.
Students will learn to
recite the poem and
enjoy
1
2
3
7
To develop
the
listening
and
speaking
skills of the
students
To develop
reading
skills
among the
students
To develop
students’
vocabulary
To develop
the writing
skills of
students
1.Is the
child able to
identify the
pictures and
say names
of House old
articles in
English?
Textbook
Teacher reads the
long and short vowels,
students repeat after
her. Then the students
put these 2 vowels
in the right boxes on
Pg.No.5 & 6
Teacher sings the
rhyme rhythmically
and the students
repeat after her. (Pg
No.7) complete the
rhyme using pictures
on Pg.no.8
2.Is he able
to read
the words
clearly?
Flashcards
of long
and short
vowels.
Observation
Students will read the
sentences and identify
whether they are right
or wrong (Pg.No.2 & 3)
Students ¿ll in the
blanks by choosing the
correct opposites form
the given words on Pg.
No.3
Students will identify
the household articles
in English and put
them in the right
column.
Students look at
the pictures given,
identify them and ¿ll
the missing letters of
English on Pg.no.9
55
Flash
cards or
text book
Text book
Pictures
given in
the text
book on
Pg.No.4
Text book.
3.Is he able
to write
these words
correctly
without any
mistakes?
4.Is he able
to put these
words in
the right
column?
5.Has
the child
understood
the
meanings of
all the words
given?
(pillow,
living room)
(Assessment
activity on
Pg.NO.4)
Unit – 2 Name of the Lesson: Buildings (The Rooks)
Sl.
No
1
Learning
Objectives
To develop
the listening
and
speaking
skills of the
students
Classroom
process
Teacher reads
the poem “The
Rooks” with
tonal variation
and the students
listen to her
To develop
students
vocabulary.
Evaluation
Techn
iques
-
Teacher
encourages
the students
to identify the
pictures and write
the answers in
the blanks on
Pg.no.23
Rating
scale
Text book
Pictures
in the text
book
Students read
the paragraph
and complete
the exercise on
Pg.no.23
56
Tools
1.The child
understood the
instructions given
by the teacher?
Students will
learn to recite the
poem and enjoy
Teacher asks
the questions
and students
understand and
answer Yes/No.
22 &23
2
TLM
(A.A. yes/
No type of
questions
on Pg.34)
2.The child is
able to read the
questions in the
activity
3.The child
is able to
understand the
questions in
English?
4.The child is
able to answer
the questions in
English
5.The child
is actively
participating in
the given task.
Unit – 2 Name of the Lesson: Buildings (The house of mirrors)
1
To develop
the
listening
and
reading
skills of the
Students.
2
3
7
To develop
students
vocabulary.
To develop
the
listening
and
speaking
skill of the
students
To develop
the writing
skills of the
students
Classroom process
TLM
Teacher reads the
lesson with proper
stress, pause,
intonation and
pronunciation
Text book
Evaluation
Techni
Tools
ques
Students listen to the
teacher and read the
lesson
Teacher reads the
questions and
students answer
the questions on
Pg.no.28.
Teacher helps the
students to read the
given paragraph and
ask them to identify
and write the correct
answer.28
Teacher helps the
students to read the
questions and ¿nd the
answers on the other
side on Pg. No.29
Divide the class into
pairs and encourage
them to practice from
pg no.29,30 (help
wherever necessary)
Students will read the
dialogues given and
choose the correct
answer and ¿ll in the
dialogue on Pg.no.30
Teacher reads the ¿rst
part of the story and
asks the students to
complete the other
part with the help of
pictures given on Pg.
No.31&32
57
1.Is the child
able to read
the dialogues?
-
Text book
Dialogue
cards.
Text book
Textbook
Observation schedule.
Learning
Objectives
Dialogues. (speaking activity)
Sl.
No
2.Is the
child able
to say the
dialogues with
expression?
3.Is the child
able to deliver
the dialogues
without
mistakes?
4.Is the child
able to deliver
the dialogues
with voice
modulation?
5.Is the
child actively
participating
in the activity?
8nit ² 1DPe oI tKe /esson: 75$9(/ sDIet\ ÀUst
Sl.
No
Learning
Objectives
Classroom process
Teacher recites the
poem “Safety ¿rst”
and students listen
to her.
Students will learn
to recite the poem
and enjoy
1
To develop
the
listening
and
speaking
skills of the
students.
Teacher forms
groups in the
classroom reads
the questions and
ask the students
to discuss and
answer in groups
Pg.No.51
Teacher reads
the words aloud
students repeat
after her classify
the words
according to their
sounds.
Teacher will sing
the rhyme with
proper intonation
students repeat
and enjoy
TLM
Evaluation
Techniques
Tools
Poem on
the Black
board.
1.The child
has drawn and
coloured the
traf¿c light
picture
Text book
Flashcards
of the
words.
Text book
Observation
schedule
Project:
Draw a
picture of
traf¿c light
and write its
rules.
2.The child
has enough
understanding
about the
given topic.
3.The child
has written
the rules
correctly.
4.The child
is able to
present the
project.
(Participation)
5.The child is
able to speak
in English.
2
To develop
students
vocabulary
Teacher explains
students about
the traf¿c rules
by drawing the
picture on the B.B.
Chart or
drawing
of signal
lights on
the B.B
58
Unit – 4 Name of the Lesson: TRAVEL A Jolly ride on Namma
Metro.
1
2
3
4
Learning
Objectives
To develop
the
students
listening
and reading
skills
To develop
students
vocabulary
To develop
students
listening
and
speaking
skill
Students
will learn
to use
the tense
forms (Past
tense)
Classroom process
TLM
Teacher reads the
lesson with proper
stress, pause,
intonation and
pronunciation
Techniques
Evaluation
Tools
Question paper
1)Call
Text book.
2)Go
Students listen to the
teacher and read the
lesson
3)See
Students read the
instructions given
on pg. no.58 and
complete the exercise
5)Sing
Divide the class into
pairs, First make
them to repeat the
dialogues. After that,
encourage them to
practice.
4)Run
6)Come
7)Decide
8)want
9)walk
10)lock
Dialogue
cards
Students recite the
given poem after the
teacher and enjoy.
Teacher reads the
letter and asks the
students to ¿ll the
correct tense forms.
(before that, give
the ed forms and the
words which take
other forms)
Students read the
given paragraph
and identify the
mistakes in the given
paragraph with the
help of the teacher
59
Chart
of tense
forms
(words
that end
with ed,
words
which
take other
forms)
ex:
call=called
go =went
Writing
Sl.
No
Check list
1.Is the child
able to write the
words which end
with ed correctly?
2.Is the child
able to write
answers for the
words which take
the other forms?
3.is the child able
to answer all the
questions?
4.Is the child
able to answer
at least 5
questions?
5.Is the child
able to answer 3
questions?
Students will rearrange and form
proper sentences by
taking teachers help
wherever necessary.
Teacher divides the
class into 5 groups,
asks the students to
discuss and write 5
do’s and dont’s while
crossing the road. on
Pg.no.61
5
To develop
the
students
vocabulary
Textbook.
Students read the
words given, identify
and ¿ll them in the
correct boxes. words
which take only ‘ing’
forms
talk+ing=talking
Chart of
‘ing’ forms
of words.
sit+t+ing=sitting
take+ing=tak-(e)ing=taking
Teacher reads the
riddles and encourage
the students to
answer by choosing
correct answer (use
mother tongue if
necessary).
6
Students
will develop
good
handwriting
Students write the
sentences given
neatly following the
line pattern, correct
shape of the letters.
60
Copy
writing
book &
Text book
Unit – 5 Name of the Lesson: HOBBIES My Hobby (Poem)
Sl.
No
1
2
Learning
Objectives
To develop
the
listening
and
reading
skills
of the
students
To develop
the
listening
and
speaking
skill of the
students
Classroom process
TLM
Teacher reads the poem
with tonal variation and
the students repeat
after her.
Text
book
Teacher reads the given
words from the text
book and the students
repeat after her. Then
the students divide the
words into two groups.
To develop
students
vocabulary
4
Students colour the
pictures neatly given
on pg no.70 They also
recall all the colour
names in English.
1.Is the
child able
to read all
the words
correctly
Reading the
words.
Flash
cards
Textbook
Colour
pencils
& text
book
61
Tools
Flash
cards of
words
Àash
cards of
jumbled
letters
Teacher helps the
students to ¿ll in the
blanks reading the
sentences and rearranging the jumbled
words.
students read the poem
on pg.no.65 and identify
the pair of rhyming
words, (teachers help
wherever necessary).
To develop
the psycho
motor
skills
Techniques
Teacher sings the rhyme
and the students repeat
after her and enjoy the
rhyme.
Students read the
given words and try to
¿nd out the equivalent
meanings, using a
dictionary or with the
help of the teacher (Pg.
No.69).
3
Evaluation
2.Is the
child able to
differentiate
the sounds
‘sh’ and ‘ch’
3.Is the
child able to
understand
the meaning
of the
words.
Unit – 6 Name of the Lesson: HOBBIES, Good Hobbies
(Prose).
Sl.
No
Learning
Objectives
1
To develop
students
listening
and
reading
skills
Classroom process
TLM
Teacher reads the lesson
with proper pause,
intonation, stress and
pronunciation.
Text book
Evaluation
Techniques
Students listen to the
teacher and read the
lesson.
1.Is the
child able to
recognize all
the words?
Teacher makes
sentences using
the picture given in
pg.no.73 repeats it two
to three times. Help the
students while doing the
activity.
2
To develop
students
vocabulary
(Writing
skills)
3
To develop
students
psycho
motor skills
Students match the
antonyms with the
words given in the
boxes. (Help wherever
necessary)
With the help of
sentences given the
teacher enables the
students to recognise
the naming words and
action word. Teacher
explains how a word
changes its forms
when used in different
situations.
Teacher asks the
students to open
pg no.76 reads the
instructions given and
help to do the activity.
Teacher gives the
instructions to the
students given on Pg
No 76 and do the scrap
book of leaves activity
62
Tools
2.Is the child
able to read
all the words
without any
mistakes?
Dictionary
Reading
aloud
Text book
Flash
cards
Old note
book and
different
types of
leaves.
3.Is the child
able to read
and pause
wherever
necessary?
4.Is the child
able to read
the sentence
with voice
modulation?
5.Is the child
reading the
lesson with
interest and
involvement?
4
To develop
listening
and
speaking
skills
Teacher reads the
conversation given on
pg no 75. Divide the
class into pairs and asks
the students to practice
the dialogues.
Textbook
Unit-7 Name of the lesson-Profession The Balloon Man
(Poem)
Sl.
No
Learning
Objectives
Classroom process
TLM
Teacher recites the
poem “The Balloon
Man” and the students
repeat after her.
1
To develop
listening
and
speaking
skills
Teacher reads the
words and the
students repeat after
her classify the words
into the right column.
Flash
cards
Teacher sings the
rhyme and students
repeat after her and
enjoy.
2
3
To develop
students
vocabulary
To develop
students
writing skill
Teacher reads the
sentences given in the
text book on Pg no.94
and asks the students
to discuss with a
partner sitting beside
them and answer
Teacher helps the
students to complete
the vocabulary
exercises given on pg
no.97 & 98.
Students read the
questions on Pg 95
discuss and write the
answers.
63
Text
book
Evaluation
Techniques
Tools
Unit:7 Name of the lesson: Profession What God Does(Prose)
Sl.
No
Learning
Objectives
Classroom process
1
To develop
listening
and
reading
skills
Teacher reads the lesson
with proper pause,
stress, intonation and
pronunciation. Children
also try to do the same.
TLM
To develop
students
vocabulary
book
Teacher asks the students
to pick up the words form
box A and put the correct
words in Box B.
Text book
Students go through the
lesson and answer when
questions. (Teacher helps
wherever necessary)
Text book
Pg No.102
Teacher helps the
students to perform the
activity on Pg No.103
Follow the instructions
given in the textbook
Teacher says the pieces
of dialogues. After each
piece is read, asks the
students to identify the
people and the place.
Then teacher divides the
class into pairs and make
children do the activity.
Teacher gives an example
of the given terms and
helps the children to do
the same.
Teacher elicits the
different professions to
the students by adding
‘er’ or ‘r’
64
Tools
Text
Students read the
sentences given on pg
no.101 and discuss and
answer Yes/No
2
Evaluation
Techniques
1.Is the child
able to read
the dialogues?
2.Is the child
able to say the
dialogues with
expression?
3.Is the child
able to deliver
the dialogues
without
mistakes?
4.Is the child
able to deliver
the dialogues
with voice
modulation?
Textbook
Flash cards
Chart of
different
professions
5.Is the
child activity
participating
in the activity?
3
To develop
reading
and
writing
skills
4
To develop
students
listening
and
speaking
skill
Teacher asks the students
to look at the picture on
pg no.106 students read
the paragraph and ¿ll the
correct word in it.
Teacher asks the students
to correct the mistakes in
the dialogues given in pg
no. and then divides the
class into pairs and asks
them to practice in the
classroom.
Pictures
in the text
book
Dialogue
cards
Teacher sings the rhyme
and students repeat after
her.
Unit:8 Name of the lesson: Art If I could Ày (poem)
Sl.
No
Learning
Objectives
Classroom process
TLM
Evaluation
Techniques
Teacher reads the poem
with proper intonation
and students repeat after
her.
1
To develop
students
listening
and
speaking
skill
Teacher asks the
students to think
about the questions
on pg no.111 and then
encourage the students
to express it. Then ¿ll in
the blanks by looking at
the pictures on the same
page.
Teacher asks the
students to repeat
the words given on pg
no.112 after her. After
repeating, the students
divide the words into 2
groups.
Teacher recites the song
and the students repeat
after her. Students also
learn about different
colours into song.
65
1.Is the
child able to
express the
Ideas?
Text
book
Pair of
wings
Chart of
colours
Tools
2.Is the
child able to
communicate
its views with
others?
Listening
and
speaking
3.Is the
child able to
listen and
understand
others ideas.
4.Is the
child able to
use simple
English?
5.Is the
child able to
appreciate
others
opinion?
2
To develop
students
vocabulary
Teacher asks the
students to open pg
no.110 and asks the
students to match the
pairs of rhyming words.
Students complete the
word puzzle on pg no114
teacher helps wherever
necessary.
Text
book
Text
book
Unit:8 Name of the lesson: Art A unique painting (Prose)
Sl.
No
Learning
Objectives
Classroom process
TLM
1
To develop
students
listening
and reading
skill
Teacher reads the lesson
with proper pause,
pronunciation, stress
and intonation.
Textbook
Teacher helps the
students to complete the
dialogues and practice
the dialogues in pairs.
pg no 126
Teacher sings the poem
and children repeat after
her and enjoy.
Check list
1.Did the
child listen
and write
all the
sentences
correctly?
Text book
& Dialogue
practice
cards.
Text book
Dictation
2
To develop
students
listening,
writing and
speaking
skill
Teacher helps the
students to complete
the dialogues and divide
them into pairs. teacher
asks the students to
repeat dialogue after
her/him. Ask the
children to practice the
language item.pg no
117.
Evaluation
Techni
Tools
ques
Sentence for
dictation
2.Did the
child use
the capital
letter at the
beginning
of the
sentence?
3.Did the
child use full
stop after
completing
the
sentences?
4.Did the
child write
at least 3
sentences?
5.
Did the child
write the
sent ences
legibly?
66
Teacher helps students
to match the questions
with the answers and
complete the answers.
Teacher gives
instructions given on
pg no.118 asks the
students to do the
activity.
3
To develop
students
vocabulary .
Teacher introduces the
different dance forms
form pg no 119, 120.
Then ¿ll in the blanks in
the next exercise on pg
121 & 122
Teacher asks the
students to complete the
exercise on pg no.123 &
124
Text book
pictures
Chart of
musical
instruments
Black board
and text
book
Text book
Teacher introduces the
pattern of informal letter
and ask the students to
complete the blanks by
using prepositions.
4
To help
students
learn the
uses of
prepositions
Again complete the
other activity given in pg
no.129
Text book
Teacher gives enough
information about the
prepositions by giving
a number of examples
(Real situations). Then
helps the students to
complete exercises on
pg no. 125 & 126
Flash
cards of
prepositions
67
2.3 Group work and presentation by the participants
Unit
Sl.
No
Learning
Objectives
Classroom
process
TLM
68
Evaluation
Techniques
Tools
Unit
Sl.
No
Learning
Objectives
Classroom
process
TLM
69
Evaluation
Techniques
Tools
Unit
Sl.
No
Learning
Objectives
Classroom
process
TLM
70
Evaluation
Techniques
Tools
SESSION - 3
1.1
Good practices
My friend Christina teaches English well.
My friend Christina is a classroom teacher as well as a resource person. She
teaches English to students from class 4 to 7. One of the good practices of her
is she encourages students to speak in English when ever they speak to her.
She also says not to worry about the mistakes. As soon as students look at her
they have made it a practice to speak in English.
One more interesting thing that I would like to share is when she is not prasent
in the class room the students do the English work in her period. They do not
allow other teachers to takeup the English class.Sometimes they even do the
lesson by themselves and write notes.
3.2 Questions for reÀection
y
y
y
y
y
3.3
How do I feel about the just concluded class? Am I
happy/satisfied/disappointed?
Why do I feel so?
Were all the students actively involved in my
class?
What went well and what did not go so well in my
class?
What changes would I like to make in my
teaching?
Assessment
Remember, English is a compulsory subject to be taught from Class1. Therefore,
it is necessary to evaluate student’s performance in English language. You don’t have
to conduct a written test for this purpose. Design interesting activities or use some
of the activities given in the Textbook for assessment purposes. The assessment you
conduct should provide you useful information about each child’s language ability.
After conducting the assessment, you must know how many children have acquired
the desired competencies and how many have not acquired. For those children who
have not attained the desired competencies, you must provide additional support.
Design supplementary activities for such children, use a variety of teaching-leaning
materials, involve them more in classroom activities and try to bridge the learning
gaps.
71
Formative assessment:
·
It is a tool used by the teacher to continuously monitor student progress in a
non-threatening supportive environment.
·
It involves regular descriptive feedback
·
It provides a chance for the student to reÀect on the performance, take advice
and improve upon
·
Involves students
-essential part of assessment
-from designing criteria to
-assessing self or peers.
·
If used effectively, it can improve student performance tremendously while
raising his/her self esteem and reducing the work load of the teacher.
Main features of Formative assessment:
·
Is diagnostic and remedial
·
Makes provision for effective feedback
·
Provides platform for the active involvement of student in their own learning
·
Enables teachers to adjust teaching to take account of the results of assessment
·
Recognizes the profound inÀuence assessment has on the motivation and selfesteem of students, both of which are crucial inÀuences on learning.
An example for formative assessment task
A.Look at the wrappers of any food items that you eat. Observe the details given on the wrappers
and ¿ll the table as shown in the example.
(5 points)
Sl
No.
Name of the
food item
Ingredients
Price of
the item
Date of
manufacture
Expiry date
1
Biscuits
Wheat Àoor,
sugar, oil, milk,
Rs 15
3.06.2014
Best before
six months
B. Make a presentation before the other groups in your class
based on the following: (5 points)
i. the item(s) your group likes to eat the most
ii. the costliest and the cheapest items in the table your group has prepared
iii. why is it important to look at the expiry date of an item?
iv. Suppose you bought an item whose date has been expired, what will you do?
72
Session 4
$GGitionDO 5esoXUces
(Source: TESS INDIA, Open University, UK)
1.
Practising English
Children understand more than they can say; they must absorb language before
they can produce language. The process of listening before speaking is important –
especially when learning a new or additional language. This is sometimes known as
‘the silent period’, when learners are mentally internalising the sounds and structures
of the new language and beginning to comprehend its meanings.
Think about this process for your students who are learning English. To learn to
speak English, your students need to have plenty of listening practice. Opportunities
to hear English as much as possible will help them to ‘tune in’ to the sounds of this
language. Frequent and short listening and speaking activities can supplement your
English language lessons and can also improve your own con¿dence to use English in
the classroom. Rehearsal and practice will enable you and your students to get used
to the sound of your own voices speaking English often rather than just occasionally.
Sometimes we can feel a bit feel foolish when we rehearse and practise; but we can
create a vicious cycle of not rehearsing because we feel foolish and then never get
any better. We hope this unit will suggest some creative activities to break this cycle.
Pause for thought
What do you do to practise English?
Who can you practise with?
What sources of English can you listen to regularly?
Case Study 1: Mukesh practises English
Mukesh is a very active primary school teacher who teaches all the subjects
to his students of Class III. When Mukesh started his job as a teacher, English was
not taught at primary level. But after a few years, the state government decided to
introduce English from Class I. All the primary teachers of the state were given ¿ve
days of training in the methodology of teaching the English language.
Teaching English as a second language is very challenging to ¿rst-generation
learners; it requires planning, resources and enthusiasm to learn English along with
students. Read Mukesh’s account of how he approached teaching English language
skills. Even after the training, I still felt insecure, especially about teaching English
to students who were mainly ¿rst-generation learners. My own knowledge of English
was very limited and I felt uncomfortable speaking English, worrying that I was
making mistakes. But I knew that I had to develop myself to be a good English
teacher – no one else could do it for me.
73
I decided to listen every day to English language radio programmes. I also asked
my wife to converse in English with me every evening, because her English was
better than mine, so we shared our news about the events of the day, talked about
the news on the radio and had general conversation about the family and our meal in
English. I also practised speaking simple sentences in English such as ‘How are you?’,
‘My name is Mukesh’, ‘I am a teacher’ and ‘I live in Bangalore’ by recording these
sentences on my mobile phone. I would play them back, listen to them and re-record
myself to improve further. I must admit, sometimes I felt a bit silly ‘rehearsing’
like this, but I found that it did really improve my English and made me feel more
con¿dent. I prepared a list of everyday classroom instructions with another teacher
in school, for example: ‘Sit down now please’, ‘Everybody up’, ‘Can you come to the
board?’, ‘I want you to make two lines’ and ‘Can you make a big circle’. I practised
saying these instructions loudly and clearly at home. I started giving instructions in
English in the classroom, speaking slowly and using gestures and actions, and the
students responded very well.
Another action I took was to develop some very short activities and games
for listening and speaking with students. Every week I implemented one of these
activities in my classroom. I made it a point not to worry about the mistakes I made
or the students made – I wanted the students not to be afraid to take part. As a
teacher, I know that mistakes happen when we learn anything new, and I made sure
that my students felt rewarded for having a go rather than punished for getting it
wrong.
2. Developing reading habits
Case Study 2: Nandini develops enjoyable reading routines
Nandini teaches Class III in an elementary school. She really wanted her students
to become voluntary readers – read how she went about this. I had spent lot of
time teaching my students reading skills and have a small collection of books in my
classroom library. But I noticed that my students associated reading with drills and
tests rather than doing it for enjoyment. I therefore took the following steps:
I read to them aloud: I began to read aloud to my students just for pleasure
every day. When I did this, there were no drills and tests to follow. This made
them associate reading with enjoyment.
I talk to parents: During the parent/teacher meetings I talked to my students’
parents about the bene¿ts of reading. As many of the parents could not read
themselves, I asked them to ask their children to talk to them about what
they read in school. However, I discovered that a few parents could read in
English and invited them into the classroom to read aloud to the students
themselves.
I have a daily reading routine: I wanted my students to read for pleasure
for at least 20 minutes every day. I knew that if they could choose books
that interested them, they would be more likely to read voluntarily. With
the busy teaching schedule, it was a challenge to carve out 20 minutes for
74
independent reading, but I felt it was a priority. The reading period was
generally quiet, but a little talk and movement was acceptable. Initially the
students used to close their books immediately after hearing the school bell
– but as they started getting interested in reading, they didn’t want to stop.
monitor students’ reading habits: I developed a simple system to keep track
of students’ reading. I kept a weekly reading log in which students recorded
the date, the title of their book, and number of minutes spent on reading
each day of the week.
I try to be a role model: When my students ¿rst began to participate in the
independent reading period, I would circulate among them to see what they
were doing and to help them if necessary. As they became more able to read
on their own, I decided to read independently in the classroom as well, as a
way of modelling this practice to my students.
I encourage a system of reading buddies: I decided to pair students so that
the ones who were less interested in reading could be inspired by the more
enthusiastic ones. In my class there was a girl named Ritu who was usually
very quiet, but who seemed to be enjoying taking turns to read out loud and
discussing the accompanying pictures with her reading buddy.
I talk to my students about books: I make an effort to talk to the students
about what I am reading and what they are reading. I praise their efforts and
achievements in reading in English.
Reading to inspire writing
Read the Case Study given below:
Case Study 1: Mr Bhatt starts with reading to inspire writing
This is an extract adapted from an article written by Hemraj Bhatt, a government
school teacher.
Our new textbook was going to break new ground to introduce children directly
to English words and sentences, rather than beginning with the letters of the alphabet
and making them ‘mug up’ the letters by writing them out. No special importance
was to be given to writing. Instead, children were to be given opportunities to hear,
read and speak English.
Previously, the textbook would dedicate the initial six to eight pages to the
English alphabet with related pictures. This tradition of beginning with writing the
English alphabet was thus to be broken in the new book. As a conventional teacher,
I found it hard to imagine how children would be able to read English words directly
before writing the letters.
After attending the training provided, I decided to experiment. I distributed
some old English newspapers and children's magazines among my students so that
everyone could look at at least three pages. I wrote an English word on the board.
For example, a particular student's name was Jaipal. I wrote his name on the board.
Now, Jaipal would have to ¿nd the English letters J, A, I, P and L in the newspaper
75
given to him and circle them. Similarly, all students would look for and circle all the
letters that appeared in their names in the newspaper given to them. The children had
a lot of fun ¿nding the letters that appeared in their names. They were particularly
amused when they saw their entire name in English in the paper and could circle the
entire word. This exercise was meant to take the children from words to letters and
was successful in doing so. I was surprised to see that children who couldn't identify
English letters a few months ago were able to ¿nd examples of letters and words in
newspapers and magazines. I realised through the newspaper exercises that reading
in English can be made fun for students. Most importantly for me as a teacher, I
saw that once students began to read in English, they were eager to start writing in
English too. (Adapted from Bhatt, 2009)
Pause for thought
Do you agree with Hemraj Bhatt’s conclusion that listening, speaking and
reading should precede writing in English? Why or why not?
Children in middle school have studied English as a language in their lower
primary classes – but a majority of them are unable to read simple words, let
alone write sentences. How do you think Bhatt’s newspaper activity begins
to address this problem?
Do you think you could try out the above newspaper activity with your
students?
(Source: TESS INDIA, Elementary English)
Games and worksheets to improve spelling
One of the best ways to help children learn correct spelling in English is to have
them read extensively.
1. Fill in the missing letters
This activity draws on the language lesson from the textbook.
Ask the children to sit in groups. Assign a portion of the lesson to each group to
read. As a group, they should choose six to eight English sentences from the portion
of the lesson assigned to them. They should copy out these sentences neatly on a
sheet of paper, but leave out some of the letters from one or two of the words in each
sentence, e.g. ‘Famida l–ke– to j–g’ (for ‘Famida likes to jog’). Tell the students to
give their worksheet the title ‘Fill in the missing letters’ and exchange it with another
group. Then together they complete the worksheet they receive from another group.
They can refer back to the lesson if necessary. Finally, the completed worksheets are given back
ƚŽƚŚĞŐƌŽƵƉƐƚŚĂƚŝŶŝƟĂůůǇƉƌĞƉĂƌĞĚƚŚĞŵ͕ĨŽƌƐĐŽƌŝŶŐ͘
Twenty minutes can be assigned for the task of preparing the worksheets, ten
minutes for each group to ¿ll a worksheet prepared by another group and ¿ve minutes
for scoring.
76
1.
Classroom language
These are some English instructions that you can use during this activity:
Read the lesson carefully.
Discuss in your group.
Choose eight sentences from the lesson.
Write neatly.
Leave blanks in some words.
Pass on your worksheet to the group next to you.
Fill in the missing letters. Work together with your group.
Give back the worksheet after you ¿nish.
Give one mark for each word with correct spelling. Add up the marks and
write the total.
You can also encourage children to use English while conversing among
themselves in the group:
Please give me a pen/pencil/sheet of paper.
Thank you.
How do you spell —————————?
Have you ¿nished?
Please give us your worksheet.
We have ¿nished our worksheet/correcting their worksheet.
2.
Word search
Each group can be assigned to choose English nouns, verbs, adjectives, adverbs
etc from the textbook lesson. They should prepare a word search grid for other
groups to identify the words from the grid, such as the one in Figure R3.1.
bend
t
l
e
e
y
q
i
r
u
n
carry
l
h
w
l
a
y
x
n
u
h
crawl
b
p
a
w
j
r
d
k
z
f
dance
e
a
l
a
o
r
r
a
p
i
n
u
k
r
y
a
v
y
o
g
¿ght
d
a
n
c
e
c
h
f
r
h
run
w
b
f
i
g
n
i
s
n
t
sing
Figure R3.1 An example of a word search.
77
walk
3.
Bingo
Divide the class into two groups, ‘Group A’ and ‘Group B’. Give children copies
of bingo cards. An example is given below but this can be adapted depending on the
words you want children to practise.
Students from ‘Group A’ will get ‘Set A’ cards and students from ‘Group B’ will
get ‘Set B’ cards. First, those from ‘Group A’ call out a word from their grid and
those from ‘Group B’ will mark it on their grid. Next, those from ‘Group B’ will call
out a word and those from ‘Group A’ will mark it on their grid. You can write down
all the words as they read out in two separate columns. The ¿rst group that marks
all the words in the same row or same column shouts ‘Bingo’. You may wish to check
whether the card has been completed correctly. If so, the group calling out ‘Bingo’
will be the winner.
Examples of bingo cards are shown in Tables R3.1 and R3.2. (Note the focus on
word stress in English – you can say each word in a sentence if necessary to reinforce
understanding).
Table R3.1 Example bingo cards: Set A.
For tea
Fifteen
Fourteen
Board
Turn
Sixty
Nineteen
Thirteen
Blackbird
Come here
Term
Forty
Seventeen
Seventy
Sixteen
His story
Ninety
History
Fifty
Thirty
Table R3.2 Example bingo cards: Set B.
History
Fifty
Ninety
Thirty
Fifteen
Fourteen
For tea
Board
Sixty
Nineteen
Turn
Thirty
Come here
Term
Blackbird
Forty
Seventy
Sixteen
Seventeen
His story
4.
Hangman
After you model this game to the whole class, students can play this game in
groups.
Choose a word and keep it a secret in your mind. Write one dash for each letter
of the word chosen on the board. (For example, if you have chosen the word ‘eagle’,
write ‘- - - - -’.)
Draw an inverted L shape beside the dashes, like this: ī . Divide the students
78
into groups. Have a student from each group guess one letter at a time. Fill in the
letter everywhere it appears on the appropriate dash (or dashes) each time a child
guesses a letter correctly. For example, if the child says ‘e’ then write ‘e’ in the ¿rst
and last dashes: ‘e—e’. Add one body part to the drawing each time the letter chosen
is not part of the chosen word. Begin by drawing a head attached to the short vertical
line (the ‘noose’). Add eyes, ears, nose, body, legs, and arms, as in Figure R3.2.
If the drawing of the person is completed before the word or words are guessed,
the group loses. The group that guesses the word ¿rst (before the drawing of person
is completed) wins.
Phonic worksheet
You can prepare worksheets like the one in Figure R3.3 and write them on the
board. This is only a suggestion and you will be able to make worksheets based on
your lessons.
b
f
ound
m
r
s
gr
Figure R3.3 A phonic worksheet.
Fill in the blanks with the appropriate words given above.
1. The Earth is ________.
2. We heard the ________ of the horn.
3. I ________ the money I had lost.
4. The children are playing on the ________.
5. The book is hard ________.
6. The hut stood in a small ________.
79
5.
Dictionary use
(a) Copy these sentences into your book. Use your dictionary to ¿ll in the ends of the
words.
1. The tea________ told the class that it was very imp________ that they listened
care________.
2. Ramesh made lots of mis________ in his maths work. He got every single
que________ wrong.
3. The children were dis________ when their teacher said that they couldn’t go
for games.
(b) How many words can you ¿nd with the same ¿rst three letters as your name?
Write them down in your book. Do the same with one of your friends’ names.
6.
Homophones
Fill in the blanks with the appropriate word.
1. It is ________ hot ________ go out. (two, too, to)
2. ________ are two ducks in my house. (Their, There)
3. ________ your answers with the pen. (write, right)
4. Just make a ________ turn at the next corner of the road. (right, write)
5. The ________ will be good during this time of year. (weather, whether)
6. Seetha is ________ to her sister. (dear, deer)
7. Thar ________ is in India. (Dessert, Desert)
8. Children below 18 years of age are called ________. (minors, miners)
Session 5
Developing literacy skills: Reading and Writing
1.
Read the story given below and rewrite it in your own words.
Once some mice were living in a certain house. They were very much afraid of
a cat, for it killed and ate many of them. They held a meeting to decide how to get
rid of the nasty cat. One mouse said that they should leave the house. Another said
that they should not come out of their holes. Then a young mouse stood up and said,
“Why not tie a bell around the cat’s neck? We can hear it coming and get easily out
of its way.” All the mice cheered. “What a good plan!” Now an old mouse stood up
and said, “The plan is no doubt very good. But who will bell the cat?” No mouse came
forward to do it. Suddenly the cat appeared and the mice ran into their holes.
2.
Read the following story and narrate it in your own words.
Solomon was a famous king. He was known for his wisdom. One day, the Queen
of Sheba came to meet him. She asked him to solve a problem.
She showed him two Àower pots. The Àowers of one plant were real. The Àowers
80
of the other were made of silk. She asked the king which was real.
The king looked at the Àowers in the pots. Both looked alike. He then had an
idea. He opened the window. Some bees Àew in and settled on the real Àowers. Then
Solomon knew the answer. The Queen praised Solomon for his intelligence.
3.
Frame questions so as to get the underlined words (s) as the answers.
i. A farmer had four sons.
ii. Each plant had a big bunch of bananas.
iii. A hen laid an egg on the roof of a farmhouse.
iv. A rat saw a piece of cake.
v. A hare heard a loud sound.
vi. A hungry lion was looking for food.
vii.My father is a teacher.
viii.I live in Uppinangady.
ix. They went to a sugar cane ¿eld.
x. I was born on 12 March 1982.
4.
Story chain :
Sit in a circle. The teacher will tell you a story.
Hiding the pot of gold
One day a man found a pot of gold. ‘I must hide it, otherwise someone will steal
it from me,’ he thought. So he hid the pot of gold under a tree. He hid it so well that
he forgot where it was.
Then one day, an old lady was sitting under the tree and saw the pot of gold.
‘I must hide it, otherwise someone will steal it from me,’ she thought. So she hid the
pot of gold in a cave. She hid it so well that she forgot where it was.
Then one day, a…
At this point, teacher will stop and ask the participants to continue the story.
Each participant will add a new person ¿nding the pot of gold and hiding it in a
different place.
Useful Books for Reference
Books
1. Balasubramanian, T. A Textbook of English Phonetics for Indian Students. Laxmi
Publications.
2. Geetha Nagaraj. English Language Teaching: Approaches, Methods and
Techniques. Orient Blackswan.
3. Michael McCarthy. English Vocabulary in use: Elementary. Cambridge University
press.
81
4. Narayanaswamy, V R. Strengthen Your Writing. Orient Blackswan.
5. Penny Ur. Grammar Practice activities: a practical guide for Teachers. Cambridge
University press.
6. Penny Ur. Five Minute activities: a resource book for Teachers. Cambridge
University press.
7. Raymond Murphy . English Grammar. Cambridge University press.
8. Sasikumar V, et. al. A Course in Listening and Speaking. Foundation Books.
9. Tickoo, M L. Teaching and learning English: a Source book for Teachers and
Teacher trainers. Orient Blackswan.
Books published by Children’s Book trust of India and National Book Trust of
India, New Delhi
www.nbtindia.gov.in, www.childrensbooktrust.com
Dictionaries
1. Longman dictionary of Contemporary English.
2. Cambridge Advanced learner’s Dictionary.
3. Oxford advanced learner’s Dictionary.
4. Longman Active study dictionary (for students)
5. Oxford Study Dictionary (for students)
6. Learner’s Multilingual Dictionary, Regional Institute of English South India
Bangalore
Magazines and journals
1. The English Classroom, Regional Institute of English South India Bangalore
(www.riesielt.org)
2. Teacher Plus. A15. Vikrampuri. Secunderabad. 500 009. Email: editorial@
teacherplus.org
3. English Teaching Forum. Regional English Language of¿ce, American Embassy.
New Delhi.
Websites
www.learnenglishbritishcouncil.org,
www.onestopenglish.com
www.usingenglish.com
http://visual.merriam-webster.com
www.britishcouncil.in
http://learnenglishkids.britishcouncil.org
Audio/video resources
1. Hello English (20 video ¿lms), Regional Institute of English South India,
Bangalore
2. Dialogues in English, Regional Institute of English South India, Bangalore
3. Listening Materials for Primary school teachers, Regional Institute of English
South India, Bangalore
82
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