S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL)

TOPIC	S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL)
COURSE	BIHAR D.El.Ed
YEAR	2nd YEAR
पेपर कोड	S-9-D
SHORT INFO	tइस पेज में बिहार डी एल एड सेकेण्ड इयर के पेपर S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) के सिलेबस प्रश्न उत्तर , एवं पिछले साल के क्वेश्चन पेपर दिया गया है\|

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) SYLLABUS

TOPIC	S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) SYLLABUS
COURSE	BIHAR D.El.Ed
YEAR	2nd YEAR
पेपर कोड	S-9-D
SHORT INFO	इस पेज में बिहार डी एल एड सेकेण्ड इयर के पेपर S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) के सिलेबस दिया गया है

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) NOTES

TOPIC	S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) NOTES
COURSE	BIHAR D.El.Ed
YEAR	2nd YEAR
पेपर कोड	S-9-D
SHORT INFO	tइस पेज में बिहार डी एल एड सेकेण्ड इयर के पेपर S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) के प्रश्न उत्तर (NOTES) दिया गया है

Pedagogy Of English (Upper Primary Level)

Q. 1. Define aims and objectives of teaching English in India.

Ans.

During the British period English occupied a very important position in the list of school-subjects. In those days almost all subjects were taught through English medium. As such, the student could learn a lot of English while studying History, Geography, Mathematics and Science. The boy had more chances for hearing English than for hearing his own mother-tongue in the atmosphere of the school. The teachers and parents were inspired by the one aim-the utilitarian aim of teaching English. So, more English was learnt than anything else, in spite of the methods, good or bad. The teacher of English was hardly an educator. He was required to force half cooked, undigestible food of English down the throats of his pupils in order to show results. Grammar was prominent in the examination papers, Grammar-grind tactics used by the teacher of English was a sheer mental gymnastic. Even now there is some reliance and stress on the text-book which leads to parrot- learning. The position today is much different. We no longer have the predominantly English atmosphere in our schools. English does not occupy a privileged position on the school curriculum and it is also losing much of its social value. It is taught either as second language or as a third language.

Mother-tongue and English:

The problems of English teacher are quite different from those of the teacher of mother-tongue. The teacher in vernacular simply helps the child to increase his vocabulary, to improve his reading habits and to acquire impressive style of speech and writing. Learning of English is now exclusively a formal affair. It is the responsibility of the school where teaching of foreign language is taken up with definite objectives, where expert teachers make use of up-to-date material and methods with accuracy and economy in order to achieve the desired goals without causing much strain to the pupils. The mother- tongue is caught without causing any strain. English is to be taught so that it can be caught with minimum strain. Learning of mother-tongue is the product of total natural environmental conditions whereas teaching of a foreign language depends upon the experimental conditions of the school.

Defining Aims and Objectives of Teaching English : As the national system of Basic Education does not favour teaching of foreign language at the elementary level, English is introduced in class VI at the Junior High School stage. According to the present syllabus of English in U. P. only four periods a week are to be devoted to this subject. There is a lot of wastage in our schools due to this arrangement. This wastage can be checked if we define the aims and objectives of teaching English in clear terms and then proceed with up-to-date, useful and scientific methods of teaching for realising these aims. In this sense the various methods are related to the various objectives they help to realise. As such, the objectives should be stated and discussed in clear terms befoe we take up the material and methods of teaching English.

The aims of teaching any language are generally put under two heads:

(a) Understanding written and spoken language.

(b) Expressing one's ideas in speech and writing.

As such, four abilities are involved:

1. ability to understand spoken language,

2. ability to understand written language,

3. ability to express ideas in speech,

4. ability to express ideas in writing. To these is also added,

5. The cultural aim i.e., cultivation of taste for creative literature. About the abilities Champion remarks: "All abilities should be regarded as a paramount and equal importance should be given to each."

But the fifth one is not a fundamental aim of teaching a language though it is one of the important functions of language. Good aims should fulfil two conditions:

(a) It should be according to the needs of the time and demands of the community.

(b) It should also suit the needs and capacities of the learner.

The four abilities mentioned above are not only important but also interrelated. Hence proficiency in one leads to proficiency in the others. Acquisition of the skill to express ideas in speech is related to the skill of expressing ideas in writing.. In the language learning process these abilties are not to be kept in water tight compartments.

Now English occupies the place of a second or third language in our schools. It is no more a compulsory subject at the Higher Secondary level or at the college level in many of the States. But, those who choose to learn English must learn it well if they want to benefit from its study. Those who offer to study English must be equipped with all the skills to use the language and to derive full benefit out of the labour they put in and the time and energy they devote. Some people argue that for Indian students a passive knowledge by which they mean the ability to understand written and spoken English, enough. This may be true in the case of other second languages by not in the case of English which occupies a prominent position on the world stage. English may be very useful to them who learn it we and acquire an active command over English. A scrappy hold over this language will not serve any useful purpose other than passing an examination. Such students should be advised to utilise their energy and time to the study of some other subject. According to Mr. A.P. Elliott the ability to speak and write English and the ability to read English should be regarded as of equal importance, and none should be set above or below as an aim in teaching English. In practice also they should receive equal attention. Dr. West's finding proved good from one point of view. On account of his influence the emphases from grammar shifted to reading. Language learning requires four types of associative habits.

1. Sound of meaning.

2. Meaning of sound.

3.Written symbols meanings.

4. Meanings to written symbols.

These associative habits are to be based on the four fundamental language abilities mentioned earlier in this chapter.

But in India the order of aims in actual practice has been like this: First writing, then speaking, then reading and then understanding spoken English. Thus by turning upside down the priorities of aims, the purpose of teaching English as a first or second language was defeated to a great extent. This neglect of educational aims led to the ills in the field of method. Due to this children fail to acquire practical command of English and they are unable to use English in everyday life.

Value of Teaching Foreign Language:

According to Elliot a more important aim of teaching foreign language, if it is properly taught, is the development of imaginative "insight" into the way of life of the people who speak it. Such an insight is of the greatest value in widening the pupil's experiences and thus in contributing to his general education. The study of a second language gives an 'insight' into the quality of the mother-tongue by means of comparisons-comparing the two cultures. By learning a foreign language we get an opportunity to compare our own way of life and social system with those of the people who speak that language. There is one higher aim of teaching a foreign language developing a sense of social tolerance and responsibility as citizens of the world.

Q.2. List some Strategies to improve listening and speaking skills among students through word accent, group discussion and spoken English.

Ans.

1. Word accent-

An word accent round is a stage in the interview process which is used for nonnative English speakers to improve their oral communication skills. English speaker's communication skills are judged on the following parameters: mother-tongue accent, listening comprehension, and fluency. In a word accent there are several exercises in some or all of the following sections below.

Introduction:

This will feel like a normal interview students are asked to introduce themselves. They are asked about hobbies, likings, routine, family background, etc.

Topic(s): Students may be given simple topics to talk about. This is where they will be evaluated on the flow of thoughts, fluency, how they compose their sentences, vocabulary, etc.

Answering questions: This will be comprised of questions and following instructions. For example, students may be asked to say what the synonym or antonym of a word is. They might also be asked to listen to a short story or statement and then retell the story or statement as closely as they can remember in their own words.

Reading:

It is common for some word accent rounds to provide students with written passages, and/or a list of sentences for them to read aloud.

2. Group discussion Group discussion is essentially an interactive oral process. The group members need to listen to each other and use voice and gesture effectively, use clear language and persuasive style. The exchange of ideas in a group discussion takes place in a systematic and structured way. Each of the participants gets an opportunity to express his/her views and comments on the views expressed by other members of the group.

This skill can be developed by giving students the topic individually and asking them to brainstorm or mind-map all of the possible sub-topics they could speak about.

The students can then swap their notes and assess or analyse the relevance of each of the sub-topics their partner has included. Together, the students then draw up a fresh list or mind-map and discuss how the sub-topics might be linked together, along with examples or reasons for any arguments they might have. Encourage group discussions outside class time. Give students some extra feedback forms to use to give each other input on how they perform in group discussions outside of class.

3. Spoken English-

English speaking practices with one another helps a lot in improving listening and speaking skills. In reality, the only way to develop fluency in speaking is by huge amounts of listening, and then practicing. Listening is the foundation for speaking. In the classroom and outside the teacher should make the students to talk in English, challenge themselves to speak without stopping or stammering (taking pauses between your words) the entire time. This might mean that their sentences won't be grammatically perfect, and that's okay! If they focus on speaking fluently instead of correctly, they'll still be understand and they'll sound better. Teacher can fill in the correct grammar and word rules as they learn them better.

Q. 3. What is the importance of evaluation in the teaching of English? Ans.

Evaluation refers to a periodic process of gathering data and analyzing it to determine whether the learners are achieving their language learning objectives or not. Evaluation can be done in various ways to check the improvement of the learners and the effectiveness of the teaching learning methods. It is a valuable tool in teaching of English in many ways-

1. It helps to identify areas for improvement.

2. It is a tool to find out where the learners are facing problems in language learning and communication.

3.It helps to achieve the desired language learning goals effectively.

4. It helps to carried out planned activities and achieve the anticipated results.

5. Through gathering the data and analyzing it, the teacher can organize learner centric activities to improve their communication skills.

6. It provides feedback on the effectiveness of instruction and gives students a measure of their progress.

7.It ensures whether the initiatives of teaching English are effective and reflect students need. Evaluations provide examples of success to inspire others and improve your performance.

8. It helps to keeps record of students' achievements.

Q.4. Suggest useful strategies for developing listening and speaking skills among the learners?

Ans.

Listening skills could be enhanced by focusing on making the students listen to the sounds of English words. This would help them with the right pronunciation of words.

In order to improve speaking skills, language games and pair work activities are encouraging source to learn to speak the language. The activities based on same sound words, rhyme words and intonations of English language through simple reproduction helps a lot. Some of the strategies to improve listening and speaking skills are as follows

1. Watch films that model conversation skills. It enables people to share thoughts, opinions, and ideas, and receive them in turn.

2. Use technology for improving student communication skills. Students can listen to or read along with audiobooks to hear how the speaker pronounces and enunciates different words or phrases.

3. Reinforce active listening by reading a selection of text aloud, and then having the class discuss and reflect on the content.

4. Offer group presentations and assignments can also help students sharpen both oral and written communication skills.

5. Ask open-ended questions because they require more than a one- or two- word response. Open-ended questions are vital for inspiring discussion and demonstrating that there are multiple ways to perceive and answer a question.

6. Use tasks and activities that foster critical thinking. This is an another task-based method for improving student communication skills is through critical thinking exercises. This can be done verbally or through written assignments that give students the chance to answer questions creatively using their own words and expressions.

Q. 5. What are the needs and process of adaptation of teaching materials? Discuss its teachniques or process.

Ans.

Adaptation is a formal process in which the teacher makes a decision about whether an exercise that needs changing or not. He then writes out a revised version for the class or he constantly adapts while teaching. Reasons for adaptations in the topic are:-

1. Not enough coverage of grammar.

2. Not enough practice of grammar points.

3. Passage has too many difficult words.

4.Material is too much.

5. Very little variety in the activities.

6.Comprehension questions are too easy.

7. Not enough guidance for speaking and pronunciation.

8. Subject matter not appropriate for the learners.

Adaptation is generally viewed as a formal process in which the teacher make a decision about, say and exercise that needs changing and then writes out a revised version for the class. Adaptation is much more than this. Adapted materials need not to be written down or made permanent. It can be quite transitory. The good teacher is constantly adapting. She adapts when she adds example not found in the book or when she telescopes and assignment by having students prepare only select items. She adapts even when she refers to an exercise covered earlier or when she introduces a supplementary picture.

Q. 6. What are the objectives of teaching English at the upper primary level with reference to NCF 2005? Ans.

General Objectives of teaching English in upper primary level with reference to NCF 2005 are, Students should be able to-

1. Develop their intellectual, personal and professional abilities.

2. Acquire basic language skills (listening, speaking, reading and writing) in order to communication with speakers of English language.

3. Acquire the linguistic competence necessarily required in various life situations.

4.Acquire the linguistic competence required in different professions.

5. Develop their awarences of the importance of English as a means of international communication.

6. Develop positive attitudes towards learning English.

7. Develop the linguistic competence that enables them to be aware of the, cultural, economical and social issues of their society in order to contribute in giving solution.

8. Develop the linguistic competence that enables them, in the future, to present and explain the Islamic concepts and issues and participate in spreading Islam.

9. Develop the linguistic competence that enables them, in the future, to present the culture and civilization of their nation.

10. Benefit from English-speaking nations, in order to enhance the concepts of international cooperation that develop understanding and respectof cultural differences among Nations.

11. Acquire the linguistic bases that enable them to participate in transferring. The scientific and technological advances of other nations to their nation.

12. Acquire the linguistic bases that enable them to present and explain islamic.Concepts and issues, and participate in the dissemination of them.

Q. 7. What are the methods and approaches for teaching English at Upper primary level? Give examples.

Ans.

There is no single, universal, optimal method for teaching and learning modern languages. We need to adopt an informed eclectic method, incorporating elements from the entire range of methods available. No doubt there are many methods of language. Teaching, but these are some of the major. Ones selected-

१. The Behaviouristic Approach -

A Behaviouristic approach to learning views learning as a mechanical process without any cognitive involvement. It lays a lot of emphasis on habit formation. The teacher controls the learning environment. Here the learners are perceived as empty vessels into which the teacher pours knowledge. Behaviourist Language Theory is identified with the Audio-lingual/ Audiovisual method, associated with the use of rote learning through repetitive drills. In this approach there is very little room for problem solving. In the behaviourist approach and the methods that follow this approach there is a lot of emphasis on learning by memorising.

2. The Grammar-

Translation Method It is perhaps the oldest and most widely practised Method of language teaching. In this method, focus is on studying grammatical rules and how words are formed, doing written exercises, memorising vocabulary, translating texts into the mother language. However, in today's Classrooms, this method is not favoured much because it is felt that it does not provide sufficient exposure to a rich target language learing environment.

For example-the teacher opens the book, reads out the passage and translates each line into Hindi or the mother tongue. At the end of the passage or short text, s/he also gives a summary in Hindi. Once the translation of the text is over; he comes to the grammatical exercises, starts explaining rules of grammar in Hindi and writing examples in English on the blackboard, the students simply note down what the teacher says or writes on the blackboard

3. Cognitive approach -

A Cognitive perspective involves the process of acquiring knowledge through the use of reasoning, intuition, or perception. It is thus related to thought processes. In this approach learners are encouraged to work out rules deductively for themselves. For example - the teacher shows an animated video in the classroom of a busy road, showing a traffic jam. Some vehicles are parked near the board "No Parking". Pets are also on the road. A boy is helping an old lady cross the road. The traffic policeman is present there but he is a mere spectator. After watching the video, the teacher asks the students to answer the questions based on that video. For example

Should the pets be allowed on the road as shown here? Is the traffic policeman doing his duty properly?

This method emphasise the learner's cognitive activity, involving reasoning and mental processes rather than habit formation.

(a) The Structural Approach-

The structural approach emphasises that language can best be learnt through a scientific selection and grading of structures or patterns of sentences and vocabulary. It believes that word order or the "patterns of form" is of primary importance in learning a foreign or second language. It is the order of words in a pattern that makes true meaning clear. It lays a lot of emphasis on the use of function or structural words. It gives due importance to the forming of language habits. It regards speech as more important than reading and writing. For example- the teacher communicate with the students to teach the structure formation of sentences-

Teacher - Good morning children.

Children: Good morning, Ma'm.

Teacher : (Showing a basket to the class) What's this?

Children: A basket.

Teacher Answer in a complete sentence not in a phrase.

Children: It is a basket.

In this way the teacher teach only one type of structure in one drill

(b) The communicative Approach -

communicative language teaching makes use of real life situations that require communication. classroom tasks equip students with the skills necessary for communication in those contexts.

The teacher first sets up situaton that the students are likely to face in real life e.g asking for informatin, describing a process, telephoning,apologising, complaining, giving direction,etc. The role of the teacher is that of facilitator and guide,not an all knowing giver of knowledge. This approach lays more emphasis on engaging the larners in meaningful interactionsand construction of maning rather than in pattern practice/structual drill/ habit formation students are given opportunities to reflect on their own learning process. For example - the teacher communicates in the classroom in the following manner-

Teacher: Good morning, children.

Students: Good morning, sir

Teacher: Have you seen your parents preparing tea?

Students: Yes, sir.

Teacther Could any one of you tell the class how your father or mother prepares tea?

Students: No, sir.

Teacher Alright. Can you name the things that we need to make a cup of tea?

Students: Yes sir. we need water, tea leaves, milk and sugar.

Q. 8. What is the relationship between curriculum, syllabus and textbook of English in Bihar at upper primary level ?

Ans.

The Curriculum is a conceptual structure for decision making rather than details on what is to be done in the classroom. We can say that the Curriculum is the complete set of taught materials in a school system. it is prescriptive as opposed to the syllabus. The Syllabus is descriptive, which incorporates the outline of the topics covered. We can say that if the curriculum prescribes the objectives of the system, the syllabus describes the means to achieve them. Another important feature is that the curriculum covers all the activities and arrangements made by the institution throughout the academic year to facilitate the learners and the instructors whereas the syllabus is limited to a particular subject in a particular class. A syllabus translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.

The syllabus determines what king of materials will be adopted and in what ways they will be exploited for classroom teaching. In certain educational what ways they will be exploited for classroom teaching. In certain educational contexts, the syllabus even determines how materials should be designed in the first place. All aspects of the curriculum and the syllabus are incorporated in the textbooks. In other words, what is mentioned in the curriculum is reflected in the syllabus and the textbook is the reflection of the syllabus. The syllabus by itself cannot be transacted in the classroom.

That is the reason why there is demand and need for the textbook. The textbook is a concrete tool for interacting with the learners. The more planned the textbook is, the easier the task of the teacher in making his/her learners transact the content becomes. Since the textbook is a potent tool in the hands of a teacher, it must match the mental age of the learners. Suitable vocabulary, structures, sufficient exercises for practice, innovative activities, and appealing illustrations are the basic concepts of a textbook. Simple language and style of presentation also matter a lot.

Q. 9. What are the objectives of teaching English at Upper primary level in Bihar ? Ans.

An objective is a desired goal that is trying to be accomplished. It is the main point of something or the main point that is being proved. The objectives of teaching English at Upper primary level in Bihar are the following-

1. Listening, reading, speaking and writing are the four important objectives. The first objective of teaching English is to understand written English. Teacher should try to help children to understand written English. Students should be made familiar with words and construction of sentences Teacher should try to increase the ability of the pupil to speak English accurately, correctly and fluently. It helps them to translate their mother tongue thought into English sentence to speak it. This checks fluency as well as spontaneity. The aim of teaching English thus should enable the students to express their ideas in simple English.

2. Writing is also equally important. The students should be able to write composition.

3. All the four skills i.e. Listening, Reading, Writing and Speaking become important as the student grows, particularly reading and writing at the later stage.

4. Students should be able to read other books excluding textbooks i.e. novel,poetry, drama, essay writing, autobiography, precis-writing etc. 5. To enable the student to brush-up their knowledge of grammatical, lexical and discourse systems in English and use English in context appropriately.

6. To enable the student to improve upon their own proficiency in English, etc.

Q. 10. What are the techniques of evaluating learning materials? Ans. The techniques of evaluating learning materials are the following- 1. Evaluating Traditional resources- Traditional resources include any textbooks and workbooks used in the classroom. For example, language arts classrooms almost always have literature textbooks, writing textbooks, and even vocabulary and spelling workbooks. In addition to these, traditional resources also include any supplemental reading material, like novels or poems outside of the textbook. To evaluate these traditional resources, the most important aspect is to make sure the choosen material within the resource that appropriately relates to the learning objective. Most textbooks and workbooks have already been designed to align with certain educational standards and are therefore very reliable in regards to addressing classroom goals. Still, it 'is important to be sure to choose material within the textbooks that matches specific learning objective. 2. Evaluating Graphic Organizers - Graphic organizer is any type of visual representation of information. Diagrams, charts, tables, flow charts, and graphs are all examples of graphic organizers. To evaluate graphic organizers, the most important aspect is to make sure they support learning and are not merely creative distractions. Some materials can be very fun and interesting, but if they do not support learning, they should not be included in the lesson. For instance, a Venn diagram on two characters in the novel, A Tale of Two Cities, can be a nice visual, but this is a higher-level novel and needs a more in depth type of graphic organizer. At this level, a Venn diagram is just too simple. 3. Evaluating Teacher- Made Resources-Alast type of instructional material comprises any teacher-made resources. These include anything the teacher creates, like handouts, worksheets, tests, quizzes, and projects. Many of these are used for assessment in the classroom, which is determining the level of learning on any given topic. Evaluating these materials is important. Everything a teacher creates must be true assessment of the learning objective. For instance, a test on a more advanced novel needs to show how a student can apply the concepts of theme, character development, conflict and other literary ideas covered in that unit, etc.

Q. 11. What is the need for materials evaluation? Or, Do all teaching materials need evaluation? Ans. Teaching materials mean anything which is used to help language learning. For example books, workbooks, CDS, flashcards etc. Materials evaluations are a procedure that involves measuring the value of a set of learning materials. It focuses largely on the need of the users. We need to evaluate teaching materials because some materials are inappropriate or unuseful for the learners in the teaching context. So we need to evaluate teaching materials in order to:- 1.Make materials meaningful, enjoyable and understandable. 2.To match them with the objectives laid down in the curriculum. 3. To make them compatible with the learning context including social beliefs and cultural practices. 4. To make them appropriate for developing the desired language skills. No, all teaching materials do not need evaluation. But in recent years there is an increase in the use of commercially produced foreign language books as teaching materials for the learners. Which are not appropriate for their teaching context.

Q. 12. What are the different approaches for teaching English grammar? Explain it. Ans. The role of grammar in a language is make language correct and accurate. It is a description of the rules that govern how sentences are formed in a language. Different approaches for teaching grammar are: 1. Prescriptive or Deductive approach- It is a rule driven approach and is thought to be traditional. The teacher states the rules of the language and provides examples in support of these rules. The learner is expected to learn these rules and practice them to reinforce them. For e.g.-The teacher tells the definition of Noun. Give them examples of its different kinds. Then he asks the learners to do some exercises and memories the definitions and rules. 2. Communicative approach- In this approach learners acquire the grammar of the language, through activities and interaction between the learners and teachers and the learners themselves. For e.g.-Student: "Sir, May I close the window?" Teacher "Why do you want to close the window?" Student 1: "It's cold and windy." Teacher - "Does anyone else feel cold?" Student 2: "I feel hot, If you close the window, it will be worse." It this method the teacher is teaching grammar (simple present tense) but not impose rules of the grammar. Here language is learnt through communication. 3. Constructivist approach- In this approach the teacher engages the learners in real life situations and facilitates them to infer rules of the language. The learners make their own meaning based upon their background knowledge, experiences and purposes. For e.g. Make the learners to sit facing each other. Now the teacher facilitates them to talk about their names, parent's names, place where they live in. Now draw the columns on board as the following - Name -Person - Place Now he tells them all these words on the board are naming words and are called nouns. In this activity the teacher creates an environment for the students to build their own knowledge.

Q. 13. What are the Strategies for teaching reading skills of seen/unseen passages, reading of informative pieces with essays, reading of fables, folktales, short plays and short stories ? Ans. 1. Seen/unseen passages Comprehension of a seen/unseen passage means a complete and thorough understanding of the passage. In seen passages the main idea is given in the text where as in the unseen passage the main idea is hidden in the context of the passage. The main object of comprehension is to test one's ability to grasp the meaning of a given passage properly and also one's ability to answer, in one's own words, the questions based on the passage. A variety of questions like short answer type questions, completion of incomplete sentences, filling the blanks with appropriate words and exercises based on vocabulary are set forth for the purpose. Before attempting to answer the questions on a passage, it is necessary to read the passage again and again so that a general idea of the subject of the passage becomes clear. Once the passage is clear, it is easy to answer the answers of the questions. Teacher should tell that one should also keep the following points in mind before answering the questions set on a given passage: 1. Read the passage quickly to have some general idea of the subject matter. 2.Read the passage again and underline the important points. 3.Read the questions and try to know what has been asked. 4.Read the passage again and underline the portions where the probableanswers may be available. 5.Use, as far as possible, your own words to answer the questions in a precise and brief way. 6.Always use complete sentences while answering a question. 7. If you are asked to give the meaning of some words or phrases, try to express your idea, in your own words, as clearly as possible. 8.Don't give your own opinions or comments about anything unless you are asked to do so. Example - There is a story of a man who thought he had a right to do what he liked. One day, this gentleman was walking along a busy road, spinning his walking-stick round and round in his hand, and was trying to look important. A man walking behind him objected. "You ought not to spin your walking-stick round and round like that!" he said. "I am free to do what I like with my walking-stick," argued the gentleman. 'Of course you are," said the other man, "but you ought to know that your freedom ends where my nose begins." The story tells us that we can enjoy our rights and our freedom only if they do not interfere with other people's rights and freedom. Questions 1.Why was the gentleman on the road moving his walking stick round and round? 2. Who objected him? 3.What argument did the gentleman give? 4.Was the other satisfied with argument? 5. What did he say in reply? 2. Reading of informative pieces with essays The purpose of an informative essay - is to educate others on a certain topic. Typically, these essays will answer one of the five Ws: who, what, where, when, and why. Of course, they can also answer "how," indicating how to do something. The basic structure of an informative essay is very simple. It needs to have a beginning, middle, and end. These are known more formally as the introduction, body, and conclusion, respectively. The introduction, is the opportunity to present thesis statement and grab the attention of the reader. The body, is the opportunity to expound upon the thesis statement and grab the attention of the audience with solid facts, statistics, statements, and other supporting details. The conclusion, is the opportunity to summarize the essay in a paragraph or two. It should spur the reader to want to learn more about the topic. Example The process of donating blood is decidedly simple. Many folks carry out the process while reading a chapter from a new book or watching an episode of their favourite TV show. Indeed, the infinitesimal amount of time it takes to donate blood can transfer into a lifetime of happiness for the recipient. Remember to bring juice or something sugary to keep your glucose levels high at the end of the procedure. Then, hold your head up high, knowing there's a life out there that's about to be saved by you. The teacher should motivate the learners to read pieces of informative essays. The more they read the more it inform and educate them on a topic given. Teachers can help students, grabbing the main idea and information about the topic. 3. Reading of fables/folk tales/shortplays/short stories-A fable is a story that features animals, plants or forces of nature which are anthropomorphised (given human qualities). A fable always ends with a 'moral'. This is the lesson that is intended to be learnt through reading the story. Folktales (or folk tales) are stories passed down through generations, mainly by telling. Different kinds of folktales include fairy tales (or fairytales), tall tales, trickster tales, myths, and legends. Short plays and short stories also are the useful resources to improve reading abilities of the learners. All these scripts are for entertaining purpose, thus are interesting to read. Teachers should make arrangements in the classroom for students to read fables, folk tales, short plays and short story books. This will enhance the reading ability and learning English language as well.

Q. 14. What are the defferences between linguistic competence and communicative competence? Show the differences with the help of an example. Ans. Linguistic competence- It is the ideal language system that enables speakers to produce and understand countless number of sentences in their language. They develop intuitive notion about what structure is grammatically correct or incorrect. They become able to distinguish between grammatical structures from ungrammatical structures. Their competency involves all aspects of language written, spoken, reading and cultural wealth of that language. Also they have the knowledge of correct sounds, structures and grammatical items in linguistic competence, for example:- 1. I want to buy a car. 2. I want buy to a car. The speaker of English would not accept sentence (ii) although all the words in it are English words. Communicative competence: It is the language system that enables the user how to form grammatically correct sentences. They have the knowledge of grammatical rules and also they know about when and were to use there sentences and with whom. This is an operational form of a language system. It includes: 1. Knowledge of grammar 2. Knowledge of vocabulary 3. Knowledge of how to respond 4.Knowledge of how to use language appropriately for example (a) Please, let me go. (b) Close the door. The learner can easily understand that the first sentence is a request and the second one is an order to someone.

Q. 15. What are the Strategies for teaching controlled, free, guided composition, sentence making, dictations, grammar items and translations to Improve writing. Ans. A. Controlled, free, guided composition- Composition is the expression of thoughts, ideas, feelings, observations, experiences in written form. It refers to the process of collecting thoughts or information, arranging them in a sequence and expressing them in accordance with recognized standards of form. An essay, a story a letter, a poem, a description etc are some of the forms of composition. Writing composition should be taught to students when the students have gained sufficient knowledge of English vocabulary, structures and spellings. The aims of written composition are as follows: 1. To develop their writing ability. 2.To enable them to write correctly 3.To enable them to express their ideas and thoughts in writing in an organized way. There are two types of written composition: 1.Guided written composition 2.Free written composition Guided Written Composition is usually introduced at the early stage. The teacher guides the students to write with the help of controlled vocabulary and structures. It lays the foundations for writing free composition. Guided written composition can be done by using the following methods: (a) By giving dictation (b) By giving certain words and asking the students to make the sentences using those words. (c) By giving substitution table to make various sentences. (d) Writing description of an object or a picture with the help of key words. (e) By asking to complete the story or a paragraph by filling the gaps. (f) By giving few sentences from the text book and ask them to write parallel sentences. (g) By reproducing the gist of story. (g) By reproducing the description of the picture. (i) Expansion of a topic on the basis of the given outlines. There are five types of free composition: 1. Narrative composition-It involves description of an event like visit to the zoo, a journey by train etc. 2. Story type composition-The teacher can present a picture or series of.. pictures before the students and ask them to write the story. 3. Reflective Composition-It includes essay writing, letter writing application etc. 4. Imaginative composition-The teacher can give some imaginary situation or topic to the students to write on it using their own imagination. For example: If I were a principal! When I trapped in a road jam! 5. Literary composition Literary composition includes abstract writing and explanation writing. Free Written Composition should be introduced at the later stage. In free composition, there is no restriction on the students regarding use of vocabulary, structures and the length of composition etc. Students are free to tackle the topic on their own freely. They are encouraged to think freely and express themselves freely. Guided writing involves a teacher working with a group of learners on a writing task. The aims of the task are based on what they have previously been learning about the writing process. Guided writing aims to support learners in this psychologically and cognitively difficult activity. B. Sentence making-At this level students know the basic structure of the sentences. So sentence making abilities can be improved by telling the students to write a poem, anecdotes, role-play or interpreting pictures or cartoons shown to them. A final teaching strategy takes writing sentences to the next level. For this, have each student get out a sheet of paper. Each student will begin a story that will be completed by the other students. For round 1 have each student write down a descriptive subject. Then, perform a write around and have each paper passed to the next student, who must complete the sentence with a predicate. Finally, they will start the next sentence with another subject for the next round. The rounds continue until each student gets their original paper back with a creative story now complete. For advanced students, allow for variations in the sentence structure. Students can choose to either provide a subject or a predicate, or even give verbs that need objects to make a complete sentence. C. Dictations- Dictation is a great tool for teaching spelling because it allows children to use their spelling skills in a "real world" application. Simply put, teacher say a phrase or sentence containing their spelling words, and students repeat it and write it down. At this level it is possible to focus on all aspects of writing a sentence spelling, mechanics, creativity, word choice, and grammar-at one time. To dictate a word, phrase or sentence-- 1.Let student know that he needs to focus his attention since the teacher will only be saying the sentence once. 2. Repeating the sentence will help the child retain it in short term memory long enough to write it down. 3. Don't correct the child as he writes out the sentence, even if the teacher sees him start to make a spelling mistake. In fact it's best to look away while he's writing! This will allow him to concentrate on what he's doing without feeling like he's being monitored or judged, and it allows him to "own" the process of spelling. There will be time for correcting spelling after the next step. 4. This is a good time for the student to practice self-correction. Finally, check the sentence and correct it. D. Grammar items and translations - The teaching of grammar is a complex but crucial process in learning a language. In case of methods, generally four types of method i.e. Grammar Translation method, Direct method, Audio-lingual method and Communicative Language Teaching method can be specified. Translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear. It was a key element of the Grammar Translation Method. Translation activities are tricky to set up and take a lot of preparation, especially anticipating possible problems. To teach translation, here are some ideas for classroom activities 1. Learner groups work on translating different sections of a text, and then regroup to connect together their parts into a full text, with suitable connecting language. 2. Learners bring in examples of LI language (in their own language) or L2 (in English language) for discussion and translation. Learners bring in short texts/proverbs/poems and present them to the class, explaining why they like them. These are then used for translation.

Q. 20. What are the Strategies for developing a learning plan for teaching English using specific skills/concepts/genres for prose, poetry, drama and integrated grammar. Ans.

Prose-Prose is a form of language which is used by people in speaking and writing. It has natural flow of speech and comprises full sentences and consists of paragraphs. Strategies to teach prose are -

A. Read - Encourage the learners to read with reasoning i.e. motivate them to observe the facts and answers to who, why, how, what, when, where etc in the material.

B. Write- Ask the learners to write about the story material they have read. This will help them in improving their comprehension. The learners may be asked to alter some details like the end of the story, tense etc. They may be assigned a character from the story and asked to write their opinion about it.

C. Discussion- Asking appropriate questions to the learners about the text and involving them in the discussion maybe a useful strategy for teaching prose. The learners may be divided into small groups and given some task; they can subsequently present the points emerging out of the discussion to the whole group.

D. Using teaching learning materials/teaching aids- Relevant and available materials/aids can be used to provide text to the learners for better comprehension e.g. pictures, charts, real objects etc. Poetry- It is a form of literature which express feelings, emotions and ideas by using a distinctive style and rhythm. Strategies for teaching poetry are A. Encourage the learners to pick out the words or phrases used in the poem and discuss their meaning. Allow the learners to express their views and ask them to write a description of something or someone using these words/phrases. B. Some points tell a story or describe some incidents or experiences of the poet. The learners can be asked to write a short story or create a play on the basis of the content of the poem. C. The learners may be encouraged to analyse the content of the poem and give their views on it. D. Encourage the learners for recitation of the poem. The poem should be recited with proper Rhythm and stress. Drama- Children often imitate the behaviour of their parents, teachers etc. in schools. They are putting themselves in the role of some persons from their surroundings trying to act accordingly. Drama can be used as a very effective tool for language learning as it provides context for listening and using language. Here are some Strategies for teaching drama- A. Role play-

Students are given some roll (doctor, shopkeeper, customer, guide etc) and they can act using the ideas about the role. Teacher may give them input by discussing about the role in the class. B. On the spot improvisations-

The teacher may give instructions to the learners in the form of a word, phrase or statements and the learners have to act accordingly. The teacher may give instructions to other learners and they may join the act. C. Acting play scripts-

A short pre-written script can be given to learners to act. They may rehearse the play and present it. D. Prepare a drama-

Q. 21. What are the points of concern while making a learning plan? Ans. Planning a lesson is a reflective process that involves a careful consolidation of thoughts as well. Here are some key points to keep in mind while preparing a learning plan- 1. While preparing a running plan, one must keep in mind the learners' level, their linguistic needs and objectives of teaching the lesson. 2.Objectives of the learning plan must not be understood in isolation, it must be developed on the basis of the curriculum of upper primary level. 3. Why there is a need to teach this particular lesson to students? What is the relation of this lesson with the wider objectives of the English at this level? These questions are very important for reflection. 4. Try to relate the classroom situation while choosing the teaching methods. 5. Try to create innovative TLMs which can really support we teaching English. 6. Relate the topics with the real life situations of the learners and meaningful activities. 7. Ensure maximum participation of learners by encouraging them to ask and answer questions. 8. Address the individual needs of learners.. 9. Use the blackboard effectively. 10. Encourage group/pair to help learners overcome their doubts and difficulties and gain confidence. 11. Use simple and correct English. 12. Modify teaching in accordance with the classroom situation. 13. Provide adequate space for feedback and reinforcement.

Q. 22. What is a learning plan? How it is different from lesson plan ? Write specific objectives of a learning plan in behavioural terms. Ans. A learning plan is a document that is used to plan learning over an extended period of time. It is a comprehensive, customizable, multi-day plan for instruction and assessment. Learning plank is an effective tool which allows us to teaching specific topic in the class in a pre planned way. It is flexible, reciprocal and participatory. It entails that the teacher act as a facilitator. It gives more time in independent thinking and practice to children. Unlike the lesson plan it demands pre planning, post planning and planning during teaching. A lesson plan is teacher centric while a learning plan is centric. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. Whereas a learning plan does that by building students' reading, listening, speaking and writing skills. It includes multiple opportunities for differentiation, including selecting essential questions, readings, and instructional strategies and assessments-all organized within a framework based on backward design. The objectives of a learning plan in behaviouristic terms are 1. To make the classroom environment lively and interesting. 2. To encourage the learners to think independently. 3. To find ways for maximum utilization of the available resources to achieve the learning objectives. 4. To achieve the linguistic needs and objectives of teaching the lesson. To make the learning an enjoyable experience for both the learner and the teacher. 6. To acquire basic language skills (listening, speaking, reading and writing) in order to communication with speakers of English language. 7. To acquire the linguistic competence necessarily required in various life situations. 8. To develop positive attitudes towards learning English.

Q. 23. What are the methods of teaching English. Discuss any one of the method and focus on its merits and demerits. Ans. With the growth of scientific thinking in every walk of life more emphasis has begun to be laid upon. 'Method' to be adopted in order to achieve an objective in a sytematic way. Methods, approach and techniques are the terms that have created a lot of confusion in the minds of teachers of language we talk of aural oral approach, structural approach, direct technique and even the approach of teaching English. A method is concerned with the pressure of the selected and graded material. It is concerned with how to teach ? It is not concerned what do teach? A method is an overall procedure for an orderly present of language material to the pupil the order of presentation may be different for different students. The mother tongue of the student, his age, his culural background as well as the objectives of the lesson can modify the method to be employed by the teachers. There are many methods of teaching English, we must now consider those method which may help us in attaining the desired objectives. Different methods of teaching English are listed such as: A. Old methods of teaching English or classical methods: 1.Translation cum Grammar method. 2.The Natural or Direct Method. B. New methods of teaching english : 1.Dr. West's method. 2.Substitution method. 3.Bilingual method. C. The approaches of teaching English : 1. The structural approach. 2.The communicative approach, 3. The situational approach. TRANSLATION-CUM-GRAMMAR METHOD The Translation-Cum-Grammar method has enjoyed the widest popularity in the teaching of English a matter of fact, this method has been followed everywhere, specially where the necessity of learning a second language other than the mother tongue or regional language has been felt. Even the learned teachers of the classical language like Sanskrit, Persian and Arabic followed this methods 'Latin' Greek, English, French. German etc. have also been taught by this method. This method has no psychological base but has two philosophical base : 1. A foreign language can be easily learnt through translation. 2. Grammar is the soul of language. Merits of the method: 1. It is economical because it saves time. 2.It enhances students vocabulary. 3.It helps in having better and clear understanding of word-meanings. There are no chances of vagueness because the meanings are explained with the help of mother-tongue. 4.It can be easily used even in over classes. 5.This can be used in every situation. Bhatia comments, "Translation is effective in explaining those English words which represent either concrete objects not hand or qualify and action when the latter two cannot be clearly demonstrated." 06. It gives correct knowledge of English because it explains grammatical rules, 7. Teachers found this method convenient, because they did not need material aids. 8.It develops the arts of translation in students. 9.This method fulfils one important maxim which is "proceed from known to unknown". 10. This method is useful in explaining differences between structures of sentences in English and vernaculars. 11. It helps in telling comprehension. The teacher can ask students to answer in mother-tongue. It is more true in case of pupils of primary stage because power of expression is low. 12. This method tries to establish a strong bond between foreign phraseology (new ideas) and mother tongue (old ideas). Demerits of the method: 1. This method does not emphasis on these aspects speaking, reading and writing. 2. It does not teach correct articulation, intoxation and pronunciation. 3. This method neglects silent reading, model reading and rapid reading. 4. Learning by this method lasts only up to examinate in because students learn rules by craming. 5. This method tries to teach English by rule not by use. Dr. Ballard says. "To speak any language whether native or foreign entirely by rule is quite impossible." 6. This method is dull and uninteresting, because students become only passive listeners. 7. There are some words, idioms and phrases in english which reflect the culture, traditions and customs of English people. They can not be translate into mother-tongue without losing the correct effect. 8. Sometimes the literal transformation becomes ridiculous. 9. English language has some such structures which can not be translated into Indian languages. 10. Translation stops students from thinking freely. 11. Too much emphasis on grammar taxes pupil's brain and stops them from taking interest in learning the language. 12. This method develops a habit of translation at the thinking level. Pupils first think in mother tongue, then translate champion point out, as a general method of composition the fundamental weakness of translation method is that it prevents or retards the pupil from thinking in English. 13. This method goes opposite to the maxim of from whole to part, because in this method the limit of teaching the word is the part. 14. This method helps in developing bookish english and preventing the delicate expression. Conclusion: Lastly, having said that much on the debit and credit side of the translation-cum-grammar method. Let us look at the balance sheet and assess its value. This method, in spite of so much research in methodology is still practised in our class-room. In spite of various demerits translation-cum- grammar method is mostly used by teaches. Perhaps this may be the cause of falling standards of English in India. Researches in language learning have proved that this method is ineffective. If this method is wisely used and the child's mother tongue is not overemphasised it can prove very useful for translation, intelligent reading and knowledge of grammar. Q. 24. What is relationship between Curriculum, Syllabus and Texbook? Or, How can you say that Curriculum, Syllabus and Textbooks are interlinked? Ans. Relationship between Curriculum, Syllabus and Textbook-Have you ever wondered why so often textbooks are mistaken for syllabus ? Perhaps this is because of the close relation between Syllabus and Textbooks. You will agree that it is through the textbook that the syllabus acquires concrete shape to achieve the objectives defined in the syllabus. In many parts of the world language education course are designed following a syllabus-driven approach, that is the syllabus determines what kind of materials will be adopted and in what ways they will be exploited for the classroom teaching. In certain educational contexts, the syllabus even determines how materials should be desined in the first place. Therefore, the materials are not seen as an alternative to the syllabus but an instrument among others used to fulfil the goals of the syllabus. Material whether commerically developed or homemade are an important element within the curriculum and are often the most tangible and visible aspect of the curriculum. While the syllabus defines the goals and objectives, the linguistic and experimental content, instructional materials can put flesh on the comes of these specifications. After pondering deeply you must have judged and come to the conclusion that curriculum, syllabus and textbooks are interlinked. It has been made clear that the syllabus is the concrete form of curriculum and the textbooks are developed in accordance with the syllabus. All aspects of curriculum and syllabus are incorporated in the textbooks. In other words, what what is mentioned in the curriculum is reflected in the syllabus and the textbook is the reflection of the syllabus, Syllabus by itself can not be transacted in the classroom. That is the reason why there is demand and need for the textbook. The textbook is a final and concrete tool for interaction with the learners. The more planned the textbook is easier is the task of the teacher in making his/her learner transact the content. Since the textbook is a potent is a potent tool in the hands of a teacher, it must the mental age of the learners. The needs and interest of the pupil must also be taken into consideration while developing materials of a text book. Lessons in the textbook should be linked with the prior experience of the learners on the basis of which the lerners construct knowledge. Suitable vocabularly, structures sufficient exercises for practice, innovative activities, appealing illustrations are the basic concepts of a textbook. Simple language and style of presentation also matter a lot.

Q. 25. What are the advantages of dictation exercise in teaching English? Or, What precautions should be taken by the teachers of English in a dictation exercise? Or, Point out the educational value of Dictation. Ans. The oral method of teaching foreign language is advocated on the basis of the argument that the child must learn a foreign language as he has learned his mother tongue. There are certain weaknesses in the argument. Firstly, the circumstances in which the child approaches his mother tongue differ very much from the conditions in which he approaches a foreign language. Secondly, for the mother-tongue he has a constant background and continuity of experience. While learning a second language he hardly gets an opportunity to hear it spoken for more than half an hour a day. Thirdly, by the time he is made to same a foreign language in the school, he is more developed and nature. Psychologically speaking, he is changed person. In the process of learning to speak, read and write his mother-tongue, he has best some of his adaptability and readiness for 'picking up' the foreign language, especially by ear. Fourthly, on account of the above conditions the student of foreign language in India, has a limited choice of studying and knowing the foreign language in its written form, mainly by reading suitable text-books. The English child on the other hand sets unlimited opportunities of practising the spoken form of English not with a limited interest in books. As pointed out elsewhere in this book, it is necessary to acquire for skills in learning a modern language. Two of them are passive ability to understand the spoken language, and ability to understand the written form) and two of them are active (ability to speak with an intelligible construction and pronounciation, and ability to write gramatically correct language). In its passive form, the student listens to be teacher reading aloud in the class then the student reads the same massage silently, or he is made to write (i) word meanings, (ii) answers to certain questions, (iii) substance of the passage, (iv) what the teacher diclates. In our schools most of the above written work is done inside the class-room in the form of dictation by the teacher. Thus the students respond with an active skill to a passive stimulus. Now it is not difficult to analyse that of the two processes, dictation is more suitable for children whose mother-tongue is English, and reading sound is more desirable for those who learn English as a second language. However, the value of dictation as an aid to the teaching of spelling is widely recognised. The test used for this purpose should contain those words which are definitely within the pupils aural and oral-experience proceeding from the better known (pronunciation) to the less well known (spelling) and using one of the pupils passive skills (ability to understand the spoken word) to impart an active skill (ability to write in good hand with correct spellings what he hears from the teacher or other students). Educationally speaking; dictation is a useful and valuable exercise. It gives training in habits of concentration, accuracy and attention. Its advantages in learning English as a foreign language are listed below: 1. It gives practice in the essential skill of linking together the spoken and written forms. This is difficult to achieve by other methods. 2. Dictation is not purely and simply a test of spelling. It is also a test of the ability to comprehend spoken English. The implied idea is that the spoken English when clearly understood by the pupils, should also be written by them intelligibly. Correction of spellings is a secondary issue. Spelling is caught, rather than taught. 3. The ability to spell correctly depends upon the quality of the visual image aroused by the spoken words. No rules are really trustworthy in this respect. While writing spelling we mostly rely on our visual memory and do not bother about the application or any rule. Therefore children who are learning English as a foreign language must be given maximum possible opportunity for seeing words, particularly new words. 4. Dictation helps in locating the words that give more trouble in their written form. The teacher may use flashcards and the blackboard to remove this difficulty. If certain words are persistently mis-spelled then the real classical remedy is to ask them to write the correct spelling 10 or 20 times by imitation. 5. Dictation does not teach anything new, but by giving dictation, we aim at testing the existing knowledge. Therefore, passages for dictation should be selected out of the familiar material. It should not be too difficult or too simple. 6. Dictation is a form of exercise to convert mental image (created by speech sounds) into written symbols. So it judicious use will help the pupils to learn and improve the processes by which sounds are converted into images and images are converted into written symbols. This process requires a high level of concentration on the part of the pupils. Therefore, short but frequent dictation exercise prove very useful to the learners. 7. The best form of a dictation exercise is to ask the pupils study a given passage. When the pupils have studied passage thoroughly the teacher should dictate a passage based upon the vocabulary and other items found in it. This form of dictation will make a good test of comprehension which is the main objective of dictation. It will also revise something recently learnt. 8. While designing or rearranging the matter or contents of dictation the teacher should make full use of the conversational forms of speech. Testing this kind of comprehension is also necessary. 9. Dictation as a class-room exercise has another merit. It occupies the whole class at a time if the exercise is properly conducted by preparing the material in advance. Unprepared dictation has little value. 10. A dictation exercise provides ample opportunities to learn English punctuation. Puctuation is a point that is often overlooked by teachers and students. A wise teacher should always compare the punctuation of English with that of the learner's mother-tongue. He can teach punctuation through dictation in many ways. 11. The purpose of dictation as a class-room exercise is to give the pupils practice in using good English sentences. What counts most is the practice in writing correct sentences and not the practice in making and repeating mistakes. It is a real help to appreciation. 12. A dictation exercise also involves co-operation of all the pupils in the class in making corrections. Teaching to co-operate is always good. The pupils learn to write good English in good hand. It is clear from the above discussion that dictation is not "the last refuge of the lazy teacher", demanding least effort on his part. However, dictation as a class- room exercise is open to abuse by some teachers. Some of the bad ways of giving dictation are given below: 1. Reading too slowly, or too quickly, emphasising and repeating every single word. 2. Choosing a passage for dictation which is too difficult, or too easy. 3. Ignoring punctuation and sequence of words. 4. Paying no heed to postures of the pupils. 5. Giving dictation from a sitting position. 6. Stressing every syllable of the word pronounced. 7. Neglecting correction work after dictation. Some of the good ways of giving dictation are listed below: 1. The teacher must avoid all the bad way listed above. 2. All the words must be pronounced naturally in a clear and loud voice. 3. While giving dictation attention of the pupils should be drawn to punctuation in the first reading. 4. The teacher should be visible to all pupils in the class. 5. While making corrections, mistakes in spelling may be treated leniently. He should look out for mistakes in comprehension, grammatical errors and mis-spelling of simpler words. 6. It is not necessary that the teacher should correct the dictation exercise of every pupil. There are reasonable alternatives. One such alternative is to divide the class into 4 or 5 small groups and ask each group to prepare one fair copy with their co-operative efforts. The teacher may correct these fair copies. How to read a Passage for Dictation: The passage may be read three times. 1. At normal reading speed, allowing pupils to hear the whole passage. The teacher may give a brief introduction if necessary. 2: At dictation speed, with necessary pauses and giving sufficient time to write. For this purpose the sentences may be divided into phrases or groups of words which constitute sense-groups. 3. Final reading at normal speed, with pauses at full stops giving them sufficient time to make alterations if any. The teacher may give some time between the second and third reading so that the pupils may revise what they have written. One interesting way of giving-dictation is described by R. L. Mehta. Instead of the teacher the dictation passage may be read by a good student of the class. Things will depend on how well the passage is ready by this pupil, articulating his voice as best as he can. The child will try to read the passage with the maximum clarity of utterance of which he is capable. Under these circumstances the pupil will imitate his teacher's way of reading and speaking. Other pupils will write their dictation with pencil. After this the teacher may call another good student to give a second reading of the passage, allowing sufficient time to the class to make corrections with rubber and pencil. Meanwhile the teacher will correct postures of his pupils. This will be followed by correction work. The pupils must be asked to prepare a fair copy of the corrected exercise. They may be asked to prepare a fair copy of the corrected exercise. They may be asked to use some of the difficult words and phrases into their own sentences. In higher classes the passage may be used for starting a composition exercise, keeping in view the interests of the pupils. Correction of dictation exercise may be done in any one of the following manners: (i) Correction by the teacher. (ii) Mutual correction by the pupils. (iii) Self correction each pupil correcting his exercise. (iv) Co-operative correction in small groups. (v) Correcting the exercise by writing it on the blackboard. A Note on Punctuation: Now-a-day punctuation has lost a good deal of its importance. Teachers of the older generation were very particular about punctuation simply because they were brought up in the old traditions. Writers like Johnson, Macaulay and J. S. Mill used to write long periodic sentences which needed elaborate punctuation for the sake of both rhythm and balance. In modern English, punctuation conforms more and more to the rhythm of the spoken form of the language. For a man who thinks and reads quickly mean marks of punctuation prove to be a nuisance and diminish his speed of reading. The slow reader will prefer to read an over- punctuated essay. In Hindi many signs of punctuation have come from English, but modern Hindi like the other Indian language is now passing to simplicity. Full-stop is the longest pause and the comma is the shortest pause. In between the two there are two more the colon and the semicolon. The colon suggests a subtle continuity, separating two parts of a sentence, e.g., "Man proposes: God disposes." People may use comma in place of semicolon, but the comma never does all the work that the semicolon does. The comma as a punctuation sign is used most frequently. Pupils try to join their sentences with an 'and' or a comma. If these are replaced by full-stops their sentences would become clearer and shorter. The comma is the most delicate sign of punctuation to make use of. A wrong use of the comma will change the very sense of the sentence, particularly in legal and constitutional documents.

Q. 26. What are the arguments in favour of teaching of grammar? What should be its place in school ?. Or, Discuss the material and method of teaching grammar. Or, Describe the procedure for teaching rapid-reading. Ans. Teaching of grammar has been a controversial issue with the experts in this field. The advocates of the new methods of teaching English took pride in discarding all formal grammar and its teaching in schools. Here are some opinions that go against Grammar. "Our language has so little inflection that its construction neither requires nor (Johnson). admits many rules." "I have watched English lessons in Egypt, India, China, Japan and Singapore, and it is only by direct observation that one can come to credit some of the dull and . futile work that is being done." -(Prof. Ivon Evans) "In secondary schools, the use of parsing and full analysis is a waste of time compared to the effectiveness of many other exercises." --(Dr. P. Gurrey: The Teaching of Modern Languages, UNESCO, p. 75). Much of English grammar taught within the old method was "pedantic, or archaic, or even erroneous". -(Mak Halliday and others; Linguistic Sciences and Language Teaching, Longmans, 1968, p. 265). It was Otto Jesperson who exploded the fallecy that there existed a complete, fixed, final logical and systematise body of knowledge called the rules of grammar. "Grammar is not a set of stiff dogmatic percepts according to which some things are correct and others absolutely wrong ...." It is something living and developing under continual fluctuations. (O. Jesperson: A Modern English Grammar London, 1954). Opinions that go in Favour of Grammar: "The grammar taught in schools should be pure grammar, i.e., a grammar of function, not of form." (Board of Education; The Teaching Englsh in England). "English grammar-especially for school purposes-is a description of the main laws of the structure of current English couched in terms which are sufficiently precise." (Jagger: Modern English, University of London Press). "Language is the vehicle of our thoughts and feelings and of our stories, whether true or not and grammar is the machinery by which that vehicle is set in motion." -(I. A. Gordon). "Grammar is helpful to those speakers who are required to speak the standard language". What is Grammar? Grammar is defined by Dr. Sweet in his New English Grammar, as "the practical analysis of a language, its anatomy." According to Prof. Sayce, "Grammatical properiety is nothing more than the established usage of a particular body of speakers at a paricular time in their history." "Grammar describes the structure or general framework of expression, and to 'language sense' it seeks to add 'sentence sense'. According to Dr. West 'grammar is not a code of rules; it is, like etiquette and table manners, a statement of convention : it summarizes what is done by cultured people; and like etiquette, it is in a state of constant change." (Dr. West E.L.T. 1967, p. 27). When to begin Grammar? Here is an answer to this important question from Dr. Ballard who says "It requires a more mature intelligence to grasp the grammar than to learn the language itself," and for the young mind grammar, i.e., theoretical grammar, instead of making "the difficult easy', makes 'the easy difficult'. So we should begin with the language first and grammar afterwards. What should be the Place of Grammar in Schools? In olden days, "Grammar first, language next" was the common practice everywhere. In those days English Grammar was dominated by Latin Grammar, and Grammar was a must to teach the art of speaking and writing the English language with propriety. But with the passage of time the notions and ideas about grammar and its teaching underwent a constant change. It was realised that the "correct usage is not fixded for all time. This biological, scientific or natural view about grammar treats grammar as a descriptive science and lays emphasis on its 'functional' use rather than the formal one. Today Grammar is not a separate subject. It is the descritpive part of a language. It can not be taught in isolation. It is an aid to acquire efficiency in matters of language learning. It is not necessary to learn correct English, but it is necessary for enabling the pupil to judge whether what he speaks and writes in different situations is correct. Aims of Teaching Grammar?. The object of teaching Grammar should be to make the pupils think scientifically of language. There is difference between a grammarian's study of grammar and a school boy's. The school boy studies it only for the light it throws on sentence structures. The grammarian's aim is scientific while the aim of the school boy is mainly utilitarian. An attempt was made to define formal and informal grammar in Chapter X where a reference was also made to the four motives of Grammar- Teaching to Dr. West. A Simplfied Syllabus: According to R. L. Mehta the long and detailed courses of grammar in traditional manner is no more useful now. In prescribing courses of grammar emphasis should be laid on points at which the structure of English differs from that of the vernacular. On the basis of this point Mr. Mehta has suggested a simplified syllabus to cover the fundamental principles of English language, and to bring into prominence the main points of difference between English and Hindi: 1. Sentence. The order in which words occur. 2. Parts of speech. A brisk labelling of words in a sentence. 3. The Article. 4. Prepositions. 5. Analysis of simple sentences into subject and predicate of complex and compound sentences into clauses. 6. Direct and Indirect Forms of Speech. 7. Usages. Similarly, a simplified syllabus may be chalked out to indicate the main points of difference between English and any other native language. Advantages of Teaching Grammar: 1. Grammar taught in this manner will correlate speech, in which the sentence is a unitary whole, with reading. 2. After learning this kind of functional grammar the learner will be able to display his knowledge of grammar by speaking grammatically correct sentence. 3. Each language develops and functions on its own lines. In India pupils must have opportunity to compare the rules in their mother-tongue with the rules in English. They should not be forced to conform to the rules in English blindly. 4. Like the language the knowledge of grammar should begin with the sentence and not with the word. Four Safeguards: Mr. Mehta has suggested four safeguards in the teaching of grammar. Firstly, the study of grammar should not begin until the student has acquired a working knowledge of the language. Secondly, grammar should never form the sole subject of a full period. Thirdly, teachers should never face boys with grammatically incorrect sentence for them to correct. Fourthly, no opportunity should be missed to stress those points at which the highly inflicted vernaculars of India differ from English. Material and Methods of Teaching Grammar: 1. The material at each stage will be determined by the skills (within the limits of the vocabulary and sentence patterns) already learnt and mastered by the pupils from their readers. 2. The method should be Inductive and not Deductive. Model sentences should be given on the blackboard, then the pupils should be helped to observe them by means of questions put by the teacher. They should be helped to classify them into categories and draw their own inferences and generalizations. 3. Beginning should always be made with sentence patterns and examination of their forms. They should be made to observe the differences by comparing sentences, e.g.,. Mohan/goes Sita/goes I/go He/goes We/go Sita and Nita/go She/goes They/go The elements of language are acquired by observation. 4. Rules should never be taught in isolation. They should be derived from the language that pupils know. "Conscious, intelligent habit forming is much more effective than an un-intelligent, mechanical, parrot-like method of learning." 5. At higher levels the material for teaching of grammar should always be taken from the text they study. As such teaching of grammar will be correlated with the teaching of text. 6. All grammar lessons should be thoroughly planned and the necessary aids and material be made available. 7. Rules and generalizations derived earlier by the Inductive Method should be applied deductively in subsequent lessons otherwise they are apt to be forgotten. 8.There should be sufficient written work in Grammar at all levels. Grammar exercise are generally given in all good text books. The teacher may design his own exercise on these lines. 9. Spoken language should not be neglected in the name of grammar teaching. The true units of language are sentences or groups of words. Hence, pupils should be helped to recognise the word-order, or arrangement of words and functions of words in written and spoken language. Grammar should be taught to correct errors if any, in the spoken or written language. 10. Teaching of grammar in the traditional method kills interest and initiative of the language learner. Younger pupils are more interested in objects and actions, hence 'nouns' should be taught with the demonstration of objects and 'verbs' with 'actions' in the class-room. A system of English grammar suited to the needs or supposed needs of children in Britain may be quite unsuited to the needs of those learning English in India or Japan. For the school boy in Great Britain the grammar lesson traditionally means parsing and analysis. The main requirement of the foreign learner is synthesis, not analysis. He needs to compse, not to pull to pieces. 11. Flash cards and substitution tables can be used as effective devices in teaching grammar. They are very good for presenting examples of structural words and sentence patterns. So grammar should be taught without making it unpopular with the learners. For example, parts of a sentence (subject and predictate) can be presented on flash cards, or with the help of action pictures. 12. According to the modern approach 'grammatical meaning' is more important than the 'rule' of grammar. Grammar, according to A. S. Hornby, for the learner of a foreign language is a set of "Directions for Use", for use in building up. The learner needs to know why certain words have come to be used in certain ways, but how they are used today. The Indian student requires a grammar that is a catalogue of existent phenomena which are the outcome of natural linguistic evolution. For example, the subject-words are either 'nouns' or 'pronouns'. The other part of the sentence is named as 'predicate', which consists of verbs, Objects and qualifiers. First of all the pupils should be made to observe this simple difference in words. When they are fully trained in identifying the word according to this scheme of differences, then only their sub-categories may be introduced. For example, the first and foremost thing, in learning English, is to identify the 'verbs'. When they will observe the function of the verbs-words in sentences they will see for themselves the difference with minor changes in time of action or tense, e.g., walk, walked; jump, jumped; and so on. Similarly they can be trained to identify the singular and plural subjects (Nouns or Pronouns) and the gender in the subject. Demonstrations with the aid of pictures and objects in the class prove most effective incultivating sense of numbers (singular or plural and the gender-sense. "A Child's First Picture Dictionary" by Mrs. Lilian Moore, published by the New York City Board of Education, is a good source book for teaching the content words and action words. In this book the words and sentences have been presented with the related grammatical sense. Teaching of Rapid-Reading: In the words of Otto Jesperson, the ultimate purpose of foreign language study may be said to be "access to the best thoughts and institution of a foreign nation, its literature, culture-in short, the spirit of the nation in the widest sense of the word." Another justification for the "extra reading" at school is that it enriches and refines the student's mind, which, thus enriched and refined, should be able to use more worthily its native means of expression. When to Begin Teaching of Rapid-Reading: The teaching of rapid-reading should begin at the beginning of the higher secondary stage, when the pupils have acquired a fair vocabulary, necessary habits and skills in the language. It should take place under the guidance of the teacher. What are It's Advantages: 1. It is essential for the growth of the language sense of the pupils. 2.It arouses interest in reading and enriches mind. 3.It cultivates the power of rapidly extracting meaning from the printed page, a power that proves very useful in after life. 4. It refines the skill of doing silent reading. 5. It nourishes the interest in reading already acquired in the vernacular. Pupils who are properly trained in this art, approach extra reading with pleasure and independence. 6. They develop the art of purposeful reading, widening their circle of thought and reading vocabulary. Aims of Teaching Rapid-Reading: There are three aims of teaching Rapid- Readers: 1.Intellectual aim: In the words of Dr. West "It is the cultivation of the faculty of tearing the heart out of a book," i.e., to enable pupils to aquire facts and thoughts quickly. 2. Literary aim: By literary aim we mean awakening of a love for reading by entering into the spirit of the author, by reading his work. 3. Linguistic aim: By linguistic aim we mean conforming and extending of vocabulary by the pupils. Method and Procedure of Teaching: Teaching of a rapid-reader in the class is an extension of the habit of silent reading. The two main considerations are: 1.The ground must be covered fairly rapidly, or interest will flag. 2.The matter read must be understood atleast in board outline or interest will not arise. The reading may be partly oral and partly silent. Difficult passages may be dealt with orally but the easier passages should be left to the pupils for silent reading. The work of the teacher and the pupils in the class may be duly co-ordinated by means of teacher's talk, his reading and questions. An introduction to the lesson must be given to the class in the beginning either in English or in the vernacular. The teacher may give brief summary of the difficult portion and ask his pupils to summarize the simple portions. Oral reading should be done either by the teacher or a pupil who reads well. The teacher may explain himself new and difficult words when the reading is going on. He can also use the vernacular to make some ideas clear. He should also put questions to know whether the matter is being understood as the reading-proceeds. If pronunciation mistake are too may, the teacher should do most of the reading. The summary of the matter presented may be developed on the blackboard with the help of the pupils. Pupils should be encouraged to read more books from the library for such enjoyment.

Q. 27. Discuss the merits and demerits of the Translation Method. Or, "The Translation Method is an obsolete one." Comment. Ans. The translation Method is the oldest method of teaching English in the country. When English was introduced in India in the 18th century, it began to be taught through the Translation Method. It was mainly because no other method of teaching the language was known at that time. The method consists in the teacher's translating every word, phrase and sentence from English into the mother tongue. The student assimilates English phraseology through the medium of the mother tongue. The structure of the foreign language are taught by comparing and contrasting them with those of the mother tongue. Principles : The following are the three principles of the Translation Method : 1. Translation interprets foreign phraseology in the best possible manner. 2. In the process of interpretation foreign phraseology is best assimilated. 3. The structures of the foreign language are best learnt when compared and contrasted with those of the mother tongue. Advantages: The following are the advantages of the Translation Method : 1. It is an easy method: In this method the child proceeds from the known to unknown. He already knows his mother tongue, and now he learns the English equivalents. 2. IT helps in building vocabulary: Translation Method helps in the rapid expansion of vocabulary of the students as it avoids difficult definitions or lengthy explanations. The vocabulary is economically and effectively acquired. Students get the exact meanings of words. 3. It saves teacher's labour: The teacher finds it very easy to prepare his lesson. He has not to think of the ways and means to explain new words. It does not require the teacher to make use of audio-visual aids. 4. Comprehension is easily tested: Students' comprehension of English, specially at the early stage, can be easily tested by asking them to answer questions in the mother tongue. 5. Grammar is easily taught: Grammar of the foreign language is easily taught by comparing it with the grammar of the mother tongue. Disadvantages: The disadvantages of the Translation Method are as under: 1. It is an unnatural method: In the Translation Method, the teacher starts teaching English to the students by teaching them reading first. But while learning his mother tongue the child learns first to understand spoken English and then speaking. The natural order of learning a language is listening, speaking, English and then speaking. The natural order of learningg a language is listening, speaking, reading and writing. Translation Method does not follow this method. 2. It neglects speech: Translation method neglects speech. Not much attention is paid to oral work or drill work in this method. Besides this, there is little ear- training as the teacher speaks the mother tongue most of the time. 3. It neglects pattern practice: There is no pattern practice in the Translation Method. The result is that students are not able to speak English correctly. 4. It ignores habit formation; Because of its neglect of speech and pattern practice Translation Method ignores habit formation. The child never acquires the habit to think in English. Instead he first thinks in his mother tongue and translates his thoughts into English. A person cannot be said to have learnt a language unless he has formed the habit of thinking in it. 5. Exact translation is not possible: Language are the result of the history, traditions, culture and the life of the people speaking them. That is why they cannot be translated exactly from one language to another. There are subtle and colourful elements that defy all attempt to put them in another idiom. For example, the word 'pudding' cannot be translated into an Indian language exactly. 6. Idiomatic expressions are difficult to translate: The idiomatic expressions are hard to translate aptly. One is likely to translate literally and absurdly. 1. All my efforts ended in smoke. 2. He was taken in by the shopkeeper. 3.Blood is thicker than water. 4.There is black cheep in that class. 5.The poor man left no stone unturned to keep the world away from the door. 7. It teaches English by rules: Translation Method tries to teach English by rules rather than by use. It is not possible for a person to learn a language by rules. As Dr. Ballard says, "To speak any language, whether native or foreign netirely by rule, is quite impossible." 8. It makes the student a passive listener: In the Translation Method the student is not an active participant in the teache learning process. He is a passive listener. It is the teacher who is active most of the time. There is little activity on the part of the student. 9. It is uninteresting: Translation Method is dull and mechanical. It is bookish. No aids are used to make lessons interesting. It reduces the learning of a living language to that of a dead language. Conclusion: There is no denying the fact that the Translation Method is wasteful. It does not help the learners to form language habits. One of the reasons for the decline in the standard of English is the use of the Translation Method even when better methods of teaching English are available. We have seen in the preceding paragraphs that disadvantages of the Translation Method outweigh the advantages. The Translation Method is obsolete, that is, outdates and we should not use it. Q. 28. What do you think assessment at different stages ? Ans. Assessment at different stages- NCF-2005 had divided ways of assessment into two stages as follows: Stage one I and II Stage two-III to VIII At stage one, Assessment must be purely qualitative. Judgements of children's activities should be done across various domains and the assessment of their helath and physical development shuld be based on every day observation and through interactions. No oral or written tests should be conducted at this stage. At second stage a vasriety of methods may be used, including oral or written tests and observations. Children should known that they are being assessed, but they should be free from any psychological pressure. This must be seen by the teachers as part of their learning/teaching process and not cause any perceived or actual threat to the learners. 2005.

Q. 29. Discuss the main features of language teaching discussed in NCF 2005 Ans. Main features of Language teaching discussed in NCG 2005: 1. Language teaching needs to tbe multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language(s) of children, should be the medium of learning in schools. 3. If a school does not have provisions for teaching in the child's home language(s) at the higher levels, primary school education must still be covered through the home language(s). It is imperative that we honour the child's home language(s). According to Article 350A of our Constitution, 'It shall be the endeavour of every State and of every local authority within the State to provide adequate facilities for instruction in the mother tongue at the primary stage of education to children belonging to linguistic minority groups. 4. Children with receive multilingual education from the outset. The three-language formula needs to be implemented in its spirit, promoting multilingual communicative abilities for a multilingual country. 5. In the non-Hindi-speaking states, children learn Hindi. In the case of Hindi speaking states, children learn a language not spoken in their area. Sanskrit may also be studied as a Modern Indian Language (MIL) in addition to these languages. 6. At later stages, study of classical and foreign languages may be introduced.

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER

TOPIC	S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER
COURSE	BIHAR D.El.Ed
YEAR	2nd YEAR
पेपर कोड	S-9-D
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Q. 20. What are the Strategies for developing a learning plan for teaching English using specific skills/concepts/genres for prose, poetry, drama and integrated grammar.
Ans.

A. Read - Encourage the learners to read with reasoning i.e. motivate them to observe the facts and answers to who, why, how, what, when, where etc in the material.

D. Using teaching learning materials/teaching aids- Relevant and available materials/aids can be used to provide text to the learners for better comprehension e.g. pictures, charts, real objects etc.

Poetry-
It is a form of literature which express feelings, emotions and ideas by using a distinctive style and rhythm. Strategies for teaching poetry are

A. Encourage the learners to pick out the words or phrases used in the poem and discuss their meaning. Allow the learners to express their views and ask them to write a description of something or someone using these words/phrases.

B. Some points tell a story or describe some incidents or experiences of the poet. The learners can be asked to write a short story or create a play on the basis of the content of the poem.

C. The learners may be encouraged to analyse the content of the poem and give their views on it.

D. Encourage the learners for recitation of the poem. The poem should be recited with proper Rhythm and stress.

Drama-

Children often imitate the behaviour of their parents, teachers etc. in schools. They are putting themselves in the role of some persons from their surroundings trying to act accordingly. Drama can be used as a very effective tool for language learning as it provides context for listening and using language. Here are some Strategies for teaching drama-

A. Role play-

A short pre-written script can be given to learners to act. They may rehearse the play and present it.

D. Prepare a drama-

The learners can be divided into groups and asked to prepare a short scene on given topic. The teacher may choose topics from the textbook or any other resource which is relevant and appropriate for the learners. The teacher shall facilitate the learners in preparing the drama. The scenes so prepared shall be presented in the class.

Integrated grammar-In traditional grammar teaching, the teacher starts with a statement about a grammatical point. But in the integrated grammar, the teacher gives meaningful input through context and provide the learners with an opportunity to put the grammar to use and+ relate it with real life situations. The strategy can be broadly divided into three three stages-
1. Initial stage-Where the teacher may introduce the context. During a stage In this stage, the teacher brings in the grammatical point along with the context without mentioning it formally and may try to formulate the rule.

2. Practice stage- Where the teacher may lead the discussion in such a way that the learners get an opportunity to apply it.

For example, when teaching indirect/reported speech, the teacher may take a news article and highlight the examples of indirect speech for the students to expose them to this new form. Ask students to study these bolded sentences, and ask why these sentences are written in the way they are. For indirect speech, the teacher may show two copies of the same article, one with direct speech and one with indirect speech. Allow the students to compare and contrast to figure out the grammatical rules underlying this concept. Alternatively, the teacher may show students a text after he has introduced the grammar concept to the student and ask them to find all of the examples of the rule he has just taught. While teaching past perfect, the teacher may give students a story to have students compare and contrast past simple and past perfect events.

Q. 21. What are the points of concern while making a learning plan?

Ans.

Planning a lesson is a reflective process that involves a careful consolidation of thoughts as well. Here are some key points to keep in mind while preparing a learning plan-

1. While preparing a running plan, one must keep in mind the learners' level, their linguistic needs and objectives of teaching the lesson.

2.Objectives of the learning plan must not be understood in isolation, it must be developed on the basis of the curriculum of upper primary level. 3. Why there is a need to teach this particular lesson to students? What is the relation of this lesson with the wider objectives of the English at this level? These questions are very important for reflection.

4. Try to relate the classroom situation while choosing the teaching methods.

5. Try to create innovative TLMs which can really support we teaching English.

6. Relate the topics with the real life situations of the learners and meaningful activities.

7. Ensure maximum participation of learners by encouraging them to ask and answer questions.

8. Address the individual needs of learners..

9. Use the blackboard effectively.

10. Encourage group/pair to help learners overcome their doubts and difficulties and gain confidence.

11. Use simple and correct English.

12. Modify teaching in accordance with the classroom situation.

13. Provide adequate space for feedback and reinforcement.

Q. 22. What is a learning plan? How it is different from lesson plan ? Write specific objectives of a learning plan in behavioural terms.

Ans.

A learning plan is a document that is used to plan learning over an extended period of time. It is a comprehensive, customizable, multi-day plan for instruction and assessment. Learning plank is an effective tool which allows us to teaching specific topic in the class in a pre planned way. It is flexible, reciprocal and participatory. It entails that the teacher act as a facilitator. It gives more time in independent thinking and practice to children. Unlike the lesson plan it demands pre planning, post planning and planning during teaching. A lesson plan is teacher centric while a learning plan is centric. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students.

Whereas a learning plan does that by building students' reading, listening, speaking and writing skills. It includes multiple opportunities for differentiation, including selecting essential questions, readings, and instructional strategies and assessments-all organized within a framework based on backward design.

The objectives of a learning plan in behaviouristic terms are

1. To make the classroom environment lively and interesting.

2. To encourage the learners to think independently.

3. To find ways for maximum utilization of the available resources to achieve the learning objectives.

4. To achieve the linguistic needs and objectives of teaching the lesson. To make the learning an enjoyable experience for both the learner and the teacher.

6. To acquire basic language skills (listening, speaking, reading and writing) in order to communication with speakers of English language.

7. To acquire the linguistic competence necessarily required in various life situations.

8. To develop positive attitudes towards learning English.

Q. 23. What are the methods of teaching English. Discuss any one of the method and focus on its merits and demerits.

Ans.

With the growth of scientific thinking in every walk of life more emphasis has begun to be laid upon. 'Method' to be adopted in order to achieve an objective in a sytematic way.

Methods, approach and techniques are the terms that have created a lot of confusion in the minds of teachers of language we talk of aural oral approach, structural approach, direct technique and even the approach of teaching English.

A method is concerned with the pressure of the selected and graded material. It is concerned with how to teach ? It is not concerned what do teach?

A method is an overall procedure for an orderly present of language material to the pupil the order of presentation may be different for different students. The mother tongue of the student, his age, his culural background as well as the objectives of the lesson can modify the method to be employed by the teachers.

There are many methods of teaching English, we must now consider those method which may help us in attaining the desired objectives.

Different methods of teaching English are listed such as:

A. Old methods of teaching English or classical methods:

1.Translation cum Grammar method.

2.The Natural or Direct Method.

B. New methods of teaching english :

1.Dr. West's method.

2.Substitution method.

3.Bilingual method.

C. The approaches of teaching English :

1. The structural approach.

2.The communicative approach,

3. The situational approach.

TRANSLATION-CUM-GRAMMAR METHOD

The Translation-Cum-Grammar method has enjoyed the widest popularity in the teaching of English a matter of fact, this method has been followed everywhere, specially where the necessity of learning a second language other than the mother tongue or regional language has been felt. Even the learned teachers of the classical language like Sanskrit, Persian and Arabic followed this methods 'Latin' Greek, English, French. German etc. have also been taught by this method.

This method has no psychological base but has two philosophical base :

1. A foreign language can be easily learnt through translation.

2. Grammar is the soul of language.

Merits of the method:

1. It is economical because it saves time.

2.It enhances students vocabulary.

3.It helps in having better and clear understanding of word-meanings. There are no chances of vagueness because the meanings are explained with the help of mother-tongue.

4.It can be easily used even in over classes.

5.This can be used in every situation. Bhatia comments, "Translation is effective in explaining those English words which represent either concrete objects not hand or qualify and action when the latter two cannot be clearly demonstrated."

06. It gives correct knowledge of English because it explains grammatical rules,

7. Teachers found this method convenient, because they did not need material aids.

8.It develops the arts of translation in students.

9.This method fulfils one important maxim which is "proceed from known to unknown".

10. This method is useful in explaining differences between structures of sentences in English and vernaculars.

11. It helps in telling comprehension. The teacher can ask students to answer in mother-tongue. It is more true in case of pupils of primary stage because power of expression is low.

12. This method tries to establish a strong bond between foreign phraseology

(new ideas) and mother tongue (old ideas).

Demerits of the method:

1. This method does not emphasis on these aspects speaking, reading and writing.

2. It does not teach correct articulation, intoxation and pronunciation.

3. This method neglects silent reading, model reading and rapid reading.

4. Learning by this method lasts only up to examinate in because students learn rules by craming.

5. This method tries to teach English by rule not by use. Dr. Ballard says. "To speak any language whether native or foreign entirely by rule is quite impossible."

6. This method is dull and uninteresting, because students become only passive listeners.

7. There are some words, idioms and phrases in english which reflect the culture, traditions and customs of English people. They can not be translate into mother-tongue without losing the correct effect.

8. Sometimes the literal transformation becomes ridiculous.

9. English language has some such structures which can not be translated into Indian languages.

10. Translation stops students from thinking freely.

11. Too much emphasis on grammar taxes pupil's brain and stops them from taking interest in learning the language.

12. This method develops a habit of translation at the thinking level. Pupils first think in mother tongue, then translate champion point out, as a general method of composition the fundamental weakness of translation method is that it prevents or retards the pupil from thinking in English.

13. This method goes opposite to the maxim of from whole to part, because in this method the limit of teaching the word is the part.

14. This method helps in developing bookish english and preventing the delicate expression.

Conclusion:

Lastly, having said that much on the debit and credit side of the translation-cum-grammar method. Let us look at the balance sheet and assess its value. This method, in spite of so much research in methodology is still practised in our class-room. In spite of various demerits translation-cum- grammar method is mostly used by teaches. Perhaps this may be the cause of falling standards of English in India. Researches in language learning have proved that this method is ineffective. If this method is wisely used and the child's mother tongue is not overemphasised it can prove very useful for translation, intelligent reading and knowledge of grammar.

Q. 24. What is relationship between Curriculum, Syllabus and Texbook?
Or,
How can you say that Curriculum, Syllabus and Textbooks are interlinked?

Ans.

Relationship between Curriculum, Syllabus and Textbook-Have you ever wondered why so often textbooks are mistaken for syllabus ? Perhaps this is because of the close relation between Syllabus and Textbooks. You will agree that it is through the textbook that the syllabus acquires concrete shape to achieve the objectives defined in the syllabus. In many parts of the world language education course are designed following a syllabus-driven approach, that is the syllabus determines what kind of materials will be adopted and in what ways they will be exploited for the classroom teaching. In certain educational contexts, the syllabus even determines how materials should be desined in the first place. Therefore, the materials are not seen as an alternative to the syllabus but an instrument among others used to fulfil the goals of the syllabus. Material whether commerically developed or homemade are an important element within the curriculum and are often the most tangible and visible aspect of the curriculum. While the syllabus defines the goals and objectives, the linguistic and experimental content, instructional materials can put flesh on the comes of these specifications.

After pondering deeply you must have judged and come to the conclusion that curriculum, syllabus and textbooks are interlinked. It has been made clear that the syllabus is the concrete form of curriculum and the textbooks are developed in accordance with the syllabus. All aspects of curriculum and syllabus are incorporated in the textbooks. In other words, what what is mentioned in the curriculum is reflected in the syllabus and the textbook is the reflection of the syllabus, Syllabus by itself can not be transacted in the classroom. That is the reason why there is demand and need for the textbook. The textbook is a final and concrete tool for interaction with the learners.

The more planned the textbook is easier is the task of the teacher in making his/her learner transact the content. Since the textbook is a potent is a potent tool in the hands of a teacher, it must the mental age of the learners. The needs and interest of the pupil must also be taken into consideration while developing materials of a text book. Lessons in the textbook should be linked with the prior experience of the learners on the basis of which the lerners construct knowledge. Suitable vocabularly, structures sufficient exercises for practice, innovative activities, appealing illustrations are the basic concepts of a textbook. Simple language and style of presentation also matter a lot.

Q. 25. What are the advantages of dictation exercise in teaching English?

Or, What precautions should be taken by the teachers of English in a dictation exercise?

Or, Point out the educational value of Dictation.

Ans.

The oral method of teaching foreign language is advocated on the basis of the argument that the child must learn a foreign language as he has learned his mother tongue. There are certain weaknesses in the argument. Firstly, the circumstances in which the child approaches his mother tongue differ very much from the conditions in which he approaches a foreign language. Secondly, for the mother-tongue he has a constant background and continuity of experience. While learning a second language he hardly gets an opportunity to hear it spoken for more than half an hour a day. Thirdly, by the time he is made to same a foreign language in the school, he is more developed and nature. Psychologically speaking, he is changed person. In the process of learning to speak, read and write his mother-tongue, he has best some of his adaptability and readiness for 'picking up' the foreign language, especially by ear. Fourthly, on account of the above conditions the student of foreign language in India, has a limited choice of studying and knowing the foreign language in its written form, mainly by reading suitable text-books. The English child on the other hand sets unlimited opportunities of practising the spoken form of English not with a limited interest in books.

As pointed out elsewhere in this book, it is necessary to acquire for skills in learning a modern language. Two of them are passive ability to understand the spoken language, and ability to understand the written form) and two of them are active (ability to speak with an intelligible construction and pronounciation, and ability to write gramatically correct language). In its passive form, the student listens to be teacher reading aloud in the class then the student reads the same massage silently, or he is made to write (i) word meanings, (ii) answers to certain questions, (iii) substance of the passage, (iv) what the teacher diclates. In our schools most of the above written work is done inside the class-room in the form of dictation by the teacher. Thus the students respond with an active skill to a passive stimulus. Now it is not difficult to analyse that of the two processes, dictation is more suitable for children whose mother-tongue is English, and reading sound is more desirable for those who learn English as a second language.

However, the value of dictation as an aid to the teaching of spelling is widely recognised. The test used for this purpose should contain those words which are definitely within the pupils aural and oral-experience proceeding from the better known (pronunciation) to the less well known (spelling) and using one of the pupils passive skills (ability to understand the spoken word) to impart an active skill (ability to write in good hand with correct spellings what he hears from the teacher or other students).

Educationally speaking; dictation is a useful and valuable exercise. It gives training in habits of concentration, accuracy and attention. Its advantages in learning English as a foreign language are listed below:

1. It gives practice in the essential skill of linking together the spoken and written forms. This is difficult to achieve by other methods.

2. Dictation is not purely and simply a test of spelling. It is also a test of the ability to comprehend spoken English. The implied idea is that the spoken English when clearly understood by the pupils, should also be written by them intelligibly. Correction of spellings is a secondary issue. Spelling is caught, rather than taught.

3. The ability to spell correctly depends upon the quality of the visual image aroused by the spoken words. No rules are really trustworthy in this respect. While writing spelling we mostly rely on our visual memory and do not bother about the application or any rule. Therefore children who are learning English as a foreign language must be given maximum possible opportunity for seeing words, particularly new words.

4. Dictation helps in locating the words that give more trouble in their written form. The teacher may use flashcards and the blackboard to remove this difficulty. If certain words are persistently mis-spelled then the real classical remedy is to ask them to write the correct spelling 10 or 20 times by imitation.

5. Dictation does not teach anything new, but by giving dictation, we aim at testing the existing knowledge. Therefore, passages for dictation should be selected out of the familiar material. It should not be too difficult or too simple.

6. Dictation is a form of exercise to convert mental image (created by speech sounds) into written symbols. So it judicious use will help the pupils to learn and improve the processes by which sounds are converted into images and images are converted into written symbols. This process requires a high level of concentration on the part of the pupils. Therefore, short but frequent dictation exercise prove very useful to the learners.

7. The best form of a dictation exercise is to ask the pupils study a given passage. When the pupils have studied passage thoroughly the teacher should dictate a passage based upon the vocabulary and other items found in it. This form of dictation will make a good test of comprehension which is the main objective of dictation. It will also revise something recently learnt.

8. While designing or rearranging the matter or contents of dictation the teacher should make full use of the conversational forms of speech. Testing this kind of comprehension is also necessary.

9. Dictation as a class-room exercise has another merit. It occupies the whole class at a time if the exercise is properly conducted by preparing the material in advance. Unprepared dictation has little value.

10. A dictation exercise provides ample opportunities to learn English punctuation. Puctuation is a point that is often overlooked by teachers and students. A wise teacher should always compare the punctuation of English with that of the learner's mother-tongue. He can teach punctuation through dictation in many ways.

11. The purpose of dictation as a class-room exercise is to give the pupils practice in using good English sentences. What counts most is the practice in writing correct sentences and not the practice in making and repeating mistakes. It is a real help to appreciation.

12. A dictation exercise also involves co-operation of all the pupils in the class in making corrections. Teaching to co-operate is always good. The pupils learn to write good English in good hand.

It is clear from the above discussion that dictation is not "the last refuge of the lazy teacher", demanding least effort on his part. However, dictation as a class- room exercise is open to abuse by some teachers. Some of the bad ways of giving dictation are given below:

1. Reading too slowly, or too quickly, emphasising and repeating every single word.

2. Choosing a passage for dictation which is too difficult, or too easy.

3. Ignoring punctuation and sequence of words.

4. Paying no heed to postures of the pupils.

5. Giving dictation from a sitting position.

6. Stressing every syllable of the word pronounced.

7. Neglecting correction work after dictation.

Some of the good ways of giving dictation are listed below:

1. The teacher must avoid all the bad way listed above.

2. All the words must be pronounced naturally in a clear and loud voice.

3. While giving dictation attention of the pupils should be drawn to punctuation in the first reading.

4. The teacher should be visible to all pupils in the class.

5. While making corrections, mistakes in spelling may be treated leniently. He should look out for mistakes in comprehension, grammatical errors and mis-spelling of simpler words.

6. It is not necessary that the teacher should correct the dictation exercise of every pupil. There are reasonable alternatives. One such alternative is to divide the class into 4 or 5 small groups and ask each group to prepare one fair copy with their co-operative efforts. The teacher may correct these fair copies.

How to read a Passage for Dictation:
The passage may be read three times.

1. At normal reading speed, allowing pupils to hear the whole passage. The teacher may give a brief introduction if necessary.

2: At dictation speed, with necessary pauses and giving sufficient time to write. For this purpose the sentences may be divided into phrases or groups of words which constitute sense-groups.

3. Final reading at normal speed, with pauses at full stops giving them sufficient time to make alterations if any.

The teacher may give some time between the second and third reading so that the pupils may revise what they have written.

One interesting way of giving-dictation is described by R. L. Mehta. Instead of the teacher the dictation passage may be read by a good student of the class. Things will depend on how well the passage is ready by this pupil, articulating his voice as best as he can. The child will try to read the passage with the maximum clarity of utterance of which he is capable. Under these circumstances the pupil will imitate his teacher's way of reading and speaking. Other pupils will write their dictation with pencil. After this the teacher may call another good student to give a second reading of the passage, allowing sufficient time to the class to make corrections with rubber and pencil. Meanwhile the teacher will correct postures of his pupils. This will be followed by correction work. The pupils must be asked to prepare a fair copy of the corrected exercise. They may be asked to prepare a fair copy of the corrected exercise. They may be asked to use some of the difficult words and phrases into their own sentences. In higher classes the passage may be used for starting a composition exercise, keeping in view the interests of the pupils.

Correction of dictation exercise may be done in any one of the following manners:

(i) Correction by the teacher.

(ii) Mutual correction by the pupils.

(iii) Self correction each pupil correcting his exercise.

(iv) Co-operative correction in small groups.

(v) Correcting the exercise by writing it on the blackboard.

A Note on Punctuation: Now-a-day punctuation has lost a good deal of its importance. Teachers of the older generation were very particular about punctuation simply because they were brought up in the old traditions. Writers like Johnson, Macaulay and J. S. Mill used to write long periodic sentences which needed elaborate punctuation for the sake of both rhythm and balance. In modern English, punctuation conforms more and more to the rhythm of the spoken form of the language. For a man who thinks and reads quickly mean marks of punctuation prove to be a nuisance and diminish his speed of reading. The slow reader will prefer to read an over- punctuated essay. In Hindi many signs of punctuation have come from English, but modern Hindi like the other Indian language is now passing to simplicity. Full-stop is the longest pause and the comma is the shortest pause. In between the two there are two more the colon and the semicolon. The colon suggests a subtle continuity, separating two parts of a sentence, e.g., "Man proposes: God disposes." People may use comma in place of semicolon, but the comma never does all the work that the semicolon does. The comma as a punctuation sign is used most frequently. Pupils try to join their sentences with an 'and' or a comma. If these are replaced by full-stops their sentences would become clearer and shorter. The comma is the most delicate sign of punctuation to make use of. A wrong use of the comma will change the very sense of the sentence, particularly in legal and constitutional documents.

Q. 26. What are the arguments in favour of teaching of grammar? What should be its place in school ?.
Or, Discuss the material and method of teaching grammar.
Or, Describe the procedure for teaching rapid-reading.

Ans.
Teaching of grammar has been a controversial issue with the experts in this field. The advocates of the new methods of teaching English took pride in discarding all formal grammar and its teaching in schools. Here are some opinions that go against Grammar.

"Our language has so little inflection that its construction neither requires nor (Johnson). admits many rules."

"I have watched English lessons in Egypt, India, China, Japan and Singapore, and it is only by direct observation that one can come to credit some of the dull and . futile work that is being done." -(Prof. Ivon Evans)

"In secondary schools, the use of parsing and full analysis is a waste of time compared to the effectiveness of many other exercises." --(Dr. P. Gurrey: The Teaching of Modern Languages, UNESCO, p. 75).

Much of English grammar taught within the old method was "pedantic, or archaic, or even erroneous". -(Mak Halliday and others; Linguistic Sciences and Language Teaching, Longmans, 1968, p. 265).

It was Otto Jesperson who exploded the fallecy that there existed a complete, fixed, final logical and systematise body of knowledge called the rules of grammar. "Grammar is not a set of stiff dogmatic percepts according to which some things are correct and others absolutely wrong ...." It is something living and developing under continual fluctuations.

(O. Jesperson: A Modern English Grammar London, 1954).

Opinions that go in Favour of Grammar:
"The grammar taught in schools should be pure grammar, i.e., a grammar of function, not of form." (Board of Education; The Teaching Englsh in England).

"English grammar-especially for school purposes-is a description of the main laws of the structure of current English couched in terms which are sufficiently precise." (Jagger: Modern English, University of London Press).

"Language is the vehicle of our thoughts and feelings and of our stories, whether true or not and grammar is the machinery by which that vehicle is set in motion." -(I. A. Gordon).

"Grammar is helpful to those speakers who are required to speak the standard language".

What is Grammar?

Grammar is defined by Dr. Sweet in his New English Grammar, as "the practical analysis of a language, its anatomy." According to Prof. Sayce, "Grammatical properiety is nothing more than the established usage of a particular body of speakers at a paricular time in their history."

"Grammar describes the structure or general framework of expression, and to 'language sense' it seeks to add 'sentence sense'. According to Dr. West 'grammar is not a code of rules; it is, like etiquette and table manners, a statement of convention : it summarizes what is done by cultured people; and like etiquette, it is in a state of constant change." (Dr. West E.L.T. 1967, p. 27).

When to begin Grammar?

Here is an answer to this important question from Dr. Ballard who says "It requires a more mature intelligence to grasp the grammar than to learn the language itself," and for the young mind grammar, i.e., theoretical grammar, instead of making "the difficult easy', makes 'the easy difficult'. So we should begin with the language first and grammar afterwards.

What should be the Place of Grammar in Schools?

In olden days, "Grammar first, language next" was the common practice everywhere. In those days English Grammar was dominated by Latin Grammar, and Grammar was a must to teach the art of speaking and writing the English language with propriety. But with the passage of time the notions and ideas about grammar and its teaching underwent a constant change. It was realised that the "correct usage is not fixded for all time. This biological, scientific or natural view about grammar treats grammar as a descriptive science and lays emphasis on its 'functional' use rather than the formal one. Today Grammar is not a separate subject. It is the descritpive part of a language. It can not be taught in isolation. It is an aid to acquire efficiency in matters of language learning. It is not necessary to learn correct English, but it is necessary for enabling the pupil to judge whether what he speaks and writes in different situations is correct.

Aims of Teaching Grammar?.

The object of teaching Grammar should be to make the pupils think scientifically of language. There is difference between a grammarian's study of grammar and a school boy's. The school boy studies it only for the light it throws on sentence structures. The grammarian's aim is scientific while the aim of the school boy is mainly utilitarian. An attempt was made to define formal and informal grammar in Chapter X where a reference was also made to the four motives of Grammar- Teaching to Dr. West.

A Simplfied Syllabus: According to R. L. Mehta the long and detailed courses of grammar in traditional manner is no more useful now. In prescribing courses of grammar emphasis should be laid on points at which the structure of English differs from that of the vernacular. On the basis of this point Mr. Mehta has suggested a simplified syllabus to cover the fundamental principles of English language, and to bring into prominence the main points of difference between English and Hindi:

1. Sentence. The order in which words occur.

2. Parts of speech. A brisk labelling of words in a sentence.

3. The Article.

4. Prepositions.

5. Analysis of simple sentences into subject and predicate of complex and compound sentences into clauses.

6. Direct and Indirect Forms of Speech.

7. Usages.

Similarly, a simplified syllabus may be chalked out to indicate the main points of difference between English and any other native language.

Advantages of Teaching Grammar:

1. Grammar taught in this manner will correlate speech, in which the sentence is a unitary whole, with reading.

2. After learning this kind of functional grammar the learner will be able to display his knowledge of grammar by speaking grammatically correct sentence.

3. Each language develops and functions on its own lines. In India pupils must have opportunity to compare the rules in their mother-tongue with the rules in English. They should not be forced to conform to the rules in English blindly.

4. Like the language the knowledge of grammar should begin with the sentence and not with the word.

Four Safeguards: Mr. Mehta has suggested four safeguards in the teaching of grammar.

Firstly, the study of grammar should not begin until the student has acquired a working knowledge of the language.

Secondly, grammar should never form the sole subject of a full period.

Thirdly, teachers should never face boys with grammatically incorrect sentence for them to correct.

Fourthly, no opportunity should be missed to stress those points at which the highly inflicted vernaculars of India differ from English.

Material and Methods of Teaching Grammar:

1. The material at each stage will be determined by the skills (within the limits of the vocabulary and sentence patterns) already learnt and mastered by the pupils from their readers.

2. The method should be Inductive and not Deductive. Model sentences should be given on the blackboard, then the pupils should be helped to observe them by means of questions put by the teacher. They should be helped to classify them into categories and draw their own inferences and generalizations.

3. Beginning should always be made with sentence patterns and examination of their forms. They should be made to observe the differences by comparing sentences,

e.g.,. Mohan/goes

Sita/goes

I/go

He/goes

We/go

Sita and Nita/go

She/goes

They/go

The elements of language are acquired by observation.

4. Rules should never be taught in isolation. They should be derived from the language that pupils know. "Conscious, intelligent habit forming is much more effective than an un-intelligent, mechanical, parrot-like method of learning."

5. At higher levels the material for teaching of grammar should always be taken from the text they study. As such teaching of grammar will be correlated with the teaching of text.

6. All grammar lessons should be thoroughly planned and the necessary aids and material be made available.

7. Rules and generalizations derived earlier by the Inductive Method should be applied deductively in subsequent lessons otherwise they are apt to be forgotten.

8.There should be sufficient written work in Grammar at all levels. Grammar exercise are generally given in all good text books. The teacher may design his own exercise on these lines.

9. Spoken language should not be neglected in the name of grammar teaching. The true units of language are sentences or groups of words. Hence, pupils should be helped to recognise the word-order, or arrangement of words and functions of words in written and spoken language. Grammar should be taught to correct errors if any, in the spoken or written language.

10. Teaching of grammar in the traditional method kills interest and initiative of the language learner. Younger pupils are more interested in objects and actions, hence 'nouns' should be taught with the demonstration of objects and 'verbs' with 'actions' in the class-room. A system of English grammar suited to the needs or supposed needs of children in Britain may be quite unsuited to the needs of those learning English in India or Japan. For the school boy in Great Britain the grammar lesson traditionally means parsing and analysis. The main requirement of the foreign learner is synthesis, not analysis. He needs to compse, not to pull to pieces.

11. Flash cards and substitution tables can be used as effective devices in teaching grammar. They are very good for presenting examples of structural words and sentence patterns.

So grammar should be taught without making it unpopular with the learners. For example, parts of a sentence (subject and predictate) can be presented on flash cards, or with the help of action pictures.

12. According to the modern approach 'grammatical meaning' is more important than the 'rule' of grammar. Grammar, according to A. S. Hornby, for the learner of a foreign language is a set of "Directions for Use", for use in building up. The learner needs to know why certain words have come to be used in certain ways, but how they are used today. The Indian student requires a grammar that is a catalogue of existent phenomena which are the outcome of natural linguistic evolution. For example, the subject-words are either 'nouns' or 'pronouns'. The other part of the sentence is named as 'predicate', which consists of verbs, Objects and qualifiers. First of all the pupils should be made to observe this simple difference in words. When they are fully trained in identifying the word according to this scheme of differences, then only their sub-categories may be introduced. For example, the first and foremost thing, in learning English, is to identify the 'verbs'. When they will observe the function of the verbs-words in sentences they will see for themselves the difference with minor changes in time of action or tense, e.g., walk, walked; jump, jumped; and so on. Similarly they can be trained to identify the singular and plural subjects (Nouns or Pronouns) and the gender in the subject. Demonstrations with the aid of pictures and objects in the class prove most effective incultivating sense of numbers (singular or plural and the gender-sense. "A Child's First Picture Dictionary" by Mrs. Lilian Moore, published by the New York City Board of Education, is a good source book for teaching the content words and action words. In this book the words and sentences have been presented with the related grammatical sense.

Teaching of Rapid-Reading: In the words of Otto Jesperson, the ultimate purpose of foreign language study may be said to be "access to the best thoughts and institution of a foreign nation, its literature, culture-in short, the spirit of the nation in the widest sense of the word." Another justification for the "extra reading" at school is that it enriches and refines the student's mind, which, thus enriched and refined, should be able to use more worthily its native means of expression.

When to Begin Teaching of Rapid-Reading: The teaching of rapid-reading should begin at the beginning of the higher secondary stage, when the pupils have acquired a fair vocabulary, necessary habits and skills in the language. It should take place under the guidance of the teacher.

What are It's Advantages:

1. It is essential for the growth of the language sense of the pupils.

2.It arouses interest in reading and enriches mind.

3.It cultivates the power of rapidly extracting meaning from the printed page, a power that proves very useful in after life.

4. It refines the skill of doing silent reading.

5. It nourishes the interest in reading already acquired in the vernacular. Pupils who are properly trained in this art, approach extra reading with pleasure and independence.

6. They develop the art of purposeful reading, widening their circle of thought and reading vocabulary.

Aims of Teaching Rapid-Reading: There are three aims of teaching Rapid- Readers:

1.Intellectual aim: In the words of Dr. West "It is the cultivation of the faculty of tearing the heart out of a book," i.e., to enable pupils to aquire facts and thoughts quickly.

2. Literary aim: By literary aim we mean awakening of a love for reading by entering into the spirit of the author, by reading his work.

3. Linguistic aim: By linguistic aim we mean conforming and extending of vocabulary by the pupils.

Method and Procedure of Teaching: Teaching of a rapid-reader in the class is an extension of the habit of silent reading. The two main considerations are:

1.The ground must be covered fairly rapidly, or interest will flag.

2.The matter read must be understood atleast in board outline or interest will not arise.

The reading may be partly oral and partly silent. Difficult passages may be dealt with orally but the easier passages should be left to the pupils for silent reading. The work of the teacher and the pupils in the class may be duly co-ordinated by means of teacher's talk, his reading and questions. An introduction to the lesson must be given to the class in the beginning either in English or in the vernacular. The teacher may give brief summary of the difficult portion and ask his pupils to summarize the simple portions. Oral reading should be done either by the teacher or a pupil who reads well. The teacher may explain himself new and difficult words when the reading is going on. He can also use the vernacular to make some ideas clear. He should also put questions to know whether the matter is being understood as the reading-proceeds. If pronunciation mistake are too may, the teacher should do most of the reading. The summary of the matter presented may be developed on the blackboard with the help of the pupils. Pupils should be encouraged to read more books from the library for such enjoyment.

Q. 27. Discuss the merits and demerits of the Translation Method.

Or, "The Translation Method is an obsolete one." Comment.

Ans.

The translation Method is the oldest method of teaching English in the country. When English was introduced in India in the 18th century, it began to be taught through the Translation Method. It was mainly because no other method of teaching the language was known at that time.

The method consists in the teacher's translating every word, phrase and sentence from English into the mother tongue. The student assimilates English phraseology through the medium of the mother tongue.

The structure of the foreign language are taught by comparing and contrasting them with those of the mother tongue.

Principles :

The following are the three principles of the Translation Method :

1. Translation interprets foreign phraseology in the best possible manner.

2. In the process of interpretation foreign phraseology is best assimilated.

3. The structures of the foreign language are best learnt when compared and contrasted with those of the mother tongue.

Advantages:

The following are the advantages of the Translation Method :

1. It is an easy method: In this method the child proceeds from the known to unknown. He already knows his mother tongue, and now he learns the English equivalents.

2. IT helps in building vocabulary: Translation Method helps in the rapid expansion of vocabulary of the students as it avoids difficult definitions or lengthy explanations. The vocabulary is economically and effectively acquired. Students get the exact meanings of words.

3. It saves teacher's labour: The teacher finds it very easy to prepare his lesson. He has not to think of the ways and means to explain new words. It does not require the teacher to make use of audio-visual aids.

4. Comprehension is easily tested: Students' comprehension of English, specially at the early stage, can be easily tested by asking them to answer questions in the mother tongue.

5. Grammar is easily taught: Grammar of the foreign language is easily taught by comparing it with the grammar of the mother tongue.

Disadvantages:

The disadvantages of the Translation Method are as under:

1. It is an unnatural method: In the Translation Method, the teacher starts teaching English to the students by teaching them reading first. But while learning his mother tongue the child learns first to understand spoken English and then speaking. The natural order of learning a language is listening, speaking, English and then speaking. The natural order of learningg a language is listening, speaking, reading and writing. Translation Method does not follow this method.

2. It neglects speech: Translation method neglects speech. Not much attention is paid to oral work or drill work in this method. Besides this, there is little ear- training as the teacher speaks the mother tongue most of the time.

3. It neglects pattern practice: There is no pattern practice in the Translation Method. The result is that students are not able to speak English correctly.

4. It ignores habit formation; Because of its neglect of speech and pattern practice Translation Method ignores habit formation. The child never acquires the habit to think in English. Instead he first thinks in his mother tongue and translates his thoughts into English. A person cannot be said to have learnt a language unless he has formed the habit of thinking in it.

5. Exact translation is not possible: Language are the result of the history, traditions, culture and the life of the people speaking them. That is why they cannot be translated exactly from one language to another. There are subtle and colourful elements that defy all attempt to put them in another idiom. For example, the word 'pudding' cannot be translated into an Indian language exactly.

6. Idiomatic expressions are difficult to translate: The idiomatic expressions are hard to translate aptly. One is likely to translate literally and absurdly.

1. All my efforts ended in smoke.

2. He was taken in by the shopkeeper.

3.Blood is thicker than water.

4.There is black cheep in that class.

5.The poor man left no stone unturned to keep the world away from the door.

7. It teaches English by rules: Translation Method tries to teach English by rules rather than by use. It is not possible for a person to learn a language by rules. As Dr. Ballard says, "To speak any language, whether native or foreign netirely by rule, is quite impossible."

8. It makes the student a passive listener: In the Translation Method the student is not an active participant in the teache learning process. He is a passive listener. It is the teacher who is active most of the time. There is little activity on the part of the student.

9. It is uninteresting: Translation Method is dull and mechanical. It is bookish. No aids are used to make lessons interesting. It reduces the learning of a living language to that of a dead language.

Conclusion:

There is no denying the fact that the Translation Method is wasteful. It does not help the learners to form language habits. One of the reasons for the decline in the standard of English is the use of the Translation Method even when better methods of teaching English are available.

We have seen in the preceding paragraphs that disadvantages of the Translation Method outweigh the advantages. The Translation Method is obsolete, that is, outdates and we should not use it.

Q. 28. What do you think assessment at different stages ?

Ans.

Assessment at different stages- NCF-2005 had divided ways of assessment into two stages as follows:

Stage one I and II

Stage two-III to VIII

At stage one, Assessment must be purely qualitative. Judgements of children's activities should be done across various domains and the assessment of their helath and physical development shuld be based on every day observation and through interactions. No oral or written tests should be conducted at this stage.

At second stage a vasriety of methods may be used, including oral or written tests and observations. Children should known that they are being assessed, but they should be free from any psychological pressure. This must be seen by the teachers as part of their learning/teaching process and not cause any perceived or actual threat to the learners. 2005.

Q. 29. Discuss the main features of language teaching discussed in NCF 2005

Ans.

Main features of Language teaching discussed in NCG 2005:

1. Language teaching needs to tbe multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource.

2. Home language(s) of children, should be the medium of learning in schools.

3. If a school does not have provisions for teaching in the child's home language(s) at the higher levels, primary school education must still be covered through the home language(s). It is imperative that we honour the child's home language(s). According to Article 350A of our Constitution, 'It shall be the endeavour of every State and of every local authority within the State to provide adequate facilities for instruction in the mother tongue at the primary stage of education to children belonging to linguistic minority groups.

4. Children with receive multilingual education from the outset. The three-language formula needs to be implemented in its spirit, promoting multilingual communicative abilities for a multilingual country.

5. In the non-Hindi-speaking states, children learn Hindi. In the case of Hindi speaking states, children learn a language not spoken in their area. Sanskrit may also be studied as a Modern Indian Language (MIL) in addition to these languages.

6. At later stages, study of classical and foreign languages may be introduced.

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER

TOPIC	S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER
COURSE	BIHAR D.El.Ed
YEAR	2nd YEAR
पेपर कोड	S-9-D
SHORT INFO	tइस पेज में बिहार डी एल एड सेकेण्ड इयर के पेपर S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) के पिछले साल के क्वेश्चन पेपर दिया गया है

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL)

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL)

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) SYLLABUS

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) NOTES

Pedagogy Of English (Upper Primary Level)

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER

S-9d | Pedagogy Of English scert Book pdf Download

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER

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S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL)

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL)

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) SYLLABUS

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) NOTES

Pedagogy Of English (Upper Primary Level)

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER

S-9d | Pedagogy Of English scert Book pdf Download

S-9-D PEDAGOGY OF ENGLISH (UPPER PRIMARY LEVEL) QUESTION PAPER

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