MODEL ANSWER

BED, THIRD SEMESTER, 2020

PEDAGOGY OF SCHOOL SUBJECT:

ENGLISH
B.R.Ramachandraiah
ACTE
PART A
1 Reading is a multifaceted process involving word recognition, comprehension, fluency, and
motivation. Learn how readers integrate these facets to make meaning from print.

Reading is an interactive process between the reader and the writer.

Reading is "Perceiving a written text in order to understand its contents. This can be done silently
(silent reading). The understanding that result is called reading comprehension.

Reading is Saying a written text aloud (oral reading). This can be done with or without understanding of
the content."

2 "Poetry is metrical composition." (Johnson)

"Poetry is musical thought." (Carlyle)

"Poetry is the expression of imagination."

"Poetry is the expression of disturbed feelings recollected at a peaceful time." (Wordsworth)

"Poetry is the expression of supreme words in a supreme form." (Coleridge)

3 Articulation (pronunciation and talking) is the ability to physically move the tongue, lips, teeth and
jaw to produce sequences of speech sounds, which make up words and sentences

Articulation is the movement of the tongue, lips, jaw, and other speech organs (the articulators) in ways
that make speech sounds.

Articulation, in phonetics, a configuration of the vocal tract (the larynx and the pharyngeal, oral, and
nasal cavities) resulting from the positioning of the mobile organs of the vocal tract (e.g., tongue)
relative to other parts of the vocal tract that may be rigid (e.g., hard palate). This configuration
modifies an airstream to produce the sounds of speech. The main articulators are the tongue, the upper
lip, the lower lip, the upper teeth, the upper gum ridge (alveolar ridge), the hard palate, the velum (soft
palate), the uvula (free-hanging end of the soft palate), the pharyngeal wall, and the glottis (space
between the vocal cords).

4. Scanning is used to find a particular piece of information. Run your eyes over the text looking for
the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to
find the specific details you require, if you see words or phrases that you donor understand, do not
worry when scanning,
 Scanning is a quick reading, focusing on locating specific information.

Skimming is used to quickly gather the most important information, or ‘gist. Run your eyes over the
text, noting important information. Use skimming to quickly gets up to speed on a current business
situation. It is not essential to understand each word when skimming.

Skimming is the ability to get a broad overview of what a text is about as quickly as possible

5 Unit plan

Unit plan may defines as a means of organizing instructional activities and materials into
larger, related, unified patterns of learning in order to achieve educational objectives
A unit plan is plan to provide subject matter and process, to organize teaching learning
materials and learning experience which will give real meaning for the leaner, which will aid him in
continuously integrating his learning.
Unit plan is plan of action which consists of concepts and learning goals that are taught over
a period of time and are woven together, often across subject areas.
A unit plan is plan for complete teach unit that lasts two or three weeks (or longer) and
includes several standards, skills, and desired outcomes for interconnected learning.
A unit plan overarches all daily lesson plans with connections among key topics, concepts,
skills, and desired outcomes.

6. Note-taking and Note making

Note-taking Note making

 Less understanding  Aimed in making note is that making of

process involved,, the notes must be in a way that helps
the aim is to take notes students to understand the topic relate better

 Points or notes were rewrite in  Making notes are often in short form
full Form Points given by sources process must involve the process of
are taken straightly summarizing all the information
within the points studied

 Brings no obvious improvement to  Making notes to improve the skills i

words the skill in studying
n study

 Only jotting down points ,involve  helps the student to see each point
no sight interpretation clearly

 very less changes are required  easier to change the notes made

 taking points from one source  involve the taking points from different
a time sources

 Taking notes only gives the early  Making notes should be able to helps
 configuration for the whole topic students in captured its main key

 Overall structure cannot be show  Showing of the overall structure

clearly as it still in complex form specific content

 Notes are made by sources  Constructed by the learner them

Only, hand-made can be applied self whether by hand-made or in. computer-
typed form
Since the time occurred can be
limited

7. Intonation is the melody or music of a language. It refers to the way the voice rises and falls as we
speak.

Intonation is variation of spoken pitch that is not used to distinguish words; instead it is used for a range
of functions such as indicating the attitudes and emotions of the speaker, signaling the difference
between statements and questions, and between different types of questions, focusing attention on
important elements of the spoken message and also helping to regulate conversational interaction. It
contrasts with tone, in which pitch variation in some languages distinguishes words, either lexically or
grammatically

Standard Allen says, By intonation is meant the melody of speech, the changing pitch of the voice. It is
to a certain extent controlled by stress, because important changes in pitch occur only on stressed
syllable.

FW Frisbee says, “Much of the meaning of spoken language is conveyed by the tune to which it is set.”

PART B
1 Grammar

Grammar is the study of words, the way they sound, and how they are used in a sentence

Grammar is the total mechanism which a language possesses and through which its users are able to
communicate with each other.
1. Diagramming Sentences
One of the older forms of teaching grammar, diagramming sentences, first appeared in the 19th century.
This method involves visually mapping the structures of and relationships between different aspects of
a sentence. Especially helpful for visual learners. Different forms of diagramming are used to visualize
sentences, but all organize the functions of a sentence in a way that illustrates the grammatical
relationships between words. More recently, diagramming sentences has had small pop-culture
resurgence in prints of famous opening sentences and websites that allow you to diagram to your
heart’s content.
2. Learning through Writing
This method is often used in schools in the U.S. and Canada. Students are encouraged to explore
language through creative writing and reading, picking up correct grammar usage along the way. If
there are specific problems with certain grammatical rules, these are covered in a more structured
lesson. An emphasis is now being placed upon language acquisition over language learning, as it has
been observed that learning grammar by memorization does not work well and that students are better
able to recognize and understand grammatical rules when lessons are more interactive (i.e., they have
 to apply these rules in their own writing). Repeated practice is also important and easily achieved
through creative or personal writing exercises.
3. Interactive Teaching
Another method of teaching grammar is to incorporate interactivity into lessons. Using games to teach
grammar not only engages students but also helps them to remember what they’ve learned. This
method allows teachers to tailor their lessons to the different learning styles of students. For instance,
each student can be given a large flashcard with a word on it, and the students must physically arrange
themselves into a proper sentence. Other games can include word puzzles or fun online quizzes.
4. Inductive Teaching
The inductive method of teaching grammar involves presenting several examples that illustrate a
specific concept and expecting students to notice how the concept works from these examples. No
explanation of the concept is given beforehand, and the expectation is that students learn to recognize
the rules of grammar in a more natural way during their own reading and writing. Discovering
grammar and visualizing how these rules work in a sentence allow for easier retention of the concept
than if the students were given an explanation that was disconnected from examples of the concept.
The main goal of the inductive teaching method is the retention of grammar concepts, with teachers
using techniques that are known to work cognitively and make an impression on students’ contextual
memory.
5. Deductive Teaching
The deductive method of teaching grammar is an approach that focuses on instruction before practice.
A teacher gives students an in-depth explanation of a grammatical concept before they encounter the
same grammatical concept in their own writing. After the lesson, students are expected to practice
what they have just been shown in a mechanical way, through worksheets and exercises. This type of
teaching, though common, has many people—including teachers—rethinking such methods, as more
post-secondary level students are revealing sub-par literacy skills in adulthood. As one former teacher
states, deductive teaching methods drive many students away from writing because of the tediousness
of rote learning and teacher-centered approaches.
6. Inductive and Deductive method.
An inductive approach involves the learners detecting, or noticing, patterns and working out a ‘rule’ for
themselves before they practice the language. An inductive approach (rule-discovery) starts with some
examples from which a rule is inferred

2 Direct method

Direct method is a method of teaching language directly establishing a direct or immediate association
between experience and expression, between the English word, phrase or idiom and its meaning
through demonstration, dramatization without the use of the mother tongue.

The direct method of teaching, which is sometimes called the natural method, and is often (but not
exclusively) used in teaching foreign languages, refrains from using the learners' native language and
uses only the target language

Principles of the direct method:

 Classroom instruction is conducted in the target language.

 There is an inductive approach to grammar
 Only everyday vocabulary is taught
 Listening and speaking skills are given importance; and
 Pronunciation and grammar are crucial.
 Concrete vocabulary is taught through pictures and objects, while abstract is taught by association of
ideas
 The learner is actively involved in using the language in realistic everyday situations
 A lot of Oral practice is must for every learner.
 Stress is laid on functional grammar.
 In this method, the learner thinks and speaks by using the same medium.
 Students are encouraged to think in the target language
 Speaking is taught first before reading or writing
 This method states that the printed word should be kept away from the second language learner for
as long as possible
 Translation is completely banished from any classroom activity. Classroom activities are carried out
only in the target language
PART C

1 Vocabulary

Vocabulary is a list or collection of words or of words and phrases usually alphabetically arranged and
explained or defined.
Vocabulary is a sum or stock of words employed by a language, group, individual, or work or in a field
of knowledge
Vocabulary is all about the words in a language or a special set of words you are trying to learn.
A vocabulary is a set of familiar words within a person's language
1. Flash card (Reading the word, pronounce, and Expression}
Reading words aloud is also very beneficial. It makes a learner familiar with the word and also
improves pronunciations of the learners this is controlled practice in which the class does not create
new uses or new contexts but simply recalls the ones presented. There are many types of practices for
this purpose. Pictures, realia, context, and dramatization can be used. Series and systems can also be
used.

2. Real objects
Real objects or models of real objects are very effective and meaningful in showing meanings but in
handling of real objects, a teacher must be practical and should not be superfluous.
3. Pictures and Drawings
Pictures of many types and colours can be used successfully to show the meaning of words and
sentence. Handmade pictures can also be used as there is no need to be very artistic When you share
new words with your students, demonstrate the meaning with a piece of clip art or photo that explains
the context of the word. This is especially important with words the child will be encountering often
and those that we want students to utilize in their speaking and writing. Drawings can be used to
explain the meaning of things, actions, qualities, and relations. A line drawing of a head, for example,
provides many useful nouns and verbs.
4. Game
Games and problem- solving activities- have a purpose beyond the production of correct speech, and
are examples of the most preferable communicative activities. Advantages
• A welcome break from the usual routine of the language class.
• Motivating and challenging
• Help students to make and sustain the effort of learning.
• Provide language practice in various skills
• Encourage students to interact and communicate
• Create a meaningful context for language used.
• Allow students to practice and internalize vocabulary, grammar and structures extensively.
5. Stories
Stories are motivating and fun- creates a deep interest and desire to continue learning. Listening to
stories is a shared social experience. Stories exercise the imagination Children love stories & this
generate positive attitude. To the lesson for which the story acts as a framework. Stories provide a
context for several grammatical structure Provide contexts for real use of English, variety of emotions
and issues
6. Classroom activities.
When you are teaching vocabulary, be sure to include activities that include all learning styles. Most of
us do well with auditory and visual options, but we often lack kinesthetic options. Whole Brain
Teaching techniques have been shown to be very effective for long term retention of information. You
can also sing, chant, and role play with words too. Even if you can't come up with motions for a word's
meaning, just getting your kids up and moving may help those kinesthetic learners better understand
the word's meaning.
10 Grammar is the set of rules and examples dealing with the syntax and word structures (morphology)
of a language.
Grammar is the way in which words/morphemes join to form meaningful sentences. Grammar is a set
of constraints on the possible sequences of symbols expressed as rules or principles. Syntax is the
basic ingredient of grammar. Grammar tells us the difference between sets of sentences.

2 The structural approach

The structural approach means the arrangement of words in such a way as to form a suitable pattern
of sentence. The mastery of sentence structure in considered being mare with than the acquisition of
vocabulary.

The Structural Approach is based on the assumption that language can best be learnt through a scientific
selection and grading of structures or patterns of sentences and vocabulary. The stress is on the
learning of essential structures of English

Selection of structures

How should a teacher select the structure to teach the learner? This involves the selection of structures.
In the structural approach mainly the focus will be on structures. The following principles should be
kept in mind while selecting structures:

1. Usefulness - The structures, which are more frequent in use, should be introduced first

2. Productivity - some if the structures are productive, other structures can be built upon. for e.g: we
have two sentence pattern- a) Mr. Roy is here b) Here is Mr. Roy the former pattern is productive
because we can frame many sentences on the same pattern like - He is there etc.

3. Simplicity - The simplicity of the structure depends upon the form and the meaning.
4. Teach-ability - Items easy from teaching point of view.

5. Frequency - The structures must be selected with a high frequency of occurrence.

6. Range - to know, in how many contexts it is applicable

7. Coverage - A word covering a number of meanings For e.g: Meals

8. Learn ability - teacher should focus on the items that are easy for students to learn should be taken
first.

Gradation of Structure

Gradation means Grading- here Grading Structures – means putting them in a suitable order.

 Here the purpose is to arrange according to their usability & difficulty.

 Grading easier and most usable structure before difficult & less usable ones

Structural approach upholds the teaching of English as a foreign language through the teaching of the
structures of the language. The questions which structural approach attempts to answer primarily are:

1. Should the structural items and sentence patterns to be graded?

2. How shall they be graded? and
3. What should be the fundamental principles of grading the structural items?

Through gradation of structure, we can get answers for the following Questions.

Gradation means grouping synonyms. In structural approach, gradation of structure can be taught by
using the following patterns that should be taught at early stages:

1. Grouping:-

a) Phonetic grouping - group according to sound. for example: cat, rat, mat etc.

b) Lexical grouping - grouping according to words used in same situation.

c) Grammatical grouping - pattern of sentences similar should be taught together.

d) Semantic grouping - Words having similar meaning grouped together.

e) Structure Grouping - selecting items that are fit for each other.

2. Sequencing:-

a) Grammatical sequencing - it will tell that it follows which structure. e.g.: I was watching a movie. I
was watching a movie with my friend.

b) Semantic sequencing - A word having different meanings e.g.: The ball is there, under the bed. There
are many balls in the bag.

c) Lexical sequencing - It Tells which word follows which e.g.: sit-stand, come-go, high-low

When we learn a language, there are four skills that we need for complete communication. When we
learn our native language, we usually learn to listen first, then to speak, then to read, and finally to
write. These are called the four "language skills". They are famous as LSRW skills, ie listening,
speaking, reading and writing
Language skills are of two types.

1. Productive skills: speaking and writing

2. Receptive skills: listening and reading.

 Listening

Listening is one of the means of language communication is used most widely in people’s daily lives. In
addition, teaching the learners a lot of listening activities is a good way of enlargement their
vocabulary.

‘Listening is receiving language through the ear. Listening involves identifying the sounds of speech
and processing them into words and sentences. When we listen, we use our ears to receive individual
sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that
mean something to us.

Listening is a communication method that requires the listener to understand, interpret, and assess what
they hear. The ability to listen actively can improve personal interaction through reducing problems,
increasing cooperation, and fostering understanding

1. Listening the teacher classes with attention and note taking

2. Encourage questioning and answering in the class
3. Involving in interaction talks
4. Listening RADIO and T V programme / lesson
5. Participating and Listening the lecture, seminar, discussion, meetings
 Speaking

Speaking is often connected with listening. For example, the two-way communication makes up for the
defect in communicative ability in the traditional learning. Two-way means the relationship of the
communication between the teacher and the students at school. Speaking is defined as an interactive
process of constructing meaning that involves producing, receiving and processing information. Its
form and meaning are dependent on the context in which it occurs, the participants, and the purposes
of speaking

Speaking is defined as the ability to express them orally, coherently, fluently and appropriately in a
given meaningful context to serve both transactional and interactional purposed using correct
pronunciation, grammar and vocabulary and adopting the pragmatic and discourse rules of the spoke
language.

Jigsaw activities: Role-plays: Simulations: Group Discussions Debates. Dialogue Method. Situational
Conversation

 Reading

Reading is an important way of gaining information in language learning and it is a basic skill for a
language learner.

Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation.
Learn how readers integrate these facets to make meaning from print.

Reading is an interactive process between the reader and the writer.

Reading is "Perceiving a written text in order to understand its contents. This can be done silently
(silent reading). The understanding that result is called reading comprehension.

Reading is Saying a written text aloud (oral reading). This can be done with or without understanding of
the content."

rapid reading practice

interpreting text by using:
o word attack skills
o text attack skills
o non-text information
 Writing

Writing is one way of providing variety in classroom procedures. It provides a learner with physical
evidence of his achievements and he can measure his improvement. It helps to consolidate their grasp
of vocabulary and structure, and complements the other language skills. Sentence is the base of an
article. So he should begin his writing with sentences. For example, translation, sentence pattern
exchanging, and text shortening and rewriting. It helps to understand the text and write compositions.
It can foster the learner’s ability to summarize and to use the language freely.