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Ug Final

FINAL

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7 views

Ug Final

FINAL

Uploaded by

23mba353
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Final Project Report

Our session was held at BAPS (Swaminarayan Vidyamandir, Raysan). The session was held on
March 2nd from 12:45 to 1:45 P.M. with grade 11 students. During the class, we taught vocabulary
using video clips and conducted a relay activity based on it. All of this started with searching for a
school. We reached out to a few schools and academies but the schools were not cooperative and
we finally settled on BAPS. We met for a couple of hours three to four times a week to work together
rather than dividing the tasks among ourselves, throughout the preparation of this project.

Process

● Interview

To start off our interaction with the school, we decided to interview the English teacher. We
prepared questions regarding what her students needed the most, their strengths and weaknesses.
She helped us gather a lot of information about her students and their classroom needs.
She told us what her students needed help with and also gave us suggestions for what we could do
to help them and make the session we were going to conduct a fruitful learning experience.

She put emphasis on making her students interact with each other and with us in English; so we
decided on appropriate topics and activities which encouraged a lot of interaction along with
working in groups.

● Needs Analysis

Before developing the needs analysis questionnaire, it was agreed in our discussions that we
required a foundation on which to rely for structure and direction before moving forward with the
questionnaire. For the same, we decided to use a standardized questionnaire; PLSPQ (Perceptual
Learning Style Preference Questionnaire) which measures the major learning styles of learning,
as we found it to be very straightforward and easy to interact with. The data was collected through
google forms and we measured every student’s scores for the major learning style according to
the directions mentioned. The overall major learning styles were Kinaesthetic, Auditory and
Tactile learning styles.

On the basis of this data, we made the needs analysis questionnaire keeping in mind the major
learning styles and how they affect the students’ needs in terms of English language learning. The
major points we focused on were:

❖ The students’ classroom needs.


❖ Environment or interaction in the classroom that the students would want.
❖ The way the students would like to learn the English language - whether through reading
or speaking or listening or writing.
❖ Areas of the language the students struggle with and the skills that they would like to
develop.

● Method

CLT (Communicative Language Teaching) was chosen because it focuses on classroom


engagement and communication in the second language. It also goes beyond grammar and
emphasizes communication over grammatical precision. Therefore, during the story relay activity,
we didn't correct their mistakes and instead allowed them to express freely. Our Needs Analysis
report as well as PLSPQ survey indicated that the most common learning styles were kinesthetic
and auditory, hence chose CLT as our primary approach. Throughout the session, CLT places a
greater focus on engagement and this method helped us fulfill our objectives.

● Lesson plan:

We concentrated on improving their speaking and listening skills by showing them clips from
movies and shows in which new vocabulary was introduced. We stated in our lesson plan that the
session would last for an hour, and we finished on time. Students were delighted to have us because
these kinds of sessions do not occur on a regular basis. We shortlisted movies based on the genre
and selected new words through these movie clips. We started with teaching them new words
through clips, as planned, and most students noted down the meanings.
Students struggled a little in the second exercise where we provided a prompt for the story relay
activity. Even after some of our group members demonstrated a demo relay, they were unable to
fully comprehend the task, but when they did, it was impressive.Students used every word in the
story that we had provided them with. The plot was becoming more intriguing as they came up
with new ways to move it ahead. As the story came to a conclusion, we went on to the open
discussion about the genre and themes of the story. The fact that only 20-25 students talked out
of a class of 40 was a wake-up call for us; the rest were talking amongst themselves. Overall, we
were successful in getting them to speak and listen.

❖ Materials used:

- Brochure
- Handouts
- PowerPoint Presentation

● Major Insights:

We had numerous discussions as a team about each aspect of the project. We had to restate a
sentence several times because each of us had various thoughts, words, and perspectives in our
minds. However, in the end, we streamlined our viewpoints.

During the session we had to improvise on the spot and provide them with examples to aid them
through the process, thus even though everything did not go as planned, our main activity fulfilled
the needs of the students and the objectives that we had decided to cover. We learned that there is
more involved in teaching and that we can go beyond the norm to find new methods and
perspectives that can help us teach effectively in the classroom.

*The link to our project resources and materials:

https://drive.google.com/drive/folders/19PTQKjKAIIUxaxEELaYY7kzNTTYSkJmK?usp=shari

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