Pedagogy of English (Primary Level) | D.El.Ed Notes in Hindi
Pedagogy of English (Primary Level) | D.El.Ed Notes in Hindi
S-6 Pedagogy of English (Primary Level)
LONG ANSWER TYPE QUESTIONS
Q.1. What are the different between approaches to teaching of
English ? Which approach is appropriate to teach a story at Class I?
Ans.(1) Communicative approach: This approach starts with basic
assumption that learners have the capability of learn and communicate in
a language. The teacher creates opportunities for the learning to
communicate in the target language i.e. English. The learner notices the
language use and infers rules through genuine communicative activities.
The idea behind this approach is to help learners communicate more
effectively and corectly in realistic situations that they may find themselves
in. This type of teaching involves focussing on important functions like
suggesting, thanking, inviting, complaining, and asking for directions to
name. Communicative approaches often eschew grammar textbooks in
exchange for speaking drills and question-and-answer interactions where
students get a feel for waht speaking the language conversation is really
like. In the Communicative Approach, students experience the target
language as experienced by native speakers.
(2) StructuralApproach : Structural Approach is a technique wherein
the learner masters the pattern of sentence. Structures are the different
arrangements of words in one accepted style or the other. It includes
various modes in which clauses, phrases or word might be used. It is
based on the assumptions that language can be best learnt through a
scientific selection and grading of the structures or patterns of sentences
and vocabulary. Since structure is what is important and unique about a
language, carly practice should tocus on mastery of phonological and
grammatical structures rather than on mastery of vocabulary. For e.g.
(a) I ate in ice cream.
(b) Tm eating an ice cream.
(c) I will eat an ice cream.
In the above given example, we can see the modified meaning.
(3) Constructivist approach : In this approach the leaners are
encouraged to make their own meaning based upon their background
knowledge. It is similar to the communicative approach. It focuses primarily
on meaning and expects that, the form will be learnt in the process. It is
based on the sound principles of language learning. This approach says
that the arrangement of the words in such a way as to form a suitable
pattern and that pattern may make the meanings of the language clear to us.
(4) Cognitive approach: The cognitive perspective in learning a
language puts the learner smack in the center of everything. Cognitive
approaches look to answer questions like: How can a language be
effectively learned ? How does one make a set of vocabulary words
memorable and get them embedded in the long-term memory ? According
to this kind of approach, the techniques, strategies and even the sequence
of lessons are learner-led and can’t be predetermined. Learning a language
is a conscious, rational, information-processing event. When we apply a
cognitive appraoch to learning and teaching, we focus on the understanding
of information and concepts. If we are able to understand the connections
between the concepts, break down information and rebuild with logical
connections, then our understanding will increase. In this approach,
classroom relevant activities include review and revision, class vocabulary
bags, using a scaffolding approach with young learners, analysis and
discussion of langauge and topics, are used to teach and learn language.
(5) Audio lingual method: In this approach leaners acquire langauge
through habits. They repeat patterns of same kind of grammatical sentences
until they are able to produce them spontaneously. The teaching of the
oral skills with accurate pronunciation, grammar and the ability to respond
quickly and accurately is the main objective of audio – lingual method.
Reading and writing skills may be taught but they are dependent on the
oral skills. The Audio-Lingual Approach gives higher priority to the spoken
form than the written form. Classes are generally held using the target
language.
Activities like role playing are dialogues are drilled into students
until they get the pronunciations and rhythms right.
(6) Grammar translation method : Just like its name suggests, this
method of teaching English is grammar heavy and relies a lot on translation.
This is the traditional or ‘classical’ way of learning a language and it’s
still commonly used when learning some languages. Some countries prefer
this style of teaching and the main idea behind this method is that the
students learn all grammar rules, so they’re able to translate a number of
sentences.
The Grammar-translation Approach is best when the goal is for the
students to read/write the target language, as well as appreciate its literature.
Q.2. What is a learning plan ? List some points of concern while
making a learning plan.
Ans. A learning plan is a comprehensive customizable, multi-day
plan for instruction and assessment. In other words, A learning plan is a
document (possibly an interactive or on-line document) that is used to
plan learning, usually over an extended period of time.
Today’s teachers need to differentiate instruction and connect it to
learning outcomes. The learning plan does that by building students’ reading,
listening, speaking and writing skills. It includes multiple opportunities
for differentiation, including selecting essential questions, reading, and
instructional strategies and assessments-all organized within a framework
based on backward design and aligned to the Common Core State Standards
for English Language.
Here are some of the points of concern while making a learning plan :
(a) While preparing a learning plan, one must keep in mind the learner’s
level, their linguistic needs and the objectives of teaching the lesson.
(b) The objectives of the learning plan must not be understood in
isolation. They must be developed on the basis of the Curriculum Book of
Elementary Level.
(c) Try to relate to the classroom situation while choosing the teaching
methods.
(d) Try to create innovative TLMs which can really support a teacher
while teaching English.
(e) Relate the topics to real life situations of the learners and meaningful
activities.
(f) At the early stage mother tongue may be allowed to be used to
understand clearly essential points but later on its use should be minimised.
(g) Ensure maximum participation of learners by encouraging them
to ask and answer questions.
(h) Address the individual needs of learners and use the blackboard
effectively.
(i) Use simple and correct English.
(j) Provide adequate space for feedback and reinforcement.
Q.3. Prepare a learning plan for elementary level of English
language emphasising on developing listening and speaking skills in
students.
Ans. Learning Plan
(Teacher’s Name) – …………………………
(Class) – 4 (Period)- 3rd
(Date)-. (Subject)- English (Unit) – 1
(Topic) – My Mother
Pre-review related to the topic (pre-teaching task) To expand
the previous topic taught in the last class. of vow
1. This topic is related to which objectives/point discussed in the
curriculum/syllabus of this class?
This topic ingrains emotions and compassion in children to their
mother. Also rhythmes of the poem enhances listening and speaking skills
in students.
2. Is this topic included in the curriculum of earlier classes ? How?
No
3. Have I taught this topic previously? Yes No
Yes
4. Which are the subjects/units related to this topic of this class?
Where there is a discussion about love, affection and care of a mother
this topic will relate to that subject.
5. Students of this class can have some basic knowledge related to the
topic. (Very little, little, more, much-more)
Students have much more knowledge of this topic because they know
the love, care and affection of their mother.
6. Description of the topic/sub-topic: (its introduction and
importance)
The content of the poem is related to the socio-cultural background
of the learners. The language skills of listening and speaking are focused.
This topic is related to the textbook of standard 4th. This poem
automatically relates wheresoever parental love is discussed.
7. Method of Learning :
Reading-writing, question and answer, individual work and group
discussion.
8. Reason of the selection of this method/methods (Pedagogical
basis):
Through reading-writing method, children can learn two skills-
listening and speaking specifically and then learn vocabulary words.
Secondly from question-answer method the children can frame answers
on their own and their communicative ability can be enhanced through
group discussion.
Planning
This is a class of 40 minutes. In the first 8 to 10 minutes, I will create
the learning environment suited for the poem ‘My mother’. I will ask the
children: Whom do they love more, father or mother ? What little things
mother and father do for them? Who takes their care when they are sick
? This way I would try to develop communication with the students so
that they open up with their thoughts and participate enthusiastically in
the introductory talk.
For the next 20 minutes, I will teach the content of the poem. I would
know recite the poem aloud with correct pronunciation, rhythm, stress
and intonation. If the students ask I will recite the poem again and again
with emotions and actions. I will ask them to underline the new words. I
will ask them to make guesses of the meaning of these words and write
their responses on the blackboard in English and if need be in Hindi too.
After this I shall ask the children to discuss the topic in groups and
answer questions in complete sentences. I will also ask each group to use
the new words in sentences on their own. This shall take at least 20 minutes.
Suggestive point for self evaluation by teacher (post teaching
activity)
1. Did the learner learn the objectives of the topic ? It was evaluated
or not.
Yes the learners learn the objectives of the topic. This was clear by
observation. This was also evaluated when they were engaged in group
discussion.
2. Is the topic needed to be discussed again? Why or why not?
No, children have understood objectives of the topic.
3. What were the important questions asked by the students? How
many students asked the question?
2 students asked the meaning of some words.
4. How did you explain those questions? Did the student get the
opportunity to solve themselves?
I told them the meaning of those words. I also gave them opportunity
to use those words in sentences and students made the sentences themselves.
5. What were the resources used in teaching learning process to this
topic? How useful they were ?
For this topic, I used flashcards, chalk and duster. They were very
useful.
6. What changes will you bring in the teaching learning planning, if
the topic is to be taught again?
If I have to teach this poem again, I would ask the children to write a
short poem on their own mothers.
7. Is any question related to this topic needed to be discussed with the
subject expert and mentors?
No
8. Any other comments ?
I think it is important to manage time properly.
Q.4. Prepare a learning plan for English language at elementary
level specially emphasizes on developing reading and writing skills.
Ans. Learning Plan
(Teacher’s Name) – ……………………….
(Class) – 5 (Period)-
(Date) – (Subject) – English (Unit) – 1
(Topic) – Nobody’s Friend
Pre-review related to the topic (pre-teaching task)
To expand the previous topic taught in the last class.
1. This topic is related to which objectives/point discussed in the
curriculum/syllabus of this class?
The topic is related to ingrain moral values in children. They learn to
share their things and helping others. It also enhances the reading and
writing abilities of English language in students.
2. Is this topic included in the curriculum of earlier classes? How?
Where here is a topic discussed about the value and importance of
friends and sharing and helping others, this topic could be correlated with
that.
3. Have I taught this topic previously? Yes No
yes
4. Which
the subject/units related to this topic of this class?
No other subject or topic is related to this topic.
5. Students of this class can have some basic knowledge related to the
topic.
(very little, little, more, much-more)
Much-more. They often share and enjoyed with their friends.
6. Description of the topic/sub-topic : (Its’ introduction and
importance)
This is a poem which shows how a good friend should be ! A good
friend always shares and helps his friend, whereas a self-centric child or a
child who never share, couldn’t become anybody’s friend.
7. Method of Learning
Reading, Group discussion, writing, dictation, words scramble game.
8. Reason of the selection of this method/methods: (Pedagogical
basis)
Group discussion will help to relate the topic to the children’s own
social context where they relate and learn the values and importance of
sharing with themselves.
Planning
This is forty minutes class. In the first ten minutes I will discuss with
the students about their friends and ask what things they do with their
friends? I will also ask to share their experiences when they shared
something with their friends. In the next ten minutes I will read the poem
aloud and with rhythm and appropriate tone. I will ask the students to
read the poem after I had completed.
Now to the next ten minutes I will take dictation of the words that
we’re used in the poem. I will pronounce the words and the students write
those words in their notebook and ask them for self assessment. Now in
the last ten minutes I will introduce an activity of words scrambling,
where scrambled words and sentences will be written on the blackboard.
Children have to scamble those words and sentences and write them in
their notebook with their meaning. I will also observe and give feedback
on their work.
Suggestive point for self evaluation by teacher (post teaching
activity)
1. Did the learner learn the objectives of the topic ? It was evaluated
or not?
Yes the learners learn the objectives of the topic. This was clear by
observation. This was also evaluated when they were engaged in group
discussion.
2. Is the topic needed to be discussed again? Why or why not?
No, children have understood objectives of the topic.
3. What were the important questions asked by the students? How
many students asked the question ?
Two students asked questions about the meaning of some words.
4. How did you explain those questions? Did the student get the
opportunity to solve themselves?
I told them the meaning of those words. They also solved those
questions by using those words in context.
5. What were the resources used in teaching learning process to this
topic? How useful they were ?
Chalk, flashcard were used. They were very useful.
6. What changes will you bring in the teaching learning planning, if
the topic is to be taught again?
I will ask the students to write in English, which things they share
with their friends.
7. Is any question related to this topic needed to be discussed with the
subject expert and mentors ?
No
8. Any other commonts ?
I think it is important to manage time properly.
Q.5. What are the learning indicators for writing in English
Language at elementary level?
Ans. Writing is not a mechanical skill, it involves a rich control on
grammar, vocabulary, content, punctuation as well as abilities to organise
thoughts. The children should develop the confidence of expressing their
thoughts effortlessly and in an organized manner. Children must be
encouraged and trained to choose their own topic, organise their ideas and
write with a sense of audience. This is possible only if their writings are
seen as a process and not as a product. They should be able to use writing
for a variety of purposes and in a variety of situations ranging from informal
to very formal. Teachers should make sure that students build on what
they have learnt. Here are some learning indicators for writing in English
language:
(a) Uses proper spacing between letters, words and sentences.
(b) Forms letters of right shape and size.
(c) Writes rhyming words.
(d) Contributes for the school magazine (drawing with caption, etc.)
(e) Uses capital letters and punctuation marks.
(f) Writes answers for textual questions after comprehension.
(g) Writes words/sentence paragraphs with the help of verbal/visual
clues.
(h) Writes descriptions/narratives, 5-6 simple sentences on personal
experiences, describing any event/place/object.
(i) Makes lists for various purposes.
(j) Writes infromal letters.
(k) Organizes sentences into paragraphs.
(l) Understands the use of appropriate punctuation forms and grammar
such as nouns, adjectives in a variety of written texts and is able to follow.
(m) Writes stories from own imagination or memory.
(n) Composes short poems.
(o) Writes messages through SMS and E-mail, etc.
Q.6. Explain the role of a teacher of teaching English at elementary level?
Ans. The role of a teacher undergoes fundamental changes with the
classroom moves from teacher centered to student centered. Here are the
some of the important role of a teacher of teaching English at elementary
level :
(i) He acts as a facilitator, resource person in language classroom.
(ii) He provides maximum opportunities to the students and encourages
them to communicate and interact in english language.
(iii) He creates a positive and supportive learning environment within
the class and allows the student to experiment and express themselves in
English language.
(iv) He designs the activities around the student’s interests to experience
a high degree of success.
(v) He plays an important role in language learning of students because
he is aware of the program objectives and ensures that the objectives are
being met.
(vi) He makes the classroom student centered and facilitate, advice,
assist and offter direction, observe the activities and corret the students
only if the errors are so serious as to block communication.
(vii) He helps the students to acquire skills that will enable them to be
independent language learners.
(viii) One of the biggest roles a teacher may have is that of a mentor.
Students look up to teachers and may pattern their own behaviour and
work ethic to match the instructor.
Q.7. What are the learning indicators for listening and speaking ?
Ans. Learning indicators show class-wise progression in various
dimensions of learning. They facilitate in curriculum transactions/strategies
i.e. pedagogy. Learning Indicators are based on the premise that learning
is a process in which the children are actively involved. Teachers also
adapt their teaching as per the children’s needs. From Curricular
Expectations to Learning Indicators, the long-term goal is achieved through
short-term goals indicated as Learning Indicators.
Learning indicators for listening in primary level are :
(a) Listens to English words and sentences used in class/school, and
responds in home language/English.
(b) Follows simple greetings and polite forms of expression in English.
(c) Follows different sounds of English language through repetition
and indicating.
(d) Follows the story and is able to respond to simple comprehension
questions in it.
(e) Responds to English words and sentences used in class/school, in
home language/English.
(f) Shows interest in listening to experiences of her peers and others
in English and home language.
(g) Responds to questions asked on textual material/narrated stories
in English/home language.
(h) Enjoys rhyme and rhythm of poems and sings aloud.
(i) Understands announcements makde in school and in the
neighbourhood.
(j) Responds to different kinds of instructions/orders/requests/
questions.
(k) Listens to a engages in conversation with people from the
community.
(l) Takes dictation of small paragraphs, lists of things, etc. e.g.
(m) Comprehends narrations, descriptions, speeches, debates.
(n) Follows rules of games/sports of their age-group, etc.
Learning indicators for speaking in primary level are :
(a) Talks about self using simple sentences in English and home
language/sign language.
(b) Uses words as per context. Looks at the objects/pictures and gives
the words.
(c) Talks about situations/pictures/images in English and home
language.
(d) Asks questions about things around her.
(e) Recites rhymes/poems/songs in groups and individually and through
acting out.
(f) Looks at the pictures and tells the story in her words.
(g) Speaks about situations/pictures/images in English and home
language.
(h) Engages in conversation in English and home language with
friends, teachers, and family using simple sentences and responses.
(i) Makes requests, uses greetings and polite forms of expression.
(j) Expresses her likes and dislikes.
(k) Asks questions about things around her.
(l) Says phrases/dialogues from stories/plays. Retells main ideal of
the story/play.
(m) Uses grammatically correct sentences to describe/narrate.
(n) Gives description of the place/the locality where she lives, and
shows the way or guides of anyone asks for directions, etc.
Q.8. What is the difference between loud reading and silent reading ?
Ans. Loud reading: Loud reading is reading a text loudly to lay
emphasis on correct pronunciation. One can correct the wrong
pronunciation immediately through loud reading. In loud reading students
are to read aloud so that their voice is audible. Reading aloud builds many
important foundational skills, introduces vocabulary, provides a model of
fluent, expressive reading, and helps children recognize what reading for
pleasure is all about.
Silent reading: In silent reading there is no movement of the lips or
the tongue. In silent reading, the students should be taught to read in such
a way so that they concentrate on the topic. Their thoughts should not
wonder aimlessly while they are reading silently. Moreover they should
not use their finger between the lines and move to forward along with the
forward movement of the reading. Reading silently improves students’
understanding because it helps them concentrate on what they are reading,
rather than the pronunciation of individual words. In silent reading, one
can form mental pictures of the topic being discussed. Also, we do not
need to read one word at a time.
Q.9. What is control and guided writing? How could it help
students to develop writing skills?
Ans. Writing is sometimes used as a production mode for learning,
reinforcing, or testing grammatical concepts. This intensive writing
typically appears in controlled, written grammar exercises. This type of
writing would not allow much, if any, creativity on the part of the writer.
A common form of controlled writing is to present a paragraph to
students in which they have to alter a given structure throughout. So, for
example, they may be asked to change all present tense verbs to past; in
such a case, students may need to alter other time references in the
paragraph. Elementary level students should be given exercises which
require them to think and add something of their own but exercises at this
level should still be controlled, so that students do not make too many
mistakes.
Guided writing loosens the teacher’s control but still offers a series of
stimulators. For example, the teacher might get students to tell a story just
viewed on a video tape by asking them a series of questions: Where does
the story take place ? Describe the principal character. What does he say
to the woman in the car ? Guided activities, which are easy and short, will
help all students to write with few mistakes in a controlled situation. As
their confidence and interest grow, less guided activities will encourage
them to write more confidently.
Q.10. What do you mean by skimming and scanning? How can
it be used to develop reading skills?
Ans. Skimming and scanning are reading techniques that use rapid
eye movement and keywords to move quickly through text for slightly
different purposes. Skimming is reading rapidly in order to get a general
overview of the material. Scanning is reading rapidly in order to find
specific facts. While skimming tells what general information is within a
section, scanning helps to locate a particular fact.
Skimming is used in previewing (reading before read), reviewing
(reading after read), determining the main idea from a long selection that
a person doesn’t wish to read, or when trying to find source material for a
research paper.
Scanning is used in research to find particular facts, to study fact-
heavy topics, and to answer questions requiring factual support.
Skimming can save hours of laborious reading. However, it is not
always the most apppropriate way to read. It is very useful as a preview to
a more detailed reading or when reviewing a selection heavy in content.
Scanning, too, uses keywords and organizational cues. But while the
goal of skimming is a bird’s-eye view of the material, the goal of scanning
is to locate and swoop down on particular facts. Scanning is a technique
that requires concentration and can be surprisingly tiring. One has to
practice at not allowing his attention to wander.
Q.11. What are the learning indicators of reading in English
language at elementary level?
Ans. Reading covers both seen and unseen types of text. It is closely
allied to writing, reading aloud (speaking), speaking and listening. The
links between text and image are emphasised, and written texts should be
used to allow talk about experiences and feelings as well as about language.
Besides the reading of fiction, poetry and play-scripts, information texts,
such as maps, guides, menus, advertisements and other ‘real world’ texts
such as newspaper articles and online media should be used. Here are
some indicators of reading in English language at primary elementary
level :
(a) Reads simple words/sentences with the help of pictures.
(b) Follows main idea, details and the sequence of ideas and events
and draws conclusions based on reading with teacher.
(c) Understands through picture reading.
(d) Relates ideas with her personal experiences and raises questions.
(e) Reads small texts with comprehension.
(f) Asks questions based on the reading or out of curiosity.
(g) Read and relates texts of home language (L1) with those of English
(L2).
(h) Engages with different kinds of text descriptions, stories, folktales
and poems.
(i) Engages in reading beyond the text material and enjoy reading.
(j) Infers the meaning of unfamiliar words by reading them in context.
(k) Uses simple grammar in sentences, Uses appropriate punctuation.
(l) Asks questions based on the reading.
(m) Read news clippings, advertisements, subtitles on T.V. Reads
books from different sources.
(n) Uses dictionary to look up the words for meaning.
(o) Takes interest in setting up class libraries, reading corners.
(p) Reads silently and comprehends.
Q.12. What are the principles of second language learning?
Or,
What are the main principles or objectives of teaching English as
a second language.
Ans. Mostly in India, English is learnt and taught as a second language
because some of the English words, phrases and sentences are in frequent
use in our society. Some of the principles regarding second language
teaching are:
(a) Habit formation: Learning a language involves forming certain
habits. At the beginning stage a teacher ensures habit formation through
oral, reading and writing exercises related to the target language, English.
These habits are reading books, magazines, listening to correct use of
words.
(b) Communication Language is used for communicating ideas,
opinions and asking others for information etc. So a teacher should provide
opportunities to learners to communicate one another in classroom or
outside. This can be done by conducting activities like self introduction,
introducing friend’s, picture description, describing any incident, group,
discussion, oral exercise etc.
(c) Use: We use a language in different ways, we speak to others,
listen and read many things. Through all these activities we learn language.
So a teacher should provide opportunities to their learners to use language
orally by making them read from everywhere in their surroundings. We
can also motivate them to listen, understand and speak it.
(d) Context: We use a language when there is a propose to use it.
There are various situation in the social context in which a language is
used. For example writing a letter, filling an application or form, an sms.
So we should use these tools or situations in language learning.
(e) Activity: We all know that children enjoy being active. They
like to do things. They like playing, drawing, coloring, singing, talking,
role playing and doing other activities. These activities are interesting,
amusing and enjoyable for children. So a teacher must provide an
environmental and opportunities for learner to be engaged in creative
language learning activities.
Q.13. Discuss the factors in your opinion that may affecting
learning of english or second language?
Ans. There are some factors that affect learning of English language,
some of them as follows:
(a) Individual factors: Individual factos include:
(1) Attitude : Attitude of a learner towards second language affects
its learning at great extent. If he has a positive or good opinion about
learning the language, the target becomes easy.
(2) Aim: English should be taught principally as a language of
comprehension rather than literary language. So both teacher and learner
should be clear about the main aim of teaching and learning English.
(3) Motivation: Keep motivated puts a positive impression on
language learning. By motivation the learners get energetic, focused, and
passionate about English learning.
(4) Anxiety: Anxiety breaks learner’s confidence and flow of language
learning. So teachers should encourage students and remove their anxiety,
so that they feel free and build up confidence.
(b) Social context: Social context refers to second language supportive
environment. Exposure to second language in their daily communicative
life, greatly enhance learning of second language.
(c) Condition of learning: It includes educational treatment of
language, effective system of examination, treatment of second language
in society and age factor which includes the age of learner in which a
second language is introduced in learner’s curriculum. If these conditions
are favourable, it improves the second language learning ability of a learner.
Q.14. Discuss the factors affecting second language learning ?
Or,
How de development, socio-economic and psychological factors
affect second language learning?
Ans. There are many factors that affect second language learning.
For example, some key factors are learner’s age, intelligence, language
learning aptitude, social setting, motivation, etc. These factors can be
divided into three categories.
(a) Developmental factors, which include:
• Age : Age is one of the factors that influence second language
learning. It is generally believed that children are better at language.
acquisition than adults. In child development, there is a period during
which language can be acquired more easily than that at any other time.
• Aptitude: Aptitude refers to specific ability a learner has for learning
a second language explains that aptitude is natural ability to learn a language.
It is an ability that allows to learn a second language faster and with less
effort.
• Learning styles: Learning style is also called cognitive style. It is
the particular way in which a learner tries to learn something. In second
language of foreign language learning, different learner may prefer different
solution to learning problems. Some learners may want explanations for
grammatical rules (audio learners), some may feel writing down words
and sentences help them to remember (kinesthetic learners). And others
may find they remember things better if they are associated with picture
(visual learners).
(b) Socio-economic factors: There is some evidence that students in
situation where their own culture has a lower status make slower progress
in learning language. As we know that our country has a vast majority of
people who are poor or lower middle class. Family and school are the two
main social environments. Socioeconomic and family environmental factors
affect language learning. Children from lower-working class are different
in content from that of the language substance used by children from a
middle-class home background. The social interaction that the middle-
class children have at home help them develop extensive vocabulary, while
the working-class children, deprived of this opportunity for learning, have
learning difficulty in formal situations.
Such a low level linguistic ability would also have an impact on
attitude to learning and abstract thinking. Socioeconomic factors are usually
closely related to language development.
(c) Psychological factors: Which include
• Anxiety: Anxiety is another important aspect of personality that
affects learning a foreign language. Anxiety is a state of mind connected
with “feelings of uneasiness, frustration, self-doubt and worry.”
• Intelligence : Intelligence is general ability to master academic
skills. Learners with high IQ achieve better results on language tests.
• Attitude : Expression of positive or negative feelings towards a
language may reflect impression of linguistic difficulty or simplicity,
ease or difficulty of learning. It is obvious that learners who have positive
attitudes learn more, but also learners who learn well acquire positive
attitudes.
Most of the other psychological factors are (1) Fear of making
mistakes (2) Feeling shy (3) Feeling hesitated (4) Lack of confidence
while speaking English. These factors make the second language difficult
to learn.
Q.15. What are the Tools and techniques for assement in English
language?
Ans. Assessment is a systematic process of gathering information
about what a student knows, is able to do, and is learning to do. Assessment
information provides the foundation for decision-making and planning
for instruction and learning. Assessment is an integral part of instruction
that enhances, empowers, and celebrates student learning. Using a variety
of assessment techniques, teachers gather information about what students
know and are able to do, and provide positive, supportive feedback to
students. They also use this information to diagnose invidual needs and to
improve their instructional programs, which in turns helps students learn
more effectively. The different tools and techniques used in classroom
assessment are the following:
(a) Observation: Observation seeks to ascertain what people think.
and do by walking them in action as they express themselves in various.
situations and activities. Observation is defined as “a planned
methodological watching that involves constraints to improve accuracy.”
Observation involves some controls pertaining to observe and to the means
one uses to record data.
(b) Self reporting : Self-reporting is one of the modern technique of
assessing student’s views and personality. It gives a clear cut idea about
student’s needs, attitudes, wants etc. A self-report is a type of survey,
questionnaire, or poll in which resopondents read the question and select
a responsse by themselves without researcher interference. A self-report
is any method which involves asking a participant about their feelings,
attitudes, beliefs and so on. Examples of self-reports are questionnaries
and interviews; self-reports are often used as a way of gaining participants’
responses in observational studies and experiments.
(c) Anecdotal records: A fundamental purpose of assessment is to
communicate what the child knows and is able to do. Teacher-generated
anecdotal records provides an insider’s perspective of the child’s educational
experience. This perspective is vital to communication with the child and
the child’s family about academic progress. Anecdotal records also facilitate
assessment conversations as educational professionals describes their
observations of student learning and consider ways to develop appropriate
strategies to build on strengths and address academic needs. It involves
children’s everyday routines, such as what they choose to do in center
workshops; a particular writing topic in a journal or an a sheet of paper
during independent writing time; the book they choose independent reading
time, their learning styles etc.
(d) Rating scale: Rating scale is one of the scaling techniques applied
to the procedures for attempting to determine quantitative measures of
subjective abstract concepts. It gives an idea of the personality of an
individual as the observer judge the behaviour of a person includes a
limited number of aspects of a thing or of traits. Rating means the
judgement of one person by another. Rating is a term applied to expression
of opinion or judgement regarding some situation, object or character.
Opinions are usually expressed on a scale of values. In the rating scale,
card, some space may be provided for the rater to writ some supplementary
material.
(e) Checklist: A checklist is a simple device consisting of a prepared
list of items which are thought by the researcher to be relevant to the
problem being studied. A checklist is a selected list of words, phrases or
sentences following which an observer records a chek to denote the
presence or absence of whatever being observed. When we want to asses
whether some traits are present or absent in the behaviour of an individual,
we can use checklist method, etc.
Q.16. What are the Tools and Techniques for assessment of
listening and speaking skills?
Or,
How listening and speaking skills in English language can be
assessed?
Ans. Any assessment method should adhere to the measurement
principles or reliability, validity and fairness. The instrument must be
accurate and consistent, it must represent the abilities.
Two methods are used for assessing speaking skills. In the observational
approach, the student’s behaviour is observed and assessed. In the structured
approached, the student is asked to perform one or more specific oral
communication tasks. His or her performance on the task is then evaluated.
Students should feel that they are communicating meaningful content to a
real audience. Tasks should focus on topics that all students can easily talk
about and they should be given an opportunity to collect information on
the topic. Both observational and structured approaches use a variety of
rating systems. A holistic rating captures a general impression of the
student’s performance. Analytic scales capture the student’s performance
on various aspects of communication, such as delivery, organisation,
content, and language.
Methods of assessing speaking skills are listening tests, which typically
resemble reading comprehension test except that the student listens to a
passage instead of reading it. The student then answers multiple-choice
questions that address various levels of literal and inferential
comprehension. The listening stimuli should represent typical oral language,
and not consist of simply the oral reading of passage designed to be written
material. An alternative to the multiple-choice test is a performance test
that requires students to select a picture or actually perform a task based
on oral instruction. For example, students might hear a description of
several geometric figures and choose pictures that match the description,
or they might be given a map and instructed to trace a route that is described
orally.
Q.17. What are the tools and techniques for assessment of reading
and wirting skills?
Or,
How reading and writing skills in English language can be
assessed?
Ans. Assessment provides teachers with information on what skills
students have and have not mastered. It is needed to help teachers know
the skills levels of their students, since students have varying experiences
and knowledge. There are various tools and techniques to gather assessment
data regarding students’ reading skills. Some of them are :
• Letter knowledge: Is the ability to associate sounds with letters –
One example of an assessment for letter knowedge is to present a student
with a list of letters and ask the student to name each letter.
• Phonemic awareness: Is the ability to hear and manipulate sounds
in words – These assessment that examine a student’s knowledge of how
sounds make words. A student can be asked to break spoken words into
parts, or to blend spoken parts of a word into one word.
• Decoding: Is the process of using letter sound correspondences to
recognize words -An assessment that examines a student’s decoding skills
look at a child’s reading accuracy. One example of this type of measure is
to have a student read a passage of text as clearly and correctly as possible.
The teacher records any mistakes that the student makes and analyses
them to determine what instruction is needed.
• Fluency: Is the automatic ability to read words in connected text –
The most common example of an assessment for fluency is to ask a student
to read a passage aloud for one minute. Words that are skipped pronounced
incorrectly are nto counted. The number of correct words read is counted
and this total equals a student’s oral reading fluency rate.
• Reading comprehension: Is the process of understanding the
meaning of text – There are many types of reading comprehension
assessments. One type involves a student reading a passage that is at an
appropriate level for the student, and then having the student answer factual
questions about the text. Another type involves a student filling in missing
words from a passage, etc.
There are also various toods and techniques to gather assessment data
regarding students’ writing skills. Some of them are:
• Portfolio Portfolio assessment is typically used to assess what
students have learned at the end of a course or over a period of several
years. Course portfolios consist of multiple samples of student writing
and a reflective letter or essay in which students describe their writing and
work for the course.
• Timed-essay: Times-essay tests were developed as an alternative
to multiple choice, indirect writing assessments. Timed essay tests are
often used to place students into writing courses appropriate for their skill
level. These tests are usually proctored, meaning that testing takes place
in a specific location in which students are given a prompt to write in
response to within a set time limit.
• Observation: An informal assessment technique of watching
students during writing to identify strengths and weaknesses, patterns of
behaviour, and cognitive strategies.
Observation help determine which students need additional support
and how to adjust instruction to encourage more and better learning.
• Rubric: A rubric is a tool used in writing assessment that can be
used in several writing contexts. A rubric consists of a set of criteria or
descriptions that guides a raer to score or grade a writer.
• Multiple choice test: Multiple choice tests contain questions about
usage, grammar, and vocabulary, etc.
Q.18. 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 sources 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 to turn.
(2) Use technology for improving students 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 the 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 students 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.19. List some strategies of teaching reading and writing skills
including silent and loud reading, skimming and scanning, pre
reading while reading and post reading activities.
Ans. Reading aloud involves only the skills of pronunciation and
intonation, while one’s real reading ability requires the reading skills of
skimming, scanning, predicting, etc. Teachers use the activity of reading
aloud in teaching reading in the classroom for utterance of every word, to
share information and find it easy to manage as it can be observed and
heard.
Teachers use silent reading activity usually to get information from
the topic, use Skimming, scanning for predicting, guessing unknown words,
understanding details and understanding relations between sentences and
between paragraphs, understanding references, understanding inferences
in a quick way. Based on the understanding of the reading, teachers should
know when to practice reading aloud and and when to practice silent
reading. Based on such understanding, teaching reading in the classroom
divides reading activities into basically three stages in which bottom-up
and top-down techniques are integrated to help students in their reading
comprehension and in increasing their language efficiency in general.
The stages are pre-reading, while-reading, and post-reading.
Pre reading activities: By pre-reading activities, we mean tasks/
activities that students do before they read the text in detail. Such activities
could be pooling existing knowledge about the topic, predicting the contents
of the text, skimming or scanning the text or parts of the text for certain
purposes. The purpose of pre-reading is to facilitate while-reading activities.
The second type of pre-reading activity is setting the scene, which means
getting the students familiarised with the cultural and social background
knowledge relevant to the reading text.
Skimming : Skimming means reading quickly to get the gist. To
teach skimming, teachers provide 3-4 statements one of which represents
the main idea. Ask students to read the text and decide which statement is
the correct one. Provide subtitles for different parts of a text and ask
students to put them in the right place.
Scanning: Scanning means to read to locate specific information.
The key point in scanning is that the reader has something in his mind and
he or she should ignore the irrelevant parts when reading. To teach
scanning, teachers ask students to scan for cetain structures, for example,
tense forms, discourse connectors, particular sentence structures. 1he
scanning result can serve as the basis for grammar study.
When conducting scanning activities, the teacher should bear in mind
the following things :
Set a time limit.
Give clear instructions for the task.
Make sure that answers to the scanning questions should be scattered
throughout the text rather than clustered at one place.
While-reading activities: In while reading activities, teachers allow
students to perform tasks while they are reading. Highlight the main
structural organization of a text/part of a text, and show how the structure
relates to meaning. While reading a text, paragraph, story, journal or
other notes, teacher asks the students to answer comprehension questions
related to the topic.
Post-reading Activities: It is in this area, perhaps, that teachers
have to be most intentive or imaginative. They have to design tasks which
are relevant to the text being studied and appropriate to the students’
level. At the post-reading stage, teachers often rely upon reading aloud,
asking comprehension questions or asking students to paraphrase sentences
of a text. Sometimes sentence by sentence translation is conducted. Also
Post-reading tasks should provide the students with opportunities to relate
what they have read to what they already know or what they feel. In
addition, post-reading tasks should enable students to produce language
based on what they have learned. Discussion is often used for exchange of
personal opinions. This sort of discussion can start with a question like
“What do you think of….. ?” Discussion such as problem-solving, the
ranking of alternatives, deciding upon priorities etc.
Q.20. How skimming and scanning can be done?
Ans. Skimming is reading rapidly in order to get a general overview
of the material. Skimming can tell enough about the general idea and tone
of the material. To skim follow these steps:
(a) Prepare to move rapidly through the pages.
(b) There is no need to read every word; just pay special attention to
key words and phrases, the names of people and places, dates, nouns, and
unfamiliar words. Read chapter summaries when provided.
(c) Read the entire introductory paragraph and then the first and last
sentence only of each following paragraph.
(d) For each paragraph, read only the first few words of each sentence
or to locate the main idea.
Scanning, too, uses keywords and organizational cues. But while the
goal of skimming is a bird’s-eye view of the material, the goal of scanning
is to locate and swoop down on particular facts. Facts may be buried.
within long text passages that have relatively little else to do with topic or
claim. Skim this material first to decide if it is likely to contain the facts
that are needed. Follow these steps:
(a) Decide on a few key words or phrases-search terms.
(b) Look for only one keyword at a time. For multiple keywords, do
multiple scans.
(c) Let eyes float rapidly down the page until you find the word or
phrase needed.
(d) When the eye catches one of your keywords, read the surrounding
material carefully.
Q.21. Define grammar in context. Why is it important to teach
grammar in context ?
Ans. Functional grammar or grammar in context, unlike traditional
grammar, has a strong focus on the context of the text being studied, with
an emphasis on how language is used to express meaning. The context of
a text, as it is expressed by functional grammar, might be separated into
several components. Teaching grammar in context provides a meaningful
framework that connects to reality in the targeted language.
Grammar instruction is one of the most difficult issues of language
teaching. Context-based grammar holds an important place for effective
learning. It will be more motivating for learners if grammar is taught in
context as students will have an opportunity to perceive how the new
grammar structures work. Grammar rules are made easier if they are
given in a context and teaching grammar in context provides accuracy in
the target language. An advantage of learning grammar in context is learners
will see how structures function in sentences and how sentences are related
to each other. Teaching grammar through context will help learners
perceive the structure of the language effectively.
For example:
Grammar in context
To practice questions and answers in the past tense in English,
teacher and students can ask and answer questions about activities the
previous evening. The drill is communicative because none of the content
is set in advance :
Teacher: Did you go to the library last night?
Student 1: No, I didn’t. I went to the movies.
Teacher: (to student 2): Did you read chapter 3 ?
Student 2: Yes, I read chapter 3, but I didn’t understand it.
(to Student 3): Did you understand chapter 3?
Student 3: I didn’t read chapter 3. I went to the movies with Sudent 1.
Q.22. What are the approaches to teaching grammar with
emphasis on grammar in contenxt? Suggest some activities.
Ans. Teaching grammar in context is a method and approach for
teaching grammar. Approaches to teach grammar in context are as follow:
(a) Use predicting skills: Verb tense and aspect, sentence length and
structure, and larger discourse patterns all may contribute to the distinctive
profile of a given communication type. For example, a history textbook
and a newspaper article in English both use past tense verbs almost
exclusively. However, the newspaper article will use short sentences and
a discourse pattern that alternates between subjects or perspectives.
Awareness of these features allows students to anticipate the forms and
structures they will encounter in a given communication task.
(b) Communicative drills : Communicative drills encourage students
to connect form, meaning, and use because multiple correct responses are
possible. In communicative drills, students respond to a prompt using the
grammar point under consideration, but providing their own content. For
example, to practice questions and answers in the past tense in English,
teacher and students can ask and answer questions about activities the
previous evening. The drill is communicative because none of the content
is set in advance:
Teacher: Did you go to the library last night? antra Temer
Studnet 1: No, didn’t. I went to the movies. (to Student 2): Did you
read chapter 3?
Student 2: Yes, I read chapter 3, but I didn’t understand it. (to
Student 3): Did you understand chapter 3?
Student 3: I didn’t read chapter 3. I went to the movies with Student 1.
(c) Developing Grammar Activities: Describe the grammar point,
including form, meaning, and use, and give examples (structured input).
Ask student to practice the grammar point in communicative drills
(structured output)
Have students do a communicative task that provides opportunities to
use the grammar point (eommunicative output)
Follow a sequence of topics, instructors need to develop activities
that relate the topical discourse (use) to meaning and form.
Provide oral or written input (audiotape, reading selection) that
addresses the topic (structured input)
Review the piont of grammar, using examples from the material
(structured input)
Ask students to practice the grammar point in communicative drills
that focus on the topic (structured output)
Have students do a communicative task on the topic (communicative
output)
For example, students who plan to travel will need to understand
public address announcements in airports and train stations. Instructors
can use audiotaped simulation to provide input; teach the grammatical
forms that typically occur in such announcements; and then have students
practice by asking and answering questions about what was announced.
(d) Using Textbook Grammar Activities: Textbooks usually provide
one or more of the following types of grammar exercises.
Mechanical drills: Each prompt has only one correct response, and
students can complete the exercise without attending to meaning. For
example:
George waited for the bus this morning. He will wait for the bus
tommorrow morning, too.
Meaningful drills: Each prompt has only one correct response, and
students must attend to meaning to complete the exercise. For example:
Where are Goerge’s paper? They are in his notebook.
(Students must understand the meaning of the question in order to
answer, but only one correct answer is possible because they all know
where George’s papers are.) mont pris
Communicative drills require students to be aware of the relationships
among form, meaning and use.
Q.23. 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
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 dicuss 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 three are multiple ways to preceive
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.24. Explain free writing as expressing one’s feeling and thoughts.
For example-Dairies emails and SMS. Mention their importance and
how to teach them writing free writing through dairies, emails and
SMS.
Ans. Free writing has traditionally been seen as a pre-writing technique
in academic environments, in which a person writes continuously for a set
period of time without worrying about rhetorical concerns or conventions
and mechanics, sometimes working from a specific prompt provided by a
teacher. While free writing often produces raw, or even unusable material,
it can help writers overcome writing blocks andbuild confidence by
allowing them to practice text-production phases of the writing process
without fear of censure. Unlike brainstorming where ideas are simply
listed, in free writing one writes sentences to form a paragraph about
whatever comes to mind. The writer writes without regard to spelling,
grammar, etc., and makes no corrections. Free writing is often done on a
daily basis as a part of the writer’s daily routine. Also, students in many
writing courses are assigned to do such daily writing exercises.
For example:
(a) Writing diaries: It is a convincing fact that free writing can
bring out students’ voices and help them to respect there thinking process.
Students will compose a series of diary entries from the points of view of
their main characters. To brainstorm diary entry topics, have students
pretend to be their characters as they write in their journals. Have them
cluster, from the main character’s point of view, the following words:
hope
friend
vacation
loneliness
Then, have them free-write from the main character’s point of view
responses to the following:
When I am alone, I like to…..
My favourite relative is…………
the most embarrassing moment I ever had was when
(b) E-mails and SMS: Emails and SMS have been around for such
a long time through from which we can convey our thoughts also increases
the chances of writing as a process. It can be a challenge to write effective,
conversational emails expressing one’s thoughts and feelings when English
isn’t the first language, but once students shall apply some simple strategies
of writing mentioned earlier, they would be able to confidently write
emails and SMS.
Q.25. Why is the Writing as a Process important ?
Ans. Writing as a process emphasizes the writing process because it
emphasizes the value of dialogue as a teaching technique. Teaching the
writing process empowers students by asking them to talk about their
writing at every steps of the writing process. Students submit work
according to a set schedule of lessons and assignments, and instructors
provide feedback on the work, mixing encouragement with constructive
criticism. Students apply these comments to the next step in that
assignment. Both exchange comments about the writing, creating a
conversation between instructor and student-both about the content of
the writing and about the process of doing the work.
Breaking the act of writing down into distinct steps enables students
to maintain perspective on their writing, to understand that the feedback
is about a specific aspect of their writing, and to discover they can master
and they even enjoy writing.
Q.26. How would you teach writing as a Process? Explain with
an example.
Ans. Teaching the writing process is not easy. There aren’t any right
answers, and it takes time for students to fully appreciate the value of
each step. But you can teach students to understand the how-to as well as
the importance of the writing process by following these steps:
● Model each steps of the process and show them multiple examples.
● Give them class time to work on each step rather than assigning it
for homework.
● Check in with them constantly and push them to do more.
● Give them a grade for the process, and make it count for
something.
● Do it more than once.
For example I find it helpful the teach writing an essay or story or
poem as a process.
The first step, which might take the form of brainstorming, free
writing, making lists or diagrams, is often called pre-writing to think of
the subject on which the work would begin.
The draft is often defined as the time to just get it all on paper-to
make a rough work on the subject.
Revision means not just changing a few commas, but making major
adjustments may be cutting a paragraph or adding multiple sentences or
changing the focus of the subject all together.
The final step in the writing process, editing, is when the writing is
complete. This is the time to worry about the placement of a single word
or comma.
Students often have the idea that they should be able to sit down, start
writing an essay, and when they get to the last word they are done.
Q.27. List some strategies for vocabulary teaching based on
different parts of speech.
Ans. There are lots of ways of vocabulary teaching based on different
parts of speech. Some of them are as follows:
(a) Illustration : This is very useful for more concrete words (dog,
rain, tall) and for visual learners.
This lends itself particularly well to action verbs and it can be fun and
memorable. Synonyms/Antonyms/Gradable items Using the words a
student already knows can be effective for getting meaning across.
(b) Definition: Make sure that it is clear with example. Remember
to ask questions to chek they have understood properly.
(c) Translation: If the students’ L1 (native language), then it is fast
and efficient. Remember that not every word has a direct translation.
(d) Context: Think of a clear context when the word is used and
either describe it to be students or give them example sentences to clarify
meaning further.
Alternative ways of teaching vocabulary are:
(e) Give students a few items of vocabulary and tell them to find the
meaning, pronunciation and write an example sentence with the word in.
Prepare worksheets and ask the students to match words to definitions of
different parts of speech.
(f) Ask students to classify a group of words into different categories.
For example, a list of preposition words into/behind/before.
(g) Ask student to find new vocabulary from reading homework and
teach the other students in the class.
(h) Have a section of board for vocabulary items that come up as we
are teaching. Use different colours for the word/the phonemics/the
prepositions/the part of speech. It is a good idea to teach/learn words with
associated meanings together.
(i) Encourage the students to purchase a good dictionary and use class
time to highlight the benefits of one.
(j) Teach the students the grammatical names for the parts of speech
and the phonemic script.
(k) Give extra examples sentences to the students if they are unsure
and encourage them to write the word in an example sentence of different
parts of speech, etc.
Q.28. What are the objectives of teaching of english at the
elementary level with reference to National Curriculum Framework
2005 ?
Or,
How does teaching of English at the elementary level can be done
according to National Curriculum Framework 2005?
Ans. NCF 2005 Gives a Fresh Impetus (m) to Language Education
that renewed attempt should be made to implement the three language
formula. It also emphasizes Proficiency in multiple languages including
English should be encouraged in children. The three-language teaching
formula is an attempt to address the challenges and opportunities of the
linguistic situation in India. The primary aim of the formula is to promote
multilingualism and national harmony.
The goals for second language curriculum are two fold:
(a) Attainment of a basic proficiency, such as it acquired in natural
language learning and the development of language into an instrument
for abstract thought.
(b) Knowledge acquisition through literary improving linguistic skills
in one language improves it in others, while reading failure in one’s own
languges adversely affects second language reading.
Language education is not confined to the language classroom. It is
important to view language education as everybody’s concern at school
and not as a responsibility of the language teacher alone. many students
who have to switch over to English, having had their earlier education
through their mother tongues face barriers of language. Teachers would
be doing them a service by being bilingual to some extent for the first few
weeks.
Teachers should make themselves aware of their students’ first language
or mother tongue so that in times of difficulty they can explain to the
students in a simple and comprehensible language, may be mother tongue.
By talking to students outside the classroom on topics other than the text
or the school, students will know the words of second language is often
used and present around them.
They will also be able to use the language outside the classroom, in
the society with confidence without the teacher, thus fulfilling the basic
purpose of language. Therefore, a language across the curriculum approach
is required. This brings down the barriers between English and other
subjects, and other Indian languages. The aim of English teaching is the
creation of multilinguals who can enrich all our languages which has been
an abiding national vision.
Q.29. What are the objectives of teaching of English at the
elementary level with reference to Bihar Curriculum Framework
2008?
Or,
How does teaching of English at the elementary level can be done
according to Bihar Curriculum Framework 2008 ?
Ans. Pedagogy of English in Bihar begins from class I itself, it is
deemed necessary to lay imphasis on the strategies of teaching required
for an ESL (English as Second Language) learners. Bihar Curriculum
Framework 2008 has been designed according to the social aspects of the
children of the state. Keeping in mind that English language is not so
commonly used and spoken in Bihar, the curriculum framework has just
remodelled the national curriculum framework 2005, according to the
needs culture of Bihar where most of the people live in villages.
Keeping in view the need to strengthen the content pertaining to
teaching of English, the importance of textbook as a learning resource
cannot be ignored or overlooked. Significantly, to cater to this objective,
the textbooks for the Government school students of Bihar have been
developed with the principal of constructivism where learners should be
constructing on their own. The framework sets guidelines for teachers to
make opportunities to develop language skills in and outside classroom
and be proficient in using English. The main role a teacher is to make the
teaching-learning process meaningfull. Skill or art of teaching can be
improved proper knowledge of approaches and methods and in their
regorous practice. S/he should only facilitate then learners so that they
may proceed in the direction of constructing knowledge on their own.
Q.30. List some strategies of teaching speaking skills among
students including reciting a poem, participating in a dilogue/
conversation, greetings, asking and aswering questions and conveying
information.
Ans. (a) Reciting a poem: Poems are useful for practicing all the
subtle and not-to-subtle sound of the English language. The vocabulary,
repetition and rhymes found in poems can help all of our students improve
their English speaking voices. Additionally, students who grapple with
strong accents can benefit from studying and reciting poems too.
When presenting a poem to the class, it’s important that we first recite
the poem for your students so that the pronounciation of each word is
clear and they can hear the changes in intonation. Also, define any words
that they don’t know and answer any questions they may have.
Then, together as a class, read the poem aloud. Once finished, we can
call on individual students to recite the whole poem, or just one or two
lines in a verse. The activity can end here, or we can ask our students to
memorize a section of the poem or the whole poem as homework. In the
next class, give each student a chance to recite the poem from memory.
It’s important for the students to hear the poem’s flow correctly before
they begin to examine the language and rhyme scheme.
(b) Participating in a dialogue/conversation : Developing listening
and speaking skills through the use of dialogues helps students immensely
in becoming proficient in speaking. Dialogue/conversation is nothing more
than communication between two people through speaking. Here are some
activities to participate in a dialogue in order to develop speaking skills :
• Making lists: Getting the learners engaged in through ‘lists’. Present
a numbered list of, countries. Students then note the 3 countries they
would most like to go to, and 3 they don’t fancy visiting. They mingle to
find people with similar or different choices and exchange their views.
Lists are very versatile-we can also replace the prompts by pictures.
• Candy as conversation topics: Starting with a new class ? Buy
some sweets (candy, chocolate) wrapped in 6 different colours. Put the
learners in small groups and ask them to choose 3 different coloured
sweets each. Then explain that each colour stands for a topic of conversation
which we would like them to talk about in turn in their group.
Example topics include
blue = favourite food
green = best film they’ve seen this year.
yellow = favourite music to listen to
red = last place they went for dinner
(c) Greetings : Students often greets and they like to greet. We can
use this traditional dialogue path into authentic conversation to improve
speaking skills in our students. Here is the activity :
Choose a song the students might also appreciate. It words better with
lively, happy tunes. Explain that well play some music and when we stop
they have to greet the person next to them by shaking their hands and
introducing themselves (name, country, nationality, age, likes and dislikes,
etc).
Do this a few times adding new ‘topics’; then add some variation and
fun by asking them to greet each other in a different mood, for example
‘greet each other happily’ or ‘sadly’ or ‘you don’t like the person you’re
greeting etc.
We can make this more complicated by changing the topics without
warning or by asking the students to say the next word using the last
letter of the last word said.
(d) Asking and answering questions: It is a great speaking activity
which requires no resources and will help our learners build the skills of
speaking they need to maintain a conversation. Here is the activity:
• Ask Answer Add: It is a speaking Activity to Help Learners Maintain
a Natural Conversation.
The first step is to place the learners so that they are sitting or standing
in pairs and facing each other. For lower level learners, present them with
a question to ask their partner. If we were teaching about food in that
particular class for example, then these might be good to choose from:
What’s your favourite food?
What did you eat for breakfast/lunch/dinner?
How often do you eat out ?
What did you eat the last time you ate at a restaurant ?
What is a typical meal from your country?
Have you ever eaten Sushi ?
Answer starts with just one question and let the learners know that
they are going to ask this to their partner. The partner should answer to
their best ability. An example might be :
A. “What’s your favourite food?”
B. “I like pasta.”
Add
The student answering the question should then add some extra
information. Then the conversation above would now go something like
this :
A. “What’s your favourite food ?”
B. “I like pasta. I eat past every Saturday.”
With enough practice, that even lower level learners can maintain a
pretty decent conversation for around five minutes. Giving students a list
of questions to talk about, it teaches them the skill of how to converse and
to make small talk.
(e) Conveying information: Conveying information is an interesting
and effectively way to improve listening and speaking skills in students.
Here is an activity:
Chinese Whispers
Propose: To listen and speak carefully, to convey clearly stated
messages.
1. Get a least five people, preferable 10 plus people. The more people
involved, the better, because the message being passed around, is likely to
become distorted and even funnier.
2. Write a few messages down on paper that consists of at least ten
words. The message can be serious or downright silly. Be sure it is legible.
3. Sit the players down on the floor in a circle or a line. This can be
played in teams or as a whole group.
4. Give the first player the message note. Have that person whisper
the message into the ear of the next person. They cannot pass on or show
the message; that must go back to the organiser / monitor. The message
must be repeated quickly from person to person. No one else must hear.
5. The last person reveals aloud what he/she heard to the group.
6. The activity is reviewed with the group.
This activity will help to pronounce words correctly.
Q.31. Give an example of posters, notice, descriptions of
place, person and thing, advertisement, article, letter, invitation and
letter.
Ans.(a) Poster
Ph
(b) Notice: Question: Your school is organising a dance
competition. Write a notice for your school notice board and invite namer
of interested students.
Notice: Dance competition
Our school is organising a dance competition on 10-06-2019 in school
auditorium. Minimum age limit is 11 years. No registration fees. Winners
will get chance to represent school in Junior-school competition in
December. (Judges panel include principal and music teacher). Interested
students meet undersigned in 5th period in room no.-21.
Beyant Kumar
Head boy
Class – Fifth
Primary School, Parsa
(c) Description : Question: Write a short description about Taj
Mahal.
The Taj Mahal is a white tomb built in the 17th century by the Mughal
emperor, Shah Jahan in memory of his wife, Mumtaj Mahal. The building
is in the city of Agra, Uttar Pradesh. Widely thought as one of the most
beautiful building in the world, it is one of India’s biggest tourist attractions.
It is listed as a UNESCO World Heritage Site, together with the Agra
Fort, 2.5 kilometers away. It is located on the south bank of Yamuna
river in Agra.
Question: Write a short description about Mahatma Gandhi.
Mahatma Gandhi was a great freedom fighter. He freed India from
the British rule in 1947. He was born on 2nd October, 1869, at Probandar.
His full name was Mohandas Karamchand Gandhi. His father was a Deewan
at Rajkot. He went to England to study law. He came back and became a
barrister at Bombay. Then he went to South Africa. In South Africa,
Indians were not treated properly, he fought for them. He went to jail
many times in the freedom struggle. He believed in Ahin-sa (Non-violence).
He lived a simple life. He wore pure khadi. We also call him Bapu. He
was shot dead on 30th January, 1948. It was a great loss to India and to
the world as well. For his services and sacrifice for the country he was
named the Father of Nation.
Question: Write a short description on how you clean your room?
First, move all of the items that do not have a proper place to the
center of the room. Get rid of at least five things that you have not used
within the last year. Take out all of the trash, and place all of the dirty
dishes in the kitchen sink. Sweep my room properly. Get things be placed
in the right place. Now my room is clean.
(d) Advertisement – (photo laganahai.)
(e) Article – (photo laganahai).
(f) Letter/invitation –
Question: Write a letter to your friend inviting him to your birthday
party.
45, Anand Marg
Sikandarpur
Bihar
Dear Rishabh,
Hi! You are invited to my birthday party on 25th of June.
The party will be at my home from 4.00 p.m. to 7.00 p.m. As the
party is based on environment friendly theme, please bring a plant or
flower instead of a gift. It will be fun as I have invited most of our
classmates. I am excited as I am going to be 11 this year. Please come as
it will be good to have your company.
Your dear friend
Rahul
Q.32. Explain writing as a Process. Also explain the stages of
writing proccess that is brainstorming, mind map, drafting,
evaluation reviewing, editing and final draft.
Ans. Writing as process is a series of actions that are followed to
some desired end result. In order for the result to be successful, all steps
must be followed. Is a series of actions that writers take in the course of
producing a text that satisfies their purposes and the expectations of their
readers for examples-cooking isa process and a recipe is the direction that
need to follow to get a positive end result. This is true for writing too.
Writing as a process that involves multiple steps that must be completed
to create an effective result. However, the writing process is more than a
set of steps to follow in the right order. There are generally some
recognised stages in the writing process :
(a) Brainstorming : Before someone start writing, he will think
about what to write, or how to write. This is called, brainstorming. When
a writer brainstorm for ideas, he will try to come up with as many ideas as
he can. Doesn’t worry about whether or not they are good or bad ideas.
He could brainstorm by creating a list of ideas that he came up with, or
drawing a map and diagram, or just writing down whatever he could
think of without thinking about grammar. Think of this like the eratic
thunder and lightning that comes from a thunderstorm.
(b) Mind map: It is a technique of increasing popularity that is used
by authors for organising one’s thoughts for a writing project and the
preparation and planning associated with it, in addition to other things. A
mind map is a graphic display of thoughts. Mind mapping is also used by
the readers of a complex text to increase one’s comprehension and
understanding of complex things and reading passages.
(c) Drafting : This stage of writing process involves drafting. During
drafting, the writer puts his ideas into complete thoughts, such as sentences
and paragraphs. The writer organizes his ideas in a way that allows the
reader to understand his message. He does this by focusing on which ideas
or topics to include in the piece of writing. During drafting, the writer
will compose an introduction to the piece and develop a conclusion for
the material. At the end of this step of the writing process, the author will
have completed a “rough draft.”
(d) Evaluation: An evaluation in a process writing is a composition
that offers value judgements about a particular subject according to a set
of criteria. Evaluating a piece of writing, means thoroughly read the work.
While we read the work, keep in mind the criteria we are using to evaluate.
The evaluative aspects may be : grammar, sentence structure, spelling,
content, usage of sources, style, or many other things. Other things to
consider when evaluating a piece of writing is whether the writing appealed
to its target audience. Teachers watch students as they engage in writing
in order to determine strengths, abilities and needs. Teachers observe in
order to learn about students’ attitudes and interests in writing, the writing
strategies that they use, and how students interact with classmates during
writing. While observing, teachers may ask students questions such as:
How is it going? What are you writing about? Where do you want this
piece to go? This type of informal observation, although not graded as
such, enables teachers to make informed instructional decisions and
demonstrates to students that teachers are supportive of the writing process.
(e) Reviewing: It is the stage of changing and rewriting a draft to
make is better. In this step, the writer try to anticipate the needs of his
readers by rearranging ideas and reshaping sentences by reviewing to
make clearer connections. When reviewing his work, the writer may
rearrange paragraphs and sentences. He may add or take out information.
He will make sure that his ideas are clear to the readers.
(f) Editing: Editing operates on several levels. The lowest level,
often called line editing, is the stage in the writing process where the
writer makes changes in the text to correct errors-such as spelling, subject/
verb agreement, verb tense consistency, point of view consistency,
mechanical errors, word choice, and word usage (there, their or they’re)
and fine-tune his or her style. Having revised the draft for content, the
writer’s task is now to make changes that will improve the communication
with the reader.
(g) Final draft: A final draft is a piece of writing that will be
handed in as the best work. Students should treat crafting a final draft as
a task of increased importance, because it is their last chance to enhance
their paper and correct any flaws. Crafting the Final Draft, students should
do a spell chek of their final draft, revise their paper in terms of misspelled
words, and accidental world repetitions, perform a punctuation check,
grammar chek, etc.
Q.33. Define poster, notices, descriptions, advertisement, articles,
invitations, messages and letters.
Ans. (a) Poster: A poster is a temporary promotion of an idea,
product, or event put up in a public space for mass consumption. Typically,
posters include both textual and graphic elements, although a poster may
be either wholly graphical or wholly text. Posters are designed to be both
eye-catching and informative. Posters may be used for many purposes.
They are a frequent tool of advertisers (particularly of events, musicians,
and films), propagandists, protestors, and other groups trying to
communicate a message or conveying information.
(b) Notices: A notice is a written or printed announcement (Example:
a notice for sale). It is written in order to inform a large number of people
about something that has happened or is about to happen. It could be an
upcoming event, competition, Lost and found notice or just a piece of
information to be delivered to the targeted audience. It is generally written
in a formal tone. Notices are factual and to-the-point. The language used
is simple and formal, not flowery.
(c) Description: A description of someone or something is an account
which explains what they are or what they look like. The primary purpose
of writing a description is to describe a person, place or thing in such a
way that a picture is formed in the reader’s mind. It describes something
or someone accurately and in a way that makes it come alive for the
reader. Capturing an event through descriptive writing involves paying
close attention to the details by using all of five seasons. Teaching students
to write more descriptively will improve their writing by making it more
interesting and engaging to read.
(d) Advertisement: An advertisement is a piece of information in a
newspaper, on television, a picture on a wall, etc. that tries to persuade
people to buy something, to interest them in a new job, it is the promotion
of a product, brand or service to a viewership in order to attract interest,
engagement and sales.
(e) Article: It is a piece of writing on a particular subject in a newspaper
or magazine, or on the internet persuading the people of it’s interest. It
may be for the purpose of propagating news, research results, academic
analysis, or debate. it has five parts:
● Headline: A headline is text above a newspaper article, indicating
its topic.
● Byline: A byline gives the name and often the position of the
writer, along with the date.
● Lead: The lead (sometimes spelled lede) sentence captures
attention of the reader and sums up the focus of the story.
● Body or running text: Details and elaboration are evident in
the body or running text and flow smoothly from the lead.
● Conclusion: The conclusion will sum up the article, possibly
including a final quote, a descriptive scene, a play on the title or
lead, a summary statement, or the writer’s opinion.
(f) Invitation: An invitation is a letter asking the recipient to attend
an event. It is a request, a solicitation, or an attempt to get another person
to join at a specific event. It is typically written in the formal, third-
person language and mailed some days before the ceremony date. An
invitation can be delivered as a verbal request, a beautifully engraved
card, etc.
(g) Letter: A letter is one person’s written message to another
pertaining to some matter of common concern. It can be handwritten or
printed on paper. It is usually sent to the recipient via mail or post in an
envelope, although this is not a requirement as such. Any such message
that is transferred via post is a letter, a written conversation between two
parties. Letters have several different types : Formal letter and Informal
letters. Before the advent of modern technology made communication so
easy, the art of writing a letter was considered an important requirement.
Even today a letter is an important means of communication in both the
workspace as as our personal lives.
Q.34. Describe guiding principles of NCF 2005 and BCF 2007 in
the teaching of English.
Ans. Guiding principles of NCF 2005:
● Connecting knowledge to life outside the school.
● Ensuring that learning is shifted away from rote methods.
● Enriching the curriculum to provide for overall development of
children rather than remain textbook centric.
● Making examinations more flexible and integrated into classroom
life.
● Nurturing an over-riding identity informed by caring concerns
within the Democratic polity of the country.
Guiding principles of BCF 2008:
● Relating education to nature, society and Life outside schools.
● Redesigning of textbooks and teaching-Learning strategies for
promoting constructive critical outlook.
● Re-inventing class rooms and examinations to aid the process of
Learning.
● All round development and helping the child to realise her
individual potential.
● Nurturing a child to grow into an informed, capable and
conscientious citizen imbued with social concerns.
Q.35. Describe the curriculum, syllabus, textbook of English in
Bihar at primary level. Also differentiate among them.
Or,
Metion the relationship between curriculum, syllabus and
textbook.
Ans. Curriculum is concerned with all the different aspects that make
up the learning experience as a whole. Curriculum includes:
● the specification of the content.
● ordering of what is to be taught.
● all aspects of planning, implementation and evaluation of an
educational programme.
● Why how and how well together with what of the teaching learning
process.
It is a conceptual structure for decision making rather than details of
what is to be done in the classroom. We can say that curriculum is the
complete set of taught material in a school system.
The syllabus is a narrower term that refers to the specific content of
teaching, which includes periodic evaluative mechanisms like duration of
a course or examination. The syllabus addresses questions like what to
teach and how to teach it. Syllabus is descriptive, which incorporates the
outline of topics covered. We can say that if the curriculum prescribes the
objectives of the system, the syllabus describes the means to achieve them.
Curriculum covers all the activities and arrangements made by the
institutions throughout the academic year to facilitate the learners and the
instructors whereas syllabus is limited to particular subject of a particular
class.
Syllabus is further taught in the form of textbooks. Textbooks thus
give an operational framework to a curriculum, determine the direction
of the teaching learning process and quite often define the scope of
education. Whenever curriculum framework changes in response to the
changing needs of the society, textbooks are changed to accommodate the
changing needs.
As a conclusion we can say that a syllabus is the concrete form of
curriculum and the text books are developed in accordance with the syllabus.
All aspects of curriculum and syllabus are incorporated in the text books.
In other words, what is mentioned in the curriculum is reflected in the
syllabus and the text book is the reflection of the syllabus. Syllabus by
itself cannot be transacted in the classroom. That is the reason why there
is demand and need for the text book. The text book is a final and concrete
tool for interaction with the learners.
Q.36. List some strategies of teaching listening skills among
students including sound recognition, pre-listening, while listening
and post listening activities, syllable, stress, intonation and rhyme.
Suggest some activities.
Ans. It’s important to plan and organise a listening lesson in order to
support our students and help them succeed at listening in English. By
assigning tasks and focusing attention on different aspects of a listening
text, we can help students develop their listening skills and identify where
they need to improve. Here are some strategies and activities to teach
listening skills among our students :
(a) Pre-Listening: In the pre-listening stage, prepare the students to
listen an audio track. Give students a simple preview of the listening text.
Give them a little information, but not too much. Ideally, get the students
thinking about what they hear. Give them just a tiny bit of information,
such as the title, the topic, or a short sentence, and allow them to predict
what they’re going to hear. H
If there is a worksheet or course book page that accompanies the
listening track, the students time to look at the pictures, the tasks, the
instructions, the questions. All this provides valuable information for the
student. Remember: the student have (probably) not heard the listening
track before, and they’re listening in a second language. For example, if
listening track is about a coffee shop, we can ask students what people say
and do in a coffee shop or what things you usually see in a coffee shop.
Finally, set up a while-listening task right before they listen.
(b) While-Listening: The while-listening stage is where students
listen and do a task. Many coursebooks features tasks, such as listening
for gist, listening for main ideas, making inferences, and summarizing.
Assigning a task can help students focus and develop important strategies
for language learning. Here’s a little more information about some common
listening tasks.
Listening for gist: This means listening to get the main idea, so
students should be trying to get the topic or theme of the listening track.
Listening for detail: This means listening to get specific information,
such as How much was the meal ? or Where was the bus going?
Making inferences: Here’s where students are listening to get
information not explicitly stated on the track. Some examples: how do
the two people feel about each other ? or Where do you think the man will
go next?
Ideally, play the listening track 2 or 3 times, setting a different task
each time.
(c) Post-Listening: The post-listening task is the stage where you
take them beyond the listening text, and use it for further language practice.
Assign students to do a related speaking related speaking activity. For
example, if students, heard a conversation between two people at a party.
ask them to reproduce the conversation in a different setting. Get students
to discuss what problems came up during the listening. Which sections
were the most difficult? What caused them confusion or
misunderstanding ?
Overall, these three stages are a reliable format for doing a listening
activity in class.
(d) Sound recognition: Sound recognition listening involves paying
attention to environmental soun music, conversations, and stories. Here
are a few listening activities:
● What animal made that sound ? – Have the child sit with his or
her back to you, or put a scarf over his or her eyes. Make different animal
sounds and have the child guess what animal makes that sound. Another
way of playing this game is to hand a child two animal toys or pictures of
animals, and then ask him or her to point to the animal that makes the
particular sound.
● Guess the instrument – This activity is similar to the first activity
except, this time, the child guesses the name of the instrument that made
the sound.
(e) Syllable: Here is the activity to identify syllables in order to
teach listening skills among students :
● Separated-Syllables Read: Write words on the chalkboard
syllable by syllable, leaving enough space between the word parts for
students to see syllable divisions. Ask students to use their knowledge of
common syllable spelling patterns (e.g., closed syllables, open syllables,
consonant + -le) to read each word. When there’s a questions about a
syllable’s pronunciation, be sure to have students explain why they
pronounced it a they did. It is critical that students be able to verbalise all
six syllable-spelling patterns. When they’ve read each syllable in a word,
have students read the word at a natural pace. For e.g. :
S-6: Pedagogy of English (Primary Level)
fan tas tic fa ble ab sent
pump kin ad venture croc o dile
(f) Stress: The following exercise practices listening for word stress
as a marker of the information focus of a sentence. Students listen to
questions that have two possible information focuses and use stress to
identify the appropriate focus. (Words in italic are stressed.)
Student chek Students hear information focus
The bank’s (downtown) branch closed today. Where/When
Is the city office open on (Sunday)? Where/When
I’m going to the (museum) today. Where/When
To teach students identify and produce stress here is an another activity
:
Use a clear easty-to-see way of marking stress on the board and on
handouts for students. Use the big circle – small circle (O o) method. It is
very easy to see and has the added advantage of identifying the number of
syllables in the word, as well as the stressed syllable. For example :
experiment with the word ‘computer’. Say out loud. Listen to it. The
second syllable of the three is stressed. A stressed syllable combines five
features:
It is l-o-n-g-e-r – com p-u ter
It is LOUDER ― comPUTer
It is a change in pitch fron the syllables from coming before and
afterwards. The pitch of stressed syllable is usually higher.
It is said more clearly, the vowel sound is purer compare the first and
last vowel sounds with the stressed sound.
It is equally important to remember that the unstressed syllables of a
word have the opposite features of a stressed syllable.
Also say the word in the different ways for the students, really
exaggerating the stressed syllable and compressing the unstressed ones.
Ask the students which version of the word sounds ‘the best’ or ‘the most
natural’.
By hearing the word stressed incorectly, students can more easily
pick out the correct version.
(c) Intonation: To make students identify students produce intonation
here is the activity :
Many students may find it difficult to hear the differences in English
intonation patterns. To make these distinctions more clearly, use visuals
to help students see how different sentences are said. For intonation, use
wavy lines and arrows to show the rising and falling of different syllables
and words, model example sentence and corresponding lines. Then, have
students practice by drawing their own arrows on various sentences.
One way to practice these skills is to practice a common dialogue in a
variety of different contexts. Create a simple dialogue, such as the following :
A: Good afternoon.
B : Hi. How are you?
A : Fine, thanks. And you ?
B : I’ve been busy, but good.
A : Well, it was nice talking to you. See you later.
B : Same to you. Goodbye.
Pair students up and have them practice this dialogue with different
scenarios. Example scenarios that are good for this activity include: two
friends who haven’t seen each other in a long time; someone visiting an ill
friend in the hospital, etc.
(d) Rhythm: To make students identify and produce rhythm here is
the activity:
This activity uses rhyming patterns to help learners become familair
with word stress within a sentence.
First, read a word with a stressed syllable. Emphasize the stressed
syllable as much as possible-it is good to exaggerate for the purposes of
this exercise. Make sure the stressed syllable is loud, with a higher tone.
Then, “echo” the word with a sentence that has a similar sound and a
similar stress pattern. If it is practiced with a partener, one student says
the Word, and the other partner responds with the Echo. After they finish,
switch parts and do the activity again. Here are a few for practice:
Word. Echo
Interact It’s a fact.
Interact Here’s your hat.
Interact Where’s my snack ?
Committee She’s pretty.
Committee It’s tricky.
Committee He’s witty.
entertain I’ve been paid.
entertain That’s insane!
entertain Let me explain.
