Changes

===== Unit 3 - Context of English language learning in India =====

===== Unit 3 - Context of English language learning in India =====

This unit will have a brief description of how English learning has been attempted in India, the history of different approaches tried in India.  How to teach English in a multi lingual context will be the focus of this unit.

This unit will have a brief description of how English learning has been attempted in India, the history of different approaches tried in India.  How to teach English in a multilingual context will be the focus of this unit.

===== Unit 4 -  Overview of the language curriculum in this course =====

===== Unit 4 -  Overview of the language curriculum in this course =====

===== Unit 1 - Introduction to simple words in the environment (object identification) =====

===== Unit 1 - Introduction to simple words in the environment (object identification) =====

Activity:  The teacher will introduce simple objects in the environment the students are familiar with.  For example, "What is this?"  Students may say "ಪುಸ್ತಕ" or the closest word in their language.  The teacher can explain "This is a book".  This is the phase in which the multi lingual nature of a classroom can be fully explored and used.  This can be repeated for a given number of objects or pictures.  Movement should be from objects to pictures.   

Activity:  The teacher will introduce simple objects in the environment the students are familiar with.  For example, "What is this?"  Students may say "ಪುಸ್ತಕ" or the closest word in their language.  The teacher can explain "This is a book".  This is the phase in which the multilingual nature of a classroom can be fully explored and used.  This can be repeated for a given number of objects or pictures.  Movement should be from objects to pictures.   

Once they have listened to the sounds, the teacher can do the reverse.  After they listen to the words, students can identify the correct objects.  The teacher demonstrates with one example.  "Show me the book"  And shows the book.  It is to be noted here that the word show is also introduced.  This can be done either by directly speaking or by playing the recordings of the words/ phrases and have students identify the associated objects/ pictures

Once they have listened to the sounds, the teacher can do the reverse.  After they listen to the words, students can identify the correct objects.  The teacher demonstrates with one example.  "Show me the book"  And shows the book.  It is to be noted here that the word show is also introduced.  This can be done either by directly speaking or by playing the recordings of the words/ phrases and have students identify the associated objects/ pictures

Assessment is  continuous and built into the process.   

Assessment is  continuous and built into the process.   

(New vocabulary should consist of words of the same nature as those taught in the first lesson - book, pen, pencil,             cat. It should thus consist of names of familiar concrete things (counting animals as things), which are present or           can be brought into the class, or shown by pictures or blackboard  drawings.  It is for teachers to judge how many words of this kind their classes can digest, but they should understand that the main purpose of this concrete vocabulary is for ''use'' in the structures which are being introduced. The struc­tures may be called the walls and the rooms of the lan­guage house which is being built. The vocabulary is the furniture and fittings. Looked at in this way, isolated words are seen to have a relatively subsidiary position).   

(New vocabulary should consist of words of the same nature as those taught in the first lesson - book, pen, pencil,cat. It should thus consist of names of familiar concrete things (counting animals as things), which are present or can be brought into the class, or shown by pictures or blackboard  drawings.  It is for teachers to judge how many words of this kind their classes can digest, but they should understand that the main purpose of this concrete vocabulary is for ''use'' in the structures which are being introduced. The struc­tures may be called the walls and the rooms of the lan­guage house which is being built. The vocabulary is the furniture and fittings. Looked at in this way, isolated words are seen to have a relatively subsidiary position).   

===== Unit 2 - Introduction to simple conversational structures =====

===== Unit 2 - Introduction to simple conversational structures =====

Activity:  The teacher will introduce simple conversational structures and also numbers and counting in English. This assumes, of course, that children have basic number-quantity association understanding.  This can also include simple words that qualify objects and also introduce color names.  Here again, the local language of the classroom will be used to introduce the conversational words.  For example, in the examples below - "ಹೆಸರು" "ಬಣ್ಣ" can be used to introduce words like name and color.  

Activity:  The teacher will introduce simple conversational structures and also numbers and counting in English. This assumes, of course, that children have basic number-quantity association understanding.  This can also include simple words that qualify objects and also introduce colour names.  Here again, the local language of the classroom will be used to introduce the conversational words.  For example, in the examples below - "ಹೆಸರು" "ಬಣ್ಣ" can be used to introduce words like name and color.  

Examples:  

Examples: