Changes

===== Objectives =====

===== Objectives =====

# To introduce teachers to different theories and approaches of language learning

# To introduce teachers to different theories and approaches of language learning

# To develop an insight into the ways children process and learn languag

# To develop an insight into the ways children process and learn language

===== Audience =====

===== Audience =====

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

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

Based on different language approaches, the curriculum will focus on providing activities for learning English through an acquisition method.

Based on different language approaches, the curriculum will focus on providing activities for learning English through acquisition.

The subsequent modules will therefore focus on hearing (listening), seeing (reading), speech and writing in that order.  There will also be lesson examples that will be given for providing resource extensions and multi-media input for language lessons in their English language textbooks.

The subsequent modules will therefore focus on hearing (listening), seeing (reading), speech and writing in that order.  There will also be lesson examples that will be given for providing resource extensions and multi-media input for language lessons in their English language textbooks.

==== Module 2 - Hearing the language ====

==== Module 2 - Hearing the language ====

In this module the focus will be on hearing the words and word phrases as spoken in English, without an emphasis on seeing.  The seeing of the words will come later and association of the sounds with the script will come later. The focus is  here on getting the students familiar with the arbitrariness of a group of sounds to indicate meaning for specific words and contexts.

In this module the focus will be on hearing the words and word phrases as spoken in English, without an emphasis on seeing / reading script.  The seeing of the words will come later and association of the sounds with the script will come later. The focus is  here on getting the students familiar with the arbitrariness of a group of sounds to indicate meaning for specific words and contexts.

===== Objectives =====

===== Objectives =====

===== Audience =====

===== Audience =====

# Any beginning learning group

# Any beginner group

===== Resources =====

===== Resources =====

# Recordings of words and phrases  

# Recordings of words and phrases  

# Video clips  

# Video clips  

# Simple short stories as audio clips - Available on TOER - H5P resources, click here

# Simple short stories as audio clips -  

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary - available on TOER - H5P resources, click here

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary  

# Concrete items which are commonly used/accessed/seen

# Concrete items which are commonly used/accessed/seen

# Basic verbs

# Basic verbs

# Word categories - animals, plants, relationships - See a list in this spreadsheet

# Word categories - animals, plants, relationships - See a list in this spreadsheet

# Simple sentences

# Simple sentences

# Alternate sources of materials - [https://storyweaver.org.in/stories?language=English-Kannada&query=&sort=Relevance Pratham story viewer]

# ''<u>Alternate sources of materials - [https://storyweaver.org.in/stories?language=English-Kannada&query=&sort=Relevance Pratham story viewer]</u>''

===== Unit 1 - Introduction to simple words in the environment =====

===== 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 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.   

# Introducing the connection between script and sound (which is a second arbitrary item)  

# Introducing the connection between script and sound (which is a second arbitrary item)  

# Combination of sounds and scripts

# Combination of sounds and scripts

# Sensitizing the ear layer to the sound and shapes

# Sensitizing the ear to the sound and shapes

===== Audience =====

===== Audience =====

# Interactive materials which will introduce the script and the sound

# Interactive materials which will introduce the script and the sound

# For very young children,  sensorial activities like writing in sand, tracing on sand etc of the letters

# For very young children,  sensorial activities like writing in sand, tracing on sand etc of the letters

# Animations showing the formation of the script for each sound along with the recording of the sound; TOER - H5P resources, click here

# Animations showing the formation of the script for each sound along with the recording of the sound

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary - available on TOER - H5P resources, click here

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary

# Concrete items which are commonly used/accessed/seen

# Concrete items which are commonly used / accessed / seen

# Basic verbs

# Basic verbs

# Word categories - animals, plants, relationships - See a list in this spreadsheet

# Word categories - animals, plants, relationships - See a list in this spreadsheet

"What is the sound your mouth makes when you say book?".  The students may be able to say "b"

"What is the sound your mouth makes when you say book?".  The students may be able to say "b"

Here the local language should not be used.  While children can listen and speak multiple languages, reading multiple script symbols is not encouraged.

Here the local language should not be used.  While children can listen and speak multiple languages, reading multiple script symbols is not to be encouraged.

Again the pictures of the words can be projected and students can work in pairs/ groups to say the sounds.

Again the pictures of the words can be projected and students can work in pairs/ groups to say the sounds.

===== Unit 2 -  Showing the connection between sounds and script =====

===== Unit 2 -  Showing the connection between sounds and script =====

Self learning, can browse through the letters and hear the sounds and register

Self learning, learners can browse through the letters and hear the sounds and register

===== Activities / processes (assessment) =====

===== Activities / processes (assessment) =====

# Self assessment - Quiz oneself - identify sound on seeing the letter.  

# Self assessment - Quiz oneself - identify and utter the sound on seeing the letter.  

# Hearing the sound and writing the letter

# Hearing the sound and writing the letter

===== Unit 3 - Reading to learn =====

===== Unit 3 - Reading to learn =====

# Reading to make meaning  

# Reading to make meaning  

# Reading for pleasure

# <u>Reading for pleasure</u>

# Introducing Grammar Implicit  

# Introducing Grammar Implicit