tag:blogger.com,1999:blog-67192117601327922992024-03-14T05:28:57.699-07:00Critical Lenscritical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-6719211760132792299.post-82504884152882776932016-12-19T08:17:00.000-08:002016-12-19T08:17:08.608-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 style="text-align: left;">
<b><span style="color: red;">Addressing Low
Proficient Learners – 9</span></b></h2>
<h3 style="text-align: left;">
<b><span style="color: blue;">Generating Parodies
of Popular Songs (Continued)</span></b></h3>
<div class="MsoNormal" style="text-align: justify;">
As we have discussed in the
previous two posts the pre-requisite for generating parodies of popular nursery
rhymes and songs at the primary level is to generate them line by line with the
help of a few interaction questions. The
modules are meant for children of classes 1 to 4. In the case of low proficient
readers graphic reading takes place, which eventually glides over to genuine
reading. Here reading alone is not targeted; the focus is on giving holistic
(i.e., discourse level) input to learners so that they acquire language
non-consciously. The process suggested can be extended to classes 5 to 8 as
well if songs suitable to this level of learners are available. Before taking up a song for the higher levels of learners let
us see how the same song (<i>i.e., Five little babies</i> ...) can be used in a different way in classes 3 to 8.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<h3 style="text-align: justify;">
<b><span style="color: blue;">Module 5: Generating Parodies – Classes 3 to 8</span></b></h3>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="color: magenta;">Brainstorming on the video song</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
</div>
<ul>
<li><i>Play the video once and interact
in the following lines.</i></li>
</ul>
<br />
<div class="MsoNormal" style="text-align: justify;">
What is the song about?</div>
<div class="MsoNormal" style="text-align: justify;">
Who are the characters?</div>
<div class="MsoNormal" style="text-align: justify;">
What are the actions /events
mentioned in the song?</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="color: magenta;">Replacing the characters and Actions (Whole class Activity)</span></b><br />
<b><span style="color: magenta;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br />
<ul>
<li><i>Generate a discussion as suggested in the following lines.</i></li>
</ul>
<br />
Shall we generate parodies for
this song? What are the possible strategies?</div>
<div class="MsoNormal" style="text-align: justify;">
<br />
<ul>
<li><i>Elicit and write the following on the chart.</i></li>
</ul>
<br />
<b>Changing the characters</b></div>
<div class="MsoNormal" style="text-align: justify;">
<b> Changing the events / actions</b></div>
<div class="MsoNormal" style="text-align: justify;">
<br />
<br />
<ul>
<li><i>Continue brainstorming.</i></li>
</ul>
<br />
The central characters in the song
that you listened to are five little babies;<br />
the event is, babies jumping on
the bed.<br />
Let us change the central characters. What are your suggestions?<br />
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br />
<ul>
<li><i>Elicit names of characters such
as the following and write them on the left side of the board.</i></li>
</ul>
</div>
<div class="MsoNormal" style="text-align: justify;">
<b>Kitten; birdies; puppies; piggies;
parrots; rabbits; etc.</b><br />
<b><br /></b></div>
<div class="MsoNormal" style="text-align: justify;">
Now let us think of different
events. What are your suggestions?</div>
<div class="MsoNormal" style="text-align: justify;">
<br />
<ul>
<li><i>Elicit events and actions</i></li>
</ul>
</div>
<div class="MsoNormal" style="text-align: justify;">
<b> Climbing on a tree; flying in the
sky; running down the hill; perching on a branch; playing with a carrot; etc. </b><br />
<b><br /></b></div>
<div class="MsoNormal">
Now we can put these together to get the first two lines.
Try with kitten.</div>
<div class="MsoNormal">
<br />
<ul style="text-align: left;">
<li><i>Elicit the first line:</i></li>
</ul>
</div>
<div class="MsoNormal">
<b>Five little kitten c</b><b>limbing on a tree</b></div>
<div class="MsoNormal">
<br />
We need three more lines. What shall we do now? What happened
to one kitten when it was climbing on a tree? What happened after that?</div>
<div class="MsoNormal">
<br />
<ul style="text-align: left;">
<li><i>Elicit lines like the following:</i></li>
</ul>
</div>
<div class="MsoNormal">
<b> One fell down and broke its leg</b></div>
<div class="MsoNormal">
<b> Mama called the doctor and the doctor said</b></div>
<div class="MsoNormal">
<b> No little kitten climbing on the tree.</b></div>
<div class="MsoNormal">
<br />
<h4 style="text-align: left;">
<b><span style="color: magenta;">Replacing characters and events (Group activity)</span></b></h4>
</div>
<div class="MsoNormal">
<br />
<ul style="text-align: left;">
<li><i>Assign different characters, events and actions to groups. Let
each group produce a parody of the song.</i></li>
<li><i>Let each group write their parody on a chart and illustrate
it.</i></li>
<li><i>After each presentation elicit suggestions for refinement
from the whole class.</i></li>
<li><i>Give feedback.</i></li>
</ul>
</div>
<div class="MsoNormal">
<b><span style="color: magenta;">Generating parodies (Individual Activity)</span></b></div>
<div class="MsoNormal">
<br />
<ul style="text-align: left;">
<li><i>Let students make their own choice of characters, events and
actions and create similar parodies.</i></li>
<li><i>Tell them they can also think about human beings and events
and actions related to them.</i></li>
</ul>
</div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6719211760132792299.post-27294679091459200042016-12-19T02:27:00.004-08:002016-12-19T05:20:03.057-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 style="text-align: left;">
<b><span style="color: red;">Addressing Low
Proficient Learners – 8</span></b></h2>
<div class="MsoNormal">
<b><br /></b></div>
<h3 style="text-align: left;">
<b><span style="color: blue;">Generating Parodies
of Popular Songs (Continued)</span></b></h3>
<div class="MsoNormal">
In the previous post we saw how the first stanza of a
popular song is generated with the help of theme-pictures. It may be noticed that there is a basic and
qualitative difference between helping children to rote-learn a song through
repetition and generating the text of the poem through interaction; the latter
does away with the lethargy of memorizing lines and provides more space for the
learners to get psychologically as well as emotionally engaged in the classroom
process. The added benefit is that it tackles the issue of learners who may be
low proficient in the various language skills.</div>
<div class="MsoNormal">
<br /></div>
<h3 style="text-align: left;">
<b><span style="color: magenta;">Module 3: Generating
the Second Stanza</span></b></h3>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><o:p></o:p></b>Once we have generated the first stanza of the poem through
a whole class activity we can work out strategies for generating the remaining
stanzas in groups as well as by individual learners. We need a set of pictures for transacting the
modules required for this.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Watching the Video<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
</div>
<i>Play back the first two segments of the video. The events shown in the
second segment are:</i><br />
<br />
<div class="MsoNormal">
<b> Four little babies jumping on
the bed</b></div>
<div class="MsoNormal">
<b> The second boy falling down
and bumping his head</b></div>
<div class="MsoNormal">
<b> Papa calling the doctor</b></div>
<div class="MsoNormal">
<b> The doctor responding to the
call (‘No more babies jumping on the bed’)</b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b>Brushing up<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
</div>
<i></i><br />
<ul style="text-align: left;"><i>
<li><i>Interact with the students
based on these pictures. Here follows a cluster of questions that will be useful
for interaction.</i></li>
</i></ul>
<i>
</i>
<div>
<i><br /></i>
<br />
<div class="MsoNormal">
You have watched the video. Can someone sing the first four lines of the
song?</div>
<div class="MsoNormal">
How many babies were jumping
on the bed?</div>
<div class="MsoNormal">
What happened to one of the
babies?</div>
<div class="MsoNormal">
What did mother do?</div>
<div class="MsoNormal">
What did the doctor say?</div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b>Theme-based Interaction<o:p></o:p></b></div>
<div class="MsoNormal">
</div>
<i></i><br />
<div>
<i><i><br /></i></i></div>
<i>
</i>
<ul style="text-align: left;"><i>
<li><i>Display Pictures 1 to 4
mounted on a chart,</i></li>
</i></ul>
<i>
</i><br />
<div>
<b>Picture 1</b></div>
<div>
<b><br /></b></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX_BF2NylndglQwMeOigAAeYGIUKyxbuuWKp4p527dDnM6sxq1LUeodXdrLQWWU06CL1l7Y8ADE4IM3cqMauFF88gJshxXytAM260pEdpHX5gUtSc9UX6554eF4cDwWpJj8_RiPtIrtXuJ/s1600/vlcsnap-2016-12-19-11h30m03s553.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX_BF2NylndglQwMeOigAAeYGIUKyxbuuWKp4p527dDnM6sxq1LUeodXdrLQWWU06CL1l7Y8ADE4IM3cqMauFF88gJshxXytAM260pEdpHX5gUtSc9UX6554eF4cDwWpJj8_RiPtIrtXuJ/s320/vlcsnap-2016-12-19-11h30m03s553.png" width="320" /></a></div>
<div class="MsoNormal">
<o:p><i> </i><b>Picture 2</b></o:p><b> </b></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLulOUHs1wEEkhk2TFjeQO9EkcCG3HprircYKYmbNxiPvhcjI0kEQO2QaL71_jRQ-YJix28BsdH6x1UNi3r_MPricaksFX1PuO10fNh2X2yOo82c2pYM1eodS9mM-V6gTKaU8OEk_qelaS/s1600/vlcsnap-2016-12-19-11h30m23s894.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLulOUHs1wEEkhk2TFjeQO9EkcCG3HprircYKYmbNxiPvhcjI0kEQO2QaL71_jRQ-YJix28BsdH6x1UNi3r_MPricaksFX1PuO10fNh2X2yOo82c2pYM1eodS9mM-V6gTKaU8OEk_qelaS/s320/vlcsnap-2016-12-19-11h30m23s894.png" width="320" /></a></div>
<div class="MsoNormal">
<b>Picture 3</b></div>
<div class="separator" style="clear: both; text-align: center;">
<b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOss1ZWw_aC-8EWJb3gxr9qZtWNvdMc6Z_db1snvRL4gS_PjTbs-7k_2bb_yHTjnExh8f0NC5LqHfOyXHz8IFiHCzcvs0ecuzpmyDljtV1GYSMrxnu-hQEVRS9GpOQpQFxZ1Gy64aOGrWV/s1600/vlcsnap-2016-12-19-11h30m54s011.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOss1ZWw_aC-8EWJb3gxr9qZtWNvdMc6Z_db1snvRL4gS_PjTbs-7k_2bb_yHTjnExh8f0NC5LqHfOyXHz8IFiHCzcvs0ecuzpmyDljtV1GYSMrxnu-hQEVRS9GpOQpQFxZ1Gy64aOGrWV/s320/vlcsnap-2016-12-19-11h30m54s011.png" width="320" /></a></b></div>
<br />
<div class="MsoNormal">
<o:p><b> Picture 4</b></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaop8OQi47UqKxrLHtmonf5UATwg1ceqNXCu_A-PC6d4qI10qi4A4WdlK1xVLED0YbvXFwZ8eE2629UnrwEei5bpyTD7vltO0nt9W0i2HfGdGfXJbgvzdjFWIYTHB6Vd9kVVKjW0lxESzk/s1600/vlcsnap-2016-12-19-11h31m10s796.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaop8OQi47UqKxrLHtmonf5UATwg1ceqNXCu_A-PC6d4qI10qi4A4WdlK1xVLED0YbvXFwZ8eE2629UnrwEei5bpyTD7vltO0nt9W0i2HfGdGfXJbgvzdjFWIYTHB6Vd9kVVKjW0lxESzk/s320/vlcsnap-2016-12-19-11h31m10s796.png" width="320" /></a></div>
<div class="MsoNormal">
<br />
<!--[endif]--></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
</div>
<ul style="text-align: left;">
<li><i>Initiate interaction based on
the four pictures as suggested below:</i></li>
</ul>
<br />
<div class="MsoNormal">
Look at the first picture. How
many little babies are there on the bed?</div>
<div class="MsoNormal">
What are the babies doing?</div>
<div class="MsoNormal">
What happened then?</div>
<div class="MsoNormal">
Who called the doctor?</div>
<div class="MsoNormal">
What did the doctor say?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Now can somebody try to sing four lines based on these
pictures?</div>
<div class="MsoNormal" style="text-align: left;">
</div>
<ul style="text-align: left;">
<li><i>Ask questions one after the other, elicit and write the
following on the board.</i></li>
</ul>
Four little babies<br />
<div class="MsoNormal">
They were jumping on the bed.</div>
<div class="MsoNormal">
One baby fell down and bumped his
head.</div>
<div class="MsoNormal">
Papa called the doctor.</div>
<div class="MsoNormal">
The doctor said, ‘No more babies
jumping on the bed.’</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Can someone try singing the lines? </div>
<div class="MsoNormal">
What will be the first and second lines? </div>
<div class="MsoNormal">
What will be the third and fourth lines?</div>
<div class="MsoNormal">
</div>
<ul style="text-align: left;">
<li><i>Elicit line by line write on the
chart.</i></li>
<li><i>Ask students to read the lines
from the chart.</i></li>
<li><i>Let them copy the lines into their
notebook.</i></li>
</ul>
<br />
<h3 style="text-align: left;">
<b><span style="color: magenta;"> Module 4: Generating the
Remaining Stanzas</span></b></h3>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b>Initial interaction<o:p></o:p></b></div>
<div class="MsoNormal">
Shall we sing the first and second
stanzas of the song?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
</div>
<ul style="text-align: left;">
<li><i>Allow two or three students at
random to sing the first two stanzas.</i></li>
</ul>
<br />
<div class="MsoNormal">
<b>Brainstorming on the Video song<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
We are going to watch the whole video song now. Notice what
changes are made in each stanza.</div>
<div class="MsoNormal">
You have watched the video. How many little babies were
there in the beginning?</div>
<div class="MsoNormal">
What were they doing?</div>
<div class="MsoNormal">
One baby fell down. How many little babies were there after
that?</div>
<div class="MsoNormal">
How many fell down?</div>
<div class="MsoNormal">
What did the doctor say at the end?</div>
<div class="MsoNormal">
</div>
<ul style="text-align: left;">
<li><i>If necessary play the last segment of the video once again.</i></li>
<li><i>Let students sit in small groups and sing the whole song
orally.</i></li>
</ul>
<br />
<div class="MsoNormal">
<b>Writing the Lines<o:p></o:p></b></div>
<div class="MsoNormal">
</div>
<ul style="text-align: left;">
<li><i>Let them write down the text of the 3<sup>rd</sup>, 4<sup>th</sup>,
and 5<sup>th</sup> stanzas individually.</i></li>
<li><i>Allow a few students to present what they have written.</i></li>
<li><i> Elicit feedback on
the presentations. A few questions are suggested here.</i></li>
</ul>
<br />
<div class="MsoNormal">
Do the four lines follow the same pattern?</div>
<div class="MsoNormal">
Are there any missing or excess words?</div>
<div class="MsoNormal">
Are all the word forms correct?</div>
<div class="MsoNormal">
Are there errors related to spelling, punctuation and
capitalization?</div>
<b><br /></b>
<br />
<div class="MsoNormal">
<b>Drawing Illustrations</b></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<div class="MsoNormal">
<o:p>Children may be encouraged to draw their own illustrations for the whole song.</o:p><br />
<o:p><br /></o:p>
<o:p>(To be continued)</o:p><br />
<o:p><br /></o:p>
<o:p>(Dr KN Anandan)</o:p></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
</div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-50269981422754055502016-12-18T21:07:00.000-08:002016-12-19T01:02:25.104-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 style="text-align: left;">
<b><span style="color: red; font-family: "cambria" , "serif"; font-size: 18.0pt; line-height: 115%;">Addressing
Low Proficient Learners – 7</span></b></h2>
<div class="MsoNormal">
<b><span style="color: blue; font-size: 14.0pt; line-height: 115%;">1. Generating Parodies of Popular Songs <o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
Teachers who browse the internet
in search of TLM may be familiar with the awesome repertoire of video songs
that can usher small children to the world of English language. Schools and
homes do use them but in most cases they are used as stuff suitable for
children to memorize and sing, or sometimes to perform action songs. Any effort
taken to entertain and engage children is appreciable. Nevertheless, it is
worth exploring how these materials can be used in the constructivist classroom
for facilitating language acquisition.</div>
<div class="MsoNormal" style="text-align: justify;">
</div>
<div class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; text-align: justify;">
I would like to flesh
out the point I am trying to make with the help of the popular video song,
‘Five little babies …’ ( <a href="https://youtu.be/97D-kkh39bg">https://youtu.be/97D-kkh39bg</a>). </div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzWknJPD5sdenCPENwRYYGLFl_5x2N7v9TPrvAJryz0ogb6P80Lfc5_vWYjYRAcRRsZll7pYtJsihSvazKmXg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; text-align: justify;">
The first stanza of this song is as follows:</div>
<div class="MsoNormal" style="margin-left: .5in;">
<b><i>Five little babies jumping on the bed<o:p></o:p></i></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b><i>One fell down and bumped his head.<o:p></o:p></i></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b><i>Mama called the doctor and doctor said<o:p></o:p></i></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b><i>No more babies jumping on the bed. <o:p></o:p></i></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b><i><br /></i></b></div>
<div class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; text-align: justify;">
The stanzas that follow
have the same pattern of lines but in each the word ‘five’ is replaced with other numerals
in the descending order starting from ‘five’ and ending with ‘one’and on two occasions the word 'Mama' is replaced with 'Papa.' The last line of the last stanza also is different. The song has much potential to be used in the
language class for different levels of learners in multiple ways and for
multiple purposes. Let us begin with a sequence of modules meant for
introducing the first stanza of the song and generating the remaining stanzas
in stages classes 1 to 4. </div>
<h3 style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; tab-stops: 108.75pt; text-align: justify;">
<b><span style="color: magenta;">Module 1: Introducing the Song</span></b></h3>
<div class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; tab-stops: 108.75pt; text-align: justify;">
In a
conventional manner we can allow the learners to watch the video and sing the
song along with the audio track. By virtue of repetitions we can make them sing
the song independently as well. However, such memory dependent activities will
be at variance with the norms of the paradigm we are working in. Instead, we
will take recourse to a different set of protocols that can facilitate the
language sense of the learners; these will also help them to sing the song
meaningfully and read the transcript of the song. There are four lines in the
first stanza and each of these is to be elicited from the children through interaction.
For doing this we need a set of pictures that capture the events included in
the song. </div>
<h4 style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; tab-stops: 344.25pt; text-align: justify;">
<b>Picture interaction</b></h4>
<div class="MsoListParagraphCxSpFirst" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-add-space: auto; mso-list: l2 level1 lfo4; mso-margin-top-alt: auto; tab-stops: 108.75pt; text-align: justify; text-indent: -.25in;">
</div>
<ul>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal; text-indent: -0.25in;">
</span><i style="text-indent: -0.25in;">Display
Picture 1 as mounted on a chart at the top leaving enough space for writing at
the bottom.</i></li>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Initiate
interaction as suggested in the following </i><span style="text-indent: -0.25in;">lines:</span></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; tab-stops: 108.75pt; text-align: justify;">
<b>Picture 1<o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjId4AbTcLRnpxZrKzcUS_xN672fvsXeZ6-GC2w8GwH98_WhFiftGv8cbDaCt1VbNQe050knQgIzNxKazw83aGZWRekirbvihlX36BLW82rLEKphlA5IogCCxjSXqU7xFYMjybSzbXB-66C/s1600/vlcsnap-2016-12-18-20h35m39s249.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjId4AbTcLRnpxZrKzcUS_xN672fvsXeZ6-GC2w8GwH98_WhFiftGv8cbDaCt1VbNQe050knQgIzNxKazw83aGZWRekirbvihlX36BLW82rLEKphlA5IogCCxjSXqU7xFYMjybSzbXB-66C/s320/vlcsnap-2016-12-18-20h35m39s249.png" width="320" /></a></div>
<div align="center" class="MsoNormal" style="background: white; line-height: 16.5pt; margin-bottom: 12.0pt; mso-margin-top-alt: auto; tab-stops: 108.75pt; text-align: center;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
What do you see in the picture?</div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="text-indent: 0.5in;"><br /></span></div>
<div class="MsoNormal" style="text-align: left; text-indent: 0.5in;">
</div>
<ul style="text-align: left;">
<li>Elicit and write the following
words on the chart.</li>
</ul>
<br />
<div class="MsoNormal" style="margin-left: .5in; text-indent: .5in;">
<b>babies<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: .5in;">
<b>five babies<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: .5in;">
<b>five little babies <o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: .5in;">
<b>five little babies on the bed </b>
</div>
<div class="MsoNormal" style="margin-left: .5in;">
What are the five little babies
doing? </div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Elicit a
few responses at random</i></li>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Now play
back the first part of the video ending with the last line of the stanza.
Continue interaction.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoNormal" style="margin-left: .5in;">
What are the babies doing?</div>
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Elicit and
write the following.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoNormal" style="margin-left: .5in; text-indent: .5in;">
<b>Jumping<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<b>Jumping on the bed<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: .5in;">
<b>Five little babies jumping on the bed<o:p></o:p></b></div>
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Display
picture 2 and continue interaction.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
<i><br /></i></div>
<div class="MsoNormal">
<b>Picture 2 <o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0rp9UIs1GdG1-I7jFPsHsHrQfC4jr8oVCvhuG9WDxpdHhYgmxB35qaZRkoqGuYc-o2kc5h4W9k55qLdB9a9rNGtV6cFNIOUAd_CbEMGRccib0pQZNA47XDfauwKT3EFTmOoq-fMeB5mRx/s1600/vlcsnap-2016-12-18-20h35m46s794.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0rp9UIs1GdG1-I7jFPsHsHrQfC4jr8oVCvhuG9WDxpdHhYgmxB35qaZRkoqGuYc-o2kc5h4W9k55qLdB9a9rNGtV6cFNIOUAd_CbEMGRccib0pQZNA47XDfauwKT3EFTmOoq-fMeB5mRx/s320/vlcsnap-2016-12-18-20h35m46s794.png" width="320" /></a></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
What happened to one baby?</div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<b>Fell down<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<b>One fell down<o:p></o:p></b></div>
<div class="MsoNormal" style="text-indent: .5in;">
What happened then? </div>
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><i style="text-indent: -0.25in;">Elicit and wr</i><span style="text-indent: -0.25in;">ite
the following:</span></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b>Bumped his head<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b>One fell down and bumped his head<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b>One fell down and bumped his head <o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b><br /></b></div>
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Display
Picture 3.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoListParagraph" style="mso-list: l3 level1 lfo2; text-indent: -.25in;">
<i><br /></i></div>
<div class="MsoNormal">
<b>Picture 3<o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Q_uqp3GT95op7Asyxs604LTwIxm10Lklyh7uCXjTUa_15cJ7UWDWRIXyljK7S7BlypILyCn1CwA1lWQ995fqUy5vX8j3wUnR7D28VmkDKXdA5YsTgO0DCkzGcnlvaKz_h57GbtJIcxqQ/s1600/vlcsnap-2016-12-18-20h35m51s709.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Q_uqp3GT95op7Asyxs604LTwIxm10Lklyh7uCXjTUa_15cJ7UWDWRIXyljK7S7BlypILyCn1CwA1lWQ995fqUy5vX8j3wUnR7D28VmkDKXdA5YsTgO0DCkzGcnlvaKz_h57GbtJIcxqQ/s320/vlcsnap-2016-12-18-20h35m51s709.png" width="320" /></a></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoListParagraphCxSpFirst" style="text-align: left; text-indent: -0.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal; text-indent: -0.25in;">
</span><i style="text-indent: -0.25in;">Continue
interaction</i></li>
</ul>
<br />
<div class="MsoListParagraphCxSpMiddle">
Who do you see in Picture 3?</div>
<div class="MsoListParagraphCxSpMiddle">
What do you see in Mama’s hand?</div>
<div class="MsoListParagraphCxSpMiddle">
What is Mama doing?</div>
<div class="MsoListParagraphCxSpMiddle">
Who is she calling?</div>
<div class="MsoListParagraphCxSpLast">
One of the babies fell down. What did the
mother do?</div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo3; text-align: justify; text-indent: -.25in;">
</div>
<ul>
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><span style="text-indent: -0.25in;">Elicit and write the following on the chart.</span></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoNormal" style="margin-left: .5in; text-align: justify; text-indent: .5in;">
<b>Mama and the baby<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-align: justify; text-indent: .5in;">
<b>Mobile phone<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-align: justify; text-indent: .5in;">
<b>Doctor<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in; text-align: justify; text-indent: .5in;">
<b>Mama called the doctor.<o:p></o:p></b></div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Display
Picture 4 and continue interaction.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<i><br /></i></div>
<div class="MsoNormal">
<b>Picture 4<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT2u4uEMqIOJDe60d4ndTBMRSLXuJug1B_zirMlWaZsQEHxxEcZToLPNfdY970fExc0N2Azup58HUd473kcVEHepYOfxup6OUaY069JT6bh2HuRemKTRkN4JPKhPu7iprY7c3u71obvHK5/s1600/vlcsnap-2016-12-18-20h46m04s699.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT2u4uEMqIOJDe60d4ndTBMRSLXuJug1B_zirMlWaZsQEHxxEcZToLPNfdY970fExc0N2Azup58HUd473kcVEHepYOfxup6OUaY069JT6bh2HuRemKTRkN4JPKhPu7iprY7c3u71obvHK5/s320/vlcsnap-2016-12-18-20h46m04s699.png" width="320" /></a></div>
<b><br /></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in;">
Who do you see in the picture?</div>
<div class="MsoNormal" style="margin-left: .5in;">
What is the doctor doing?</div>
<div class="MsoNormal" style="margin-left: .5in;">
Who is he talking to?</div>
<div class="MsoListParagraph" style="mso-list: l1 level1 lfo3; tab-stops: 156.0pt; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li><span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><i style="text-indent: -0.25in;">Elicit and
write the following: </i></li>
</ul>
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<div class="MsoNormal" style="margin-left: .5in;">
<b>Doctor<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b>The doctor is talking over the phone.<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: .5in;">
<b>He is talking to Mama.<o:p></o:p></b></div>
<div class="MsoListParagraph" style="text-align: left; text-indent: -0.25in;">
</div>
<ul style="text-align: left;">
<li><i style="text-indent: -0.25in;">Continue
interaction.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoNormal" style="text-indent: .5in;">
Mama called the doctor. What did
the doctor say?</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li>·<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><i style="text-indent: -0.25in;">Elicit and
write the following:</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoListParagraphCxSpMiddle">
<b> Mama
called the doctor<o:p></o:p></b></div>
<div class="MsoListParagraphCxSpMiddle">
<b> And
the doctor said<o:p></o:p></b></div>
<div class="MsoListParagraphCxSpLast">
<b> ‘No
more babies jumping on the bed.’<o:p></o:p></b></div>
<div class="MsoListParagraphCxSpLast">
<b><br /></b></div>
<div class="MsoListParagraphCxSpLast">
<b><br /></b></div>
<h3 style="text-align: left;">
<b><span style="color: magenta;">Module 2: Singing and
Reading</span></b></h3>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li><span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><i style="text-indent: -0.25in;">Play back
the first part of the video once again.</i></li>
<li> <i style="text-indent: -0.25in;">Let
children sing along with the video.</i></li>
<li><span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><i style="text-indent: -0.25in;">Display
chart containing Chart 1.</i></li>
<li><span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><i style="text-indent: -0.25in;">Ask small
groups to come forward and read the words, phrases and sentences written in the
chart.</i></li>
<li><i style="text-indent: -0.25in;">Later they can copy the four lines in their notebook.</i></li>
</ul>
<!--[if !supportLists]--><br />
<div class="MsoNormal" style="margin-left: .25in;">
<i>(To be continued)<o:p></o:p></i></div>
<br />
<div class="MsoNormal">
<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-64713063193965655652016-12-05T05:00:00.001-08:002016-12-05T05:05:27.454-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<h2 style="text-align: left;">
Addressing Low Proficient learners - 6</h2>
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<div class="MsoNormal" style="line-height: normal;">
<b>Part 3<o:p></o:p></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
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<br /></div>
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We have been discussing how cartoon films can be fruitfully used to facilitate the language proficiency of learners at various levels of learning.We have already discussed the whole class activity followed by the group activity leading to the production of the first and the second parts of the story. Now we will move on to the next stage of classroom transaction, namely, completing the the story individually. The pictures and the teacher's version of the story are given below:</div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Shelter</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj15GROw5My-DjY3Sof0dx45EoA-ai-2hgZP_BM8XxV3gpUafu-GZS1Cw630704wlKT0CejtExeiDOshxobHlQIS-BgV-0I7vKt2zezpz3L-FF5ZoAebxutpoN_tE_zz4wfCQ0jjxagO1gY/s1600/G-25.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj15GROw5My-DjY3Sof0dx45EoA-ai-2hgZP_BM8XxV3gpUafu-GZS1Cw630704wlKT0CejtExeiDOshxobHlQIS-BgV-0I7vKt2zezpz3L-FF5ZoAebxutpoN_tE_zz4wfCQ0jjxagO1gY/s320/G-25.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
The ostrich reached near a tree.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
‘No stone will fall on me now,’ said the ostrich.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Danger</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQK9Bnuc8wlMHrIdWCoalEZZZcNjI_LT7ULx_CFUFtJ2MaBjarIagZmQ5fseahJ8KAB9TcVzNZRJ3iXCG8ZVS4zgJC2KlZuQuZ0nozNSUjjTRIQYSFVIWBZYcViKrZB3cf2uVLndKfNbJ7/s1600/G-26.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQK9Bnuc8wlMHrIdWCoalEZZZcNjI_LT7ULx_CFUFtJ2MaBjarIagZmQ5fseahJ8KAB9TcVzNZRJ3iXCG8ZVS4zgJC2KlZuQuZ0nozNSUjjTRIQYSFVIWBZYcViKrZB3cf2uVLndKfNbJ7/s320/G-26.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<o:p></o:p>Just then a huge stone ball fell near him.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
The ostrich jumped up in fear.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Uphill Run<o:p></o:p></span></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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He reached at the bottom of a hill.<o:p></o:p></div>
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‘I will run up the hill,’ said the ostrich.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Rolling Stone</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3ss4IObqwwdv_6bZXO47yytQ7kt3sFgo-EwF584bPHTde6KRFud9csAXP8NHKt_683XKBx4aszjnv67MTcO5XxaieUb-TQtF90hOrZ52Yf1dzHwV0YNGW4qFxyg03IJmQ90dFY6WUDnUJ/s1600/G-28.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3ss4IObqwwdv_6bZXO47yytQ7kt3sFgo-EwF584bPHTde6KRFud9csAXP8NHKt_683XKBx4aszjnv67MTcO5XxaieUb-TQtF90hOrZ52Yf1dzHwV0YNGW4qFxyg03IJmQ90dFY6WUDnUJ/s320/G-28.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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Suddenly a stone ball came rolling down the hill. <o:p></o:p></div>
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The frightened ostrich jumped up.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The U-turn</span><o:p></o:p></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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The ostrich took a U- turn in the air.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000;">The
Race</span><o:p></o:p></div>
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<span style="color: #c00000;"><br /></span></div>
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The ostrich ran as fast as he could down the hill.<o:p></o:p></div>
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The huge stone ball came rolling down after him.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">A Heap of Stones</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3bJcBM3rnlKl6Ge_PnUNtWy18YpVLjzLpNy8j98zP_oxhVipsx7F9vvTxlzQhfH_HgyqBHNaQ5NUx5le6UKaBk1UzBShyJIuXe_xmP5rkuOsYP0lXQ7cNQuQAL8VgiM8xcvHz9KQ_AHrw/s1600/G-31.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3bJcBM3rnlKl6Ge_PnUNtWy18YpVLjzLpNy8j98zP_oxhVipsx7F9vvTxlzQhfH_HgyqBHNaQ5NUx5le6UKaBk1UzBShyJIuXe_xmP5rkuOsYP0lXQ7cNQuQAL8VgiM8xcvHz9KQ_AHrw/s320/G-31.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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The ostrich reached near a heap of stones.<o:p></o:p></div>
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He turned his head.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Stone Trap</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfi19Y7LXu-sZXR7ETieRUSWqGeDum13KIujQqA_HjZ7DgJBGoXAQa5vzNGRiDbL0ALXFx8p9S5SesUZ2a4eONBiQ0Y45Zl4WOB1-kPhAvRZ66K2b4BlQJK7x0G2O9WLak2p5EJcuPVYae/s1600/G-32.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfi19Y7LXu-sZXR7ETieRUSWqGeDum13KIujQqA_HjZ7DgJBGoXAQa5vzNGRiDbL0ALXFx8p9S5SesUZ2a4eONBiQ0Y45Zl4WOB1-kPhAvRZ66K2b4BlQJK7x0G2O9WLak2p5EJcuPVYae/s320/G-32.png" width="320" /></a></div>
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A heavy stone ball hit and rolled over him</div>
<div class="MsoNormal" style="line-height: normal;">
The heavy stones rolled around and trapped him.</div>
<div class="MsoNormal" style="line-height: normal;">
<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
Poor ostrich! He could not do anything.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Rooster</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXM2Ll8_qGwvgIAVgSntEpqvbDoBcUXyePJ_lmz4Z4TVI-Y7IgI6qzqVcr6c_4fch9zYkV0GAqZX7Z8uDxSqksCOtcg-gliSsLwtV1UmGe4i5UoFwkIbaPlx1Lw6EUgxXruhczc_Qr_n_w/s1600/G-33.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXM2Ll8_qGwvgIAVgSntEpqvbDoBcUXyePJ_lmz4Z4TVI-Y7IgI6qzqVcr6c_4fch9zYkV0GAqZX7Z8uDxSqksCOtcg-gliSsLwtV1UmGe4i5UoFwkIbaPlx1Lw6EUgxXruhczc_Qr_n_w/s320/G-33.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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The rooster came flying to the heap of stones.<o:p></o:p></div>
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He sat on one of the stones and called the elephant.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Elephant</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhprVVKuZgkkd6AvYPifp9yDq2thJckADb5rn3XMzyCVyR7tIj5XpgLtagAb6c7RPyqnEOuPdC8XV9uMccAzpBywFZjGq1ON4gopnVn3ZsTcCe_xgX7Mn3GgpTFvsoM6oDFq8Wg-9HhMHh6/s1600/G-35.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhprVVKuZgkkd6AvYPifp9yDq2thJckADb5rn3XMzyCVyR7tIj5XpgLtagAb6c7RPyqnEOuPdC8XV9uMccAzpBywFZjGq1ON4gopnVn3ZsTcCe_xgX7Mn3GgpTFvsoM6oDFq8Wg-9HhMHh6/s320/G-35.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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The elephant came near. </div>
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He lifted the ostrich with his trunk.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Swing</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigO1Gh-CzCB_bQH_ft9lFernsmbVwtTqwdJ1nub3BHtwDNnm0p5YKdYs-ltTJyGO1cFapNuiNBCVvLXoE5F7T2o54Zp6Yd7FZc6MGrvfYg2HY_NYehswYSzrEcF-alVJZDiTB6DxCFZ5o8/s1600/G-36.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigO1Gh-CzCB_bQH_ft9lFernsmbVwtTqwdJ1nub3BHtwDNnm0p5YKdYs-ltTJyGO1cFapNuiNBCVvLXoE5F7T2o54Zp6Yd7FZc6MGrvfYg2HY_NYehswYSzrEcF-alVJZDiTB6DxCFZ5o8/s320/G-36.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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And he started swinging the ostrich.<o:p></o:p></div>
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‘Please, don’t throw me away,’ said the ostrich.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">A Cruel Game</span></div>
<div style="text-align: center;">
<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiN6Q8mqM0cEvYqz1bn6YZJD5LBosrE5v2JsqrZ9mcntOmPk9idNFnfaQV6N9YXeVQlgcQ8qooSCoHSQNUo8blIQlV3Qfm8qQwQR7uXO2N6HGrXQL_8NnWAj1mTOtK9YN8xaS2u-lD_WywK/s320/vlcsnap-2016-12-05-17h26m30s483.png" /></div>
<br />
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The elephant threw the ostrich like a stone ball using all his force.<o:p></o:p></div>
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The ostrich crash landed on the ground with his head down.</div>
<div class="MsoNormal" style="line-height: normal;">
The elephant was playing a game.</div>
<div class="MsoNormal" style="line-height: normal;">
<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
What a cruel game!<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
(To be continued)</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
Dr KN Anandan</div>
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<br /></div>
</div>
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critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-40633035145000958982016-12-04T18:20:00.000-08:002016-12-05T03:47:56.549-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 style="text-align: left;">
Addressing Low Proficient Learners - 5</h2>
<div>
The transaction process suggested in my previous post leads to the production of a narrative based on the sequence of pictures that depict the major events in the story. The activity is carried out involving the whole class ensuring inputs on the craft of constructing narratives with optimal features. Now we have to enrich these inputs by allowing students to work in small groups and produce the next part of the story. The set of sequenced pictures and the teacher's version of the story are given below:</div>
<div>
<br /></div>
<div>
<b>Part 2</b></div>
<div>
<b><br /></b></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Hole</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7qZiQzpUAFJe4orz2rqx9AK5ECdtD6sLPqgN9i85WKb0uqW1qLY0ggns4NkdKScbWpEXpRXAMlySIkAwr_TBztHCBCxqpJtJyzQNODMh-cblrUJzReYNjdCJ_SjyCGTSQLaBNrXAz_Bi-/s1600/G+13.1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7qZiQzpUAFJe4orz2rqx9AK5ECdtD6sLPqgN9i85WKb0uqW1qLY0ggns4NkdKScbWpEXpRXAMlySIkAwr_TBztHCBCxqpJtJyzQNODMh-cblrUJzReYNjdCJ_SjyCGTSQLaBNrXAz_Bi-/s320/G+13.1.png" width="320" /></a></div>
<o:p></o:p><br />
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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There was a hole on the ground.<o:p></o:p></div>
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The ostrich ran past the hole.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Idea!</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjikkWcxxaGYvQqdC0sSaDb3Rhao3Joi_g_ZUUQvRZiCGN_gc9w3xQ77U1sz_CdCvXa7hIRd6p6gCiNYSSaJYhRnzbbfV-7_fkIHYyKaXRKfrMRxWDdsIiboHHAzf9IUczjJAryEh0Xhq8t/s1600/G-13.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjikkWcxxaGYvQqdC0sSaDb3Rhao3Joi_g_ZUUQvRZiCGN_gc9w3xQ77U1sz_CdCvXa7hIRd6p6gCiNYSSaJYhRnzbbfV-7_fkIHYyKaXRKfrMRxWDdsIiboHHAzf9IUczjJAryEh0Xhq8t/s320/G-13.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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‘Idea!’ <o:p></o:p></div>
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The ostrich came back to the hole.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Ostrich’s Idea</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOsfhTxUc0KVYOoH5sJ_zFTXsisPxTCFosXX5S7MAqPsrfZzSJhsix3aai_GooEd9gbczb2XEVH3dfgf7Da3Bi1ITP3SUDncKLLNMk5y41nSHqAy8udLVYgaYlPlBzaeT2sqsipiVuxNRT/s1600/G-14.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOsfhTxUc0KVYOoH5sJ_zFTXsisPxTCFosXX5S7MAqPsrfZzSJhsix3aai_GooEd9gbczb2XEVH3dfgf7Da3Bi1ITP3SUDncKLLNMk5y41nSHqAy8udLVYgaYlPlBzaeT2sqsipiVuxNRT/s320/G-14.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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‘I can save myself,’ said the ostrich.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
And then he put his head into the hole.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Scary Eyes</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEzEoOYwTjJb9QKMltSGX0KmPhqia7U1QHw-pj-e_O-lgJ3Rdgwi6Au6SN2zncZ9GlJ3ZdNcGjsWIit7vcaEBQBvjsctL00Gf4EBkrIfBj90a8HYxkB9dUuyk2eiJZ144FDkrXUZhhDUyf/s1600/G-15.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEzEoOYwTjJb9QKMltSGX0KmPhqia7U1QHw-pj-e_O-lgJ3Rdgwi6Au6SN2zncZ9GlJ3ZdNcGjsWIit7vcaEBQBvjsctL00Gf4EBkrIfBj90a8HYxkB9dUuyk2eiJZ144FDkrXUZhhDUyf/s320/G-15.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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He saw a pair of eyes staring at him.<o:p></o:p></div>
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It was a pair of scary eyes.<o:p></o:p></div>
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<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Escape!</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2Du9Cr6U_ujq_-QJ9mzGrNMUr_PH61Pi0gqN3uprfTLx77enCSQ-HQENAchVq_4jL7UqhMFSdEc16eUjArK0pd-ziS0mA27lYSnAxPoDUUfTIQdPLUJh8eo-VIW4eupS7V1pCwrRZ8TvA/s1600/G+-+20.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2Du9Cr6U_ujq_-QJ9mzGrNMUr_PH61Pi0gqN3uprfTLx77enCSQ-HQENAchVq_4jL7UqhMFSdEc16eUjArK0pd-ziS0mA27lYSnAxPoDUUfTIQdPLUJh8eo-VIW4eupS7V1pCwrRZ8TvA/s320/G+-+20.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
The ostrich got scared again.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
‘I must escape from here.’<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Snake<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheFVeYLOYOJqU5bYb1BNsYgX7oPwDbckgijukE2D4tsfarnAxTDahXyXn65fEl9gld-eK7HWM1k8RbedjNz-0f8mtVE3GQjxahfNU0LN0zAoeWpL8kt6EIBTdREH9HPhWeZe3uXK0vd33n/s1600/G-21.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheFVeYLOYOJqU5bYb1BNsYgX7oPwDbckgijukE2D4tsfarnAxTDahXyXn65fEl9gld-eK7HWM1k8RbedjNz-0f8mtVE3GQjxahfNU0LN0zAoeWpL8kt6EIBTdREH9HPhWeZe3uXK0vd33n/s320/G-21.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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There was a snake inside the hole.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
It put its head and neck outside the hole.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Stone Again<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUAgAIJ5CariuN_WkKSoviYci_x234oD0ngFtv4xwtZAx1Z6-iqM43Wo-uAyoA0JShGlW2Ydw69Fzm9l5K-8-wNR_PWCoU4EWO_-eiyNpQ_oplwMs6DRXjbsWuu2bg2qM4exZqY9aQbWbm/s1600/G-22.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUAgAIJ5CariuN_WkKSoviYci_x234oD0ngFtv4xwtZAx1Z6-iqM43Wo-uAyoA0JShGlW2Ydw69Fzm9l5K-8-wNR_PWCoU4EWO_-eiyNpQ_oplwMs6DRXjbsWuu2bg2qM4exZqY9aQbWbm/s320/G-22.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
But the snake could not come out from the hole.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
A big stone fell down and covered the hole.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Where is the Ostrich?</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEN9Uc3yohb_qXbyve6u08Y20UginbrvL3zeV5VsyQs4ZuRzJ9RPdgj2wHK_tNFSS54SJhhB5ZlYMZ0zHLFqG6zIbozVWYukgP5RXpjPP9m5SRZr4sSix2N4JU11DgVD50hqTjal_a5UnE/s1600/G-23.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEN9Uc3yohb_qXbyve6u08Y20UginbrvL3zeV5VsyQs4ZuRzJ9RPdgj2wHK_tNFSS54SJhhB5ZlYMZ0zHLFqG6zIbozVWYukgP5RXpjPP9m5SRZr4sSix2N4JU11DgVD50hqTjal_a5UnE/s320/G-23.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
The snake came out through another hole.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
He looked for the ostrich. <o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Chaser</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHlY7OMGuGUXfemH3WLTdEDZT-OjvKV0W5LzOhvsqhrRXQpJ9g9OTvq83L19zS85f9BXmyGdIGE6Y_xutXft0RzplPnHmNJ7mS-EmXaPVyc0zMPV-TFG5JPpBpw2B8Xfyjh96SRHYNV8c4/s1600/G-24.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHlY7OMGuGUXfemH3WLTdEDZT-OjvKV0W5LzOhvsqhrRXQpJ9g9OTvq83L19zS85f9BXmyGdIGE6Y_xutXft0RzplPnHmNJ7mS-EmXaPVyc0zMPV-TFG5JPpBpw2B8Xfyjh96SRHYNV8c4/s320/G-24.png" width="320" /></a></div>
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
He turned his head and saw the ostrich running away.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<o:p></o:p></div>
<div>
‘I will catch him.’ The snake put his tongue out and hissed. </div>
<div>
<br /></div>
<div>
All the pictures in the second set are not given to the students; only three of them are displayed before the whole class. The remaining pictures are displayed at a later stage. Please go back to post No. 3 in the series once again to see the protocols followed for carrying out the group activity.</div>
<div>
<br /></div>
<div>
(To be continued.)</div>
<div>
<br /></div>
<div>
Dr KN Anandan</div>
<div>
<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-43164023811306778692016-12-04T00:24:00.003-08:002016-12-04T00:24:42.961-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
Addressing Low Proficient Learners - 4<br />
<br />
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">1.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">A Day Begins </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMbCaFeAkKa0feylXz2nbb17cQ8s_1cX6eNN8b2KfxgKmqmuhUrSZBZ5YIY87sXGRS8IXxc-ajyNEsCsr5eByX8BQopZRa5k5FnC7lTfkh11WmmoKOtGyXrZob0l2CbtvoMIJHMXkMVJLS/s1600/G-1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMbCaFeAkKa0feylXz2nbb17cQ8s_1cX6eNN8b2KfxgKmqmuhUrSZBZ5YIY87sXGRS8IXxc-ajyNEsCsr5eByX8BQopZRa5k5FnC7lTfkh11WmmoKOtGyXrZob0l2CbtvoMIJHMXkMVJLS/s320/G-1.png" width="320" /></a></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
One day morning<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
The sun was rising up in the sky.<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">2.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Grains on the ground </span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8bANvAbrz1Wp8MyFjyg5mJdkib9RxsC1nspnJSuUj5N7wAITLD1UkiuvyhTZM7_pPBw5sPUdLLwbs_9TeNrB7Qxb9HQ2C9BErYHBXrFOdXTQiS-qertI9pjBVhGZjHxoLz9UJGtDszs23/s1600/G-2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8bANvAbrz1Wp8MyFjyg5mJdkib9RxsC1nspnJSuUj5N7wAITLD1UkiuvyhTZM7_pPBw5sPUdLLwbs_9TeNrB7Qxb9HQ2C9BErYHBXrFOdXTQiS-qertI9pjBVhGZjHxoLz9UJGtDszs23/s320/G-2.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
The ostrich was walking on the ground.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
There were food grains lying on the
ground.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
He started pecking them.<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">3.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">A Big Sound</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXCNze9BQsZSjB-WUWSo1oJi8zYemcVow-qz0fgEUrwSTMxVNIaXdJRhVtd2KBNJeMyROq-0MmaQ2zuuQMgmNP_8gU4P-kDw2r9faQT-3hxGfH84t8HqYtnDQcQZgp71VcvHIaTm_htIGl/s1600/G-3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXCNze9BQsZSjB-WUWSo1oJi8zYemcVow-qz0fgEUrwSTMxVNIaXdJRhVtd2KBNJeMyROq-0MmaQ2zuuQMgmNP_8gU4P-kDw2r9faQT-3hxGfH84t8HqYtnDQcQZgp71VcvHIaTm_htIGl/s320/G-3.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
‘Thud!’<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
He heard something heavy falling down.
<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
He was so scared. <o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">4.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">What is that?</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV-GiVIrL7OqQ_Nk0iWYO0lOFzvL25kWOz5YH1LeTRNJ3n69wrg4pckI1mbZ8yZsv7py1Jn6u27gwa3v-hTUHdui-rLaJMVobCVNzCT8OkjJhQ_GeA4IdBBvXfe_1TCXl9WVqiboFuqsod/s1600/g-4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV-GiVIrL7OqQ_Nk0iWYO0lOFzvL25kWOz5YH1LeTRNJ3n69wrg4pckI1mbZ8yZsv7py1Jn6u27gwa3v-hTUHdui-rLaJMVobCVNzCT8OkjJhQ_GeA4IdBBvXfe_1TCXl9WVqiboFuqsod/s320/g-4.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
He turned his head.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
‘What is that?’ He wondered.<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">5.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">A Big Round Stone</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZyEA4QYreaQUexHl94h_v6K5461XlXOjPsBG5zUF3iq8PRxYLVn8IHtcbOcXdH_b_DW5VJMe716J62Lh7gYX9F6jEQeVbZVBuM3oice_hzNDKZWyQsDjby7k1Ux1-pYQ2rqmGKgLJP4ym/s1600/G-5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZyEA4QYreaQUexHl94h_v6K5461XlXOjPsBG5zUF3iq8PRxYLVn8IHtcbOcXdH_b_DW5VJMe716J62Lh7gYX9F6jEQeVbZVBuM3oice_hzNDKZWyQsDjby7k1Ux1-pYQ2rqmGKgLJP4ym/s320/G-5.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
He saw a big round stone lying on the
ground.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
‘Where did it fall from?’ he wondered.<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">6.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Confusion</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3ZMqppiM02pWkLX0_cM2xcgm1GbJpbjPuCiPkgyY-7wKwyo0YDg_05U24mwKwPO0d9hl9TDswMlPhnmBtO_Xt34a2ClZw3A6IMeQv7m9k4bfW7kZA76iibxv7iJxv0yN9RuZTksaRpSBm/s1600/G-6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3ZMqppiM02pWkLX0_cM2xcgm1GbJpbjPuCiPkgyY-7wKwyo0YDg_05U24mwKwPO0d9hl9TDswMlPhnmBtO_Xt34a2ClZw3A6IMeQv7m9k4bfW7kZA76iibxv7iJxv0yN9RuZTksaRpSBm/s320/G-6.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
Is it a piece of the sky?<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
Or is somebody playing with big stone
balls?<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">7.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Another Stone</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCmuSfByRh7NgayB9-_Xs2NICKYE9nImAJaOPT-mHO2MDLDe6GXjoCznueh_D76MDhiIU5Ho9JfSPLHL3r_u215QDPjx9s605iiX7OUba2bXEnYsZUuhbfpVsujnFD369F9NzNUj6rM8Sh/s1600/G-7.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCmuSfByRh7NgayB9-_Xs2NICKYE9nImAJaOPT-mHO2MDLDe6GXjoCznueh_D76MDhiIU5Ho9JfSPLHL3r_u215QDPjx9s605iiX7OUba2bXEnYsZUuhbfpVsujnFD369F9NzNUj6rM8Sh/s320/G-7.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
‘ Thud!’<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
Another big stone ball came down.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
‘Oops! That was close.’<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">8.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Thank God</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRctM8eaC4DExBYYpdkKyFVuof3zPvxQPotUTvj-CUMCLZdgSBPcejkuRlS_a0DMFmNnPG0agcGAn8ofvMI9A9sLUV7PK09voF2FbiQG4HsZrZCapM7uiDF6xMjFkjI9sTaNO6Da5myYNw/s1600/G-8.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRctM8eaC4DExBYYpdkKyFVuof3zPvxQPotUTvj-CUMCLZdgSBPcejkuRlS_a0DMFmNnPG0agcGAn8ofvMI9A9sLUV7PK09voF2FbiQG4HsZrZCapM7uiDF6xMjFkjI9sTaNO6Da5myYNw/s320/G-8.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 3.25in;">
‘Thank God it didn’t fall on me.’<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">9.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Flying Stone</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbFE_5Qukuclo68oA2nHnbfSBGsXQG43FNNg5k9U1G_MBJumhaHCBu_dF5PgSSRC4RcxRHSmOGQeWGTk2lh8FNr8GHg5ZY5-v_4uzDCxyWGrZZTTSldXYFQyBT8xchc057J02XNmacfBxw/s1600/G-9.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbFE_5Qukuclo68oA2nHnbfSBGsXQG43FNNg5k9U1G_MBJumhaHCBu_dF5PgSSRC4RcxRHSmOGQeWGTk2lh8FNr8GHg5ZY5-v_4uzDCxyWGrZZTTSldXYFQyBT8xchc057J02XNmacfBxw/s320/G-9.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-indent: .5in;">
At that time another stone ball was
flying toward the ostrich.<o:p></o:p></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">10.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Stones from the Sky</span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhyj7lgsLRxCqinEIhAN5YXV9iTENa-PblggH4NUmx9HbGzdQGxtVPhy0JqQSHCh6aTqhBigEDj7oAM6VYs5VHPcewFB1fYyH7gldAhqE9tdgrnnvETXPCb6kfWSAaGccLFXdxImrZWxvm/s1600/G-10.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhyj7lgsLRxCqinEIhAN5YXV9iTENa-PblggH4NUmx9HbGzdQGxtVPhy0JqQSHCh6aTqhBigEDj7oAM6VYs5VHPcewFB1fYyH7gldAhqE9tdgrnnvETXPCb6kfWSAaGccLFXdxImrZWxvm/s320/G-10.png" width="320" /></a></div>
<div class="MsoListParagraph" style="line-height: normal; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
The third stone also fell near the
ostrich.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
‘I must escape from here,’ thought the
ostrich.<o:p></o:p></div>
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<!--[if !supportLists]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">11.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">The Fast Runner</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdJZvCGbSdk4T40TAA9cXO55DI2OYW3PbBji7-tlpbC11frjba0fKEo0E1pXqFkOmBaSmdTNAxFmC7oTrJJz0U4jEC-ir7RGeiL-DWaSFvqhQdEj-T9riJNin9DIbrVqpg99WGLJrvmfvK/s1600/G-12.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdJZvCGbSdk4T40TAA9cXO55DI2OYW3PbBji7-tlpbC11frjba0fKEo0E1pXqFkOmBaSmdTNAxFmC7oTrJJz0U4jEC-ir7RGeiL-DWaSFvqhQdEj-T9riJNin9DIbrVqpg99WGLJrvmfvK/s320/G-12.png" width="320" /></a></div>
<o:p></o:p><br />
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<span style="color: #c00000; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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The ostrich started running.<o:p></o:p></div>
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More stones came down.<o:p></o:p></div>
<br />
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He ran faster and faster. <o:p></o:p></div>
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<br /></div>
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As can be seen above, there were altogether 11 pictures that were selected for the whole class activity. However, only three of them were used for interaction to generate the first part of the story: <i>Grains on the ground, A big round stone, The flying stone</i> and <i>The fast runner</i>. The other pictures were left out from the set in the beginning and were used at a later stage (Please see my previous post). The maximum number of sentences related to each frame was rstricted to three so that the learners would find themselves in a comfortable zone. All the four skills were addressed in an integrated manner. Most importantly, the activity is in conformity with the parameters of Discourse Oriented Pedagogy as the craft of writing a narrative is inbuilt in the process. </div>
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<br /></div>
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<br /></div>
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(To be continued)</div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in;">
Dr KN Anandan</div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com2tag:blogger.com,1999:blog-6719211760132792299.post-58084133717064332352016-12-03T22:36:00.002-08:002016-12-03T22:36:35.916-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-size: 16.0pt; line-height: 115%;">Addressing Low Proficient Learners –
3<o:p></o:p></span></b></div>
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<b><span style="font-size: 16.0pt; line-height: 115%;"><br /></span></b></div>
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There are several ‘silent’
cartoons that can be used to facilitate proficiency development in language. The
audio tracks of GAZOON series for example, contain only music and other sound
effects but not any language. Each
episode is presented in average time duration of 3 minutes. I have found them
useful for all levels of learners. Presently, I will share with my readers how
the activities can be carried out.</div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dy44DL7KW4CCRzikiiOd0nMXphDoPsr2R6TsgIeXzGt00YaFa5fAIYdla95_OA7EcckGn1mVugpTc6YUO-YjA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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<br /></div>
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<br /></div>
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<b>Developing narratives based on an episode in GAZOON <o:p></o:p></b></div>
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<b><br /></b></div>
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<b><i>1. Preparing TLM<o:p></o:p></i></b></div>
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<b><i><br /></i></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Identify the dramatic moments in the cartoon
film and grab stills of these to capture the whole story (we can do this using
the “take snapshot” option given of ”video” given in the top bar of the VLC media player. It is better to go for 30 to 40 such
snapshots; I got 40 snapshots from the video segment). Get printouts of all these
pictures on A-4 sheets. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Develop the piece of narrative containing three
to four sentences for each snap shop so that you get a long narrative at the end.
This is to be used as a reading material later.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Select a set of 9 pictures from the whole set; these
should capture the main events in the story. Number the pictures sequentially.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Divide this set of pictures into 3 sets again each
containing 3 pictures. The first set is for the whole class activity; the next
set may be set aside for the groups to work with and the remaining set of pictures
may be used for the learners to work with individually. </div>
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<br /></div>
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<b><i>2. Process of Transaction: Whole
Class Activity <o:p></o:p></i></b></div>
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<b><i><br /></i></b></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">Screen
the video episode so that the learners know what the story is and how it
progresses.</li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">Elicit
names of the characters and the place where the story is shown to have
taken place (What is the name of the cartoon video? Who are the
characters? Where is the story taking place?); write these on the chart.</li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">Display
the first picture (not the whole set) before the whole class and elicit three
or four sentences related to the actions depicted in it (What do you see
in the picture? Who do you see? What is he doing? ). Write the relevant sentences after
building up whole class consensus on each. </li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">Elicit
a caption for the picture and write the number of the picture and the
caption above the sentences that have already been written. Ask a few
students (at random) to read all the sentences written on the chart. </li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">In this
manner complete the second and third pictures in the first set. </li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">Display
the chart containing your version of the first part of the story. Include the
left out snapshots and texts pertaining to this part of the story; you have
not used them for the whole class activity suggested above. </li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; text-align: justify;">Ask
small groups of students to read the whole of the narrative by taking
turns. Ensure that all are engaged. You too have to read the text at the
end with proper voice modulation.</li>
</ul>
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<b><i> Group Activity<o:p></o:p></i></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><i><br /></i></b></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Display
the next set containing 3 sequenced pictures before the whole class. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Let groups
collaborate and write the story related to the second set of pictures.
Give specific instructions to ensure that every member contributes at
least one idea to the group. The text of the story is to be written on a
chart for presentation. A copy of the same should be there in the notebooks
of all members of the group. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Ask the
groups to present their versions of the story pertaining to the second set
of pictures. Make sure that each member is presenting the story related to
the picture he has worked on.</li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Edit
the work done by the groups through negotiation.</li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Display
2 or 3 pictures that were not given to the groups and elicit the groups to
narrative the story depicted in these pictures. This will be helpful to
engage those students who have fairly good language proficiency. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Display
the full text of your version of the story along with the other left out
pictures related to the second set.</li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Ask small
groups to take turns and read the full text of the second part if the
story. </li>
</ul>
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<b><i>Individual Work<o:p></o:p></i></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><i><br /></i></b></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Display
the three sequenced pictures in the last set before the whole class. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Let the
learners write the story related to this set of pictures individually. At
this point we can encourage individual learners to take up some of the
left out pictures for developing the inclusions in the narrative. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Let them
sit in small groups and refine the individual work they have done with the
help of their peers. There is no need to go for a single group product. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Ask a
few of them to present the story at random. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Display
a few more pictures belonging to the last part of the story for those learners
who are willing to orally present inclusions in the story. </li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Display
the full text of your version of the last part of the story along with all
the left out snapshots.</li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; text-align: justify;">Ask small
groups to take turns and read the full text aloud.</li>
</ul>
<br />
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The strategy suggested here can
be applied to any of the episodes in the GAZOON series or to any other cartoon
film for that matter. I know teachers have to spend some time for preparing TLM
required for carrying out the kind of activities suggested here. But the efforts
are worth taking.</div>
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<br /></div>
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The whole set of pictures and the narratives I had developed on them will be shared with my readers in my next post.</div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
Dr KN Anandan</div>
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<br /></div>
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<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-42740925043047673312016-11-30T21:58:00.000-08:002016-11-30T21:58:06.388-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<b>Addressing Low
Proficient learners -2<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal" style="text-align: justify;">
We have just entered the month of
December and in a few months the pandemic of board examination will start
pervading schools with its conspicuous syndromes percolating down in all
classes paralyzing genuine academics. Schools will be forced to take recourse
to various strategies to procure 100% pass outs from class 10 and might even
try to give special inputs to those students who are likely to get the
prestigious 10/10 GPA. At the end of the show if the minimal benchmarks are not
attained a considerable number of students will be labeled as ‘slow learners”
(I may be forgiven for using this derogatory term). There wouldn’t be many to
locate the issue in the gaps that may have occurred during various stages of
classroom transaction. Well, I know even the word transaction becomes
meaningless in such contexts because what may have taken place I classrooms
would be nothing more than transmission of information, perhaps done more
effectively in schools where digital classrooms have been introduced. </div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
This issue of non-achievers in
English (and in other subjects as well) has been there since Adam’s days and is
likely to continue till the dooms-day unless teachers appreciate the philosophy
of facilitating knowledge construction at all levels. Teachers could not digest
the philosophy and side-lined modular transaction. Therefore, we tried to focus
on specific areas such as theme-based interaction, production of oral
discourses, creating subtexts prior to reading, discourse construction editing.
It is doubtful whether these materialized in the classrooms in the true sense.
In the beginning of the academic year as we had done in the previous year, we
had directed teachers to carry out “bridging the gap” activities. </div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The purpose of introducing ‘Bridging
the Gap’ activities was to take the learners
through a sequence of modules that focus on the production of oral and written
forms of discourses such as descriptions, conversations and narratives based on
theme pictures. The activities suggested were not mere ‘arm-chair-expert-
solution’ to the ‘so-called’ perennial issue of low-level proficiency of
learners but as specific strategies that had been evolved through field test in
41 primary schools of Narketpally in the year 2012 and later in the selected
high schools under APREIS in 2013 and again in TREIS schools in the year 2014.Teachers
had been directed to complete these activities and then go for transacting the
units given in the textbook. Keeping away the textbook for about 20 days was
something like sacrilege for teachers who adhered to their conventional
practices; they ignored these activities and preferred to teach the contents of
the textbook “seriously”. The system went for other measures such as entrusting
agencies such as the British Council to improve the quality of language
learning in the State. Where have we have reached now? The issue of low
proficient learners remains the same.</div>
<div class="MsoNormal" style="text-align: justify;">
What shall we do at this juncture
to tackle the issues related to the so-called “slow learners”? There is no
point in finding fault with teachers who knowingly or unknowingly have deviated
from the suggested pat of classroom transaction. Nor can we go back to
“bridging the gap” activities; that phase of pedagogical intervention is over;
to do those activities we will have to wait till the beginning of the next
school year. We know the issues and to some extent the causative factors too.
What we need now is a systematic course of action that will ensure conceptual
understanding related to various subjects and language proficiency. I consider
it my privilege to introduce a set of modules designed to meet the challenge.</div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0in; mso-add-space: auto;">
<b>Module 1: Generating summary of the reading
passage <o:p></o:p></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0in; mso-add-space: auto;">
<b><br /></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
We can use a set of pictures (for example, the pictures of
Nick given in the handbook), that can be sequenced to capture the gist of each
segment in the reading passage. Interaction based on these pictures will help
the learners to recreate the text. The details of classroom process are as
given below:</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<b> Whole
class activity<o:p></o:p></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<b><br /></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Display the first picture that can capture the first
segment of reading passage (use chart paper)</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Elicit 4 to 6 sentences related to the picture.
Allow the students to refer to the text with the help of their friends sitting
on the same bench. If necessary, we can suggest where to look for the required
information.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Write the answers below the picture (allowing
the learner the mechanics of writing). Use blackboard to write the unrefined
sentences which can be refined through negotiation. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Ask small groups to read the sentences aloud
from the chart. This is a crucial step as we can give optimal support to the
learners who are low proficient.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let all learners copy down the work in their
notebook.</div>
<div class="MsoNormal">
Extreme care is to be taken to ensure that the sentences
written down are well-framed and can exist as an independent short essay.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Group Activity<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l4 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Distribute the next picture of the set in the
whole class and a set of questions that can yield the write up related to it.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let each group collaborate to write a short
essay consisting of a few sentences related to the picture. Make sure that each
learner is contributing one idea (if necessary using code switching)</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Allow the groups to present their work. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let the whole class make suggestions for
refinement – these are to be written down on the chart containing the picture. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->If necessary present the teacher’s version.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let all students write down the finished work in
their notebooks.</div>
<div class="MsoNormal">
Now we can<b> </b>lead
the learners to write summary of the next segment of the reading passage. We
have to give them questions that can generate this.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Individual activity<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Display the picture related to the next segment
of reading.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let students write a few sentences on this
picture individually.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Allow them to sit in groups and refine the work
through collaboration.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let the groups present their work.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let the whole class suggest refinements.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Write the refined version on the chart
containing the picture.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
The module and the protocols suggested above have an
advantage over the bridging gap activities and the process for generating sub
texts. Learners will have some idea about the lesson, though their
understanding may range between repertoires of memorized fragmentary
information to fairly good level of comprehension. What is crucial for getting
the output is a set of well-articulated questions covering textual information
and extrapolation of the text. These are to be written down in the teacher’s
diary as framing questions spontaneously can end up with deviations and time
waste. Caution must be taken so that that the written work is refined as a
coherent discourse.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
When the transaction of the first module is completed we
can comfortably move on to the transaction of the next module. </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
<b>Module 2:</b> <b>Summary of passages generated by students</b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto; text-align: justify;">
<b><br /></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Assign copies of pictures related to another
lesson to groups to prepare subtexts </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Display all the questions on chart.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let students mount the pictures on charts and
write the summary through collaboration.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let them present these before the whole class.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Invite suggestions for refinement.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let the refined version be written on a chart.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let all students write down these in their
notebooks.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<b>Module 3: Summary of passages generated in
pairs<o:p></o:p></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<b><br /></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Assign segments of lessons to pairs for writing
the summary. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Display the questions before the whole class.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let them draw illustrations related to these
segments and write the summary through collaboration.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let them present these before the whole class.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Invite suggestions for refinement.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let the refined version be written on a chart.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Let all students write down these in their
notebooks.</div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6719211760132792299.post-49774268477293717042016-11-30T17:37:00.000-08:002016-11-30T17:37:06.369-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<br /></div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-5190951116771654192016-11-30T00:03:00.001-08:002016-11-30T17:42:45.861-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;">Addressing Low Proficient Learners in
English -1<o:p></o:p></span></b><br />
<b><span style="font-size: 12.0pt; line-height: 115%;"><br /></span></b>
<b><span style="font-size: 12.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Teachers at all levels of teaching English frequently
complain about the poor reading and writing skills of learners. They seem to be
less worried about their poor skills in listening and speaking. During my recent
visits to some of the residential schools in Telangana I have met several
students in classes 5 to 10 who are poor in all the language skills. This is an
issue that cuts across schools in several states irrespective of the medium of
instruction prevailing there.<o:p></o:p></span><br />
<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">In order to overcome the issues related to the poor standards
in productive skills some of the
teachers pull students through crude remedial measures such as teaching letters
of the alphabet, making them copy words and sentences from the textbook, forcing
them to memorize spelling and even giving them punishments of varying degrees
of intensity. Ushered by their conventional belief systems teachers may not confess
the futility of such exercises. This is especially so as there is always an
option of putting the entire blame on students. And going one step ahead, they
may also ventilate vehement criticism on Discourse Oriented Pedagogy arguing
that students are to be taught the basics of language as early as possible.
What they define as basics is debatable as it is in most cases, nothing more
than a baggage of discrete linguistic elements such as grammar, vocabulary and
pronunciation. Perhaps they do not realize that productive language skills
cannot be addressed by putting the receptive skills of listening and speaking
at stake. Nor do they seem to understand that the poor performance standards in
English have basically to do with their failure in giving comprehensible and
holistic input to the learner. It may be more than a cultural shock and utter
bewilderment to most of them to realize that their attempts to teach English in
bits and fragments are not likely to be fruitful. At the end of their school
life most students are destined to be pushed out of the educational system without
having made any significant achievement, an unpleasant reality which remains as
pristine as it always has been. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The dismaying situation stated above is not without
solutions. Discourse Oriented Pedagogy (DOP), which I had introduced in classes
1 to 8 in Kerala in the year 2007 and four years later in classes 1 to 10 in
Telangana proposes a sequenced set of well-defined and tried out classroom
process that can arrest the issue of poor language skills from growing into
monstrous dimensions. The actual problem lies in the aberrations teachers make
inadvertently, or sometimes deliberately, in the modular mode of transaction suggested
in DOP. Let us have a glance at the transaction modules and the protocols meant
for addressing low proficient learners in each of these modules. </span><br />
<span style="font-size: 12.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Modular Transaction
Proposed in DOP<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">What do we mean by a transaction module? Avoiding ambiguities we can pedagogically
define it as an activity package comprising protocols that generate specific language
constructs. The modules are mutually independent but each can be linked to the
other. The modules in language class are the following:<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Theme-based interaction
and developing concept maps <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Producing a specific
oral discourse<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Reading <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Writing a specific
discourse<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Editing <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Each of these modules are transacted in such a way that even
those learners who are conventionally labeled as ‘slow learners’ get space for
self expression and are engaged. If these processes are carried out
systematically the issues related to low proficient learners do not grow into
monstrous dimensions. However, my experience with the two states where DOP has
been introduced tells me that the expectations are not always met in classes
mainly because most teachers have not been able to resolve the tension between their
traditional belief systems and the pedagogical practices they have to carry
forward. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The issue of non-achievers was there earlier too; but it
seems to me that people never suspected the pedagogy that was in use but accepted
the reality in a taken for granted manner. They were very much complacent about
the systematic teaching of the “basics” and if the learners were not able to
produce the expected outcome the problem could easily be located in the low IQ
of the learners, if not, the incompetence of the teachers. But the moment the
shift in pedagogy was brought in the poor performance standards of learners was
unreasonably attributed to pedagogy disregarding whether teachers were following
the classroom process or not. </span><br />
<span style="font-size: 12.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Let us refrain ourselves from parading the possible reasons
for the present state of classrooms where a number of students are relegated
into a pathetic realm of low-level proficiency. Instead, let us try to work out
a few more alternatives. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-43929168540239271102016-11-29T23:55:00.000-08:002016-11-30T00:00:55.444-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<a name='more'></a><br />
<h2 style="text-align: left;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Addressing Low Proficient Learners in
English -1</span></b></h2>
<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal">
<b>K N Anandan</b></div>
<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Teachers at all levels of teaching English frequently
complain about the poor reading and writing skills of learners. They seem to be
less worried about their poor skills in listening and speaking. During my recent
visits to some of the residential schools in Telangana I have met several
students in classes 5 to 10 who are poor in all the language skills. This is an
issue that cuts across schools in several states irrespective of the medium of
instruction prevailing there.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">In order to overcome the issues related to the poor standards
in productive skills some of the
teachers pull students through crude remedial measures such as teaching letters
of the alphabet, making them copy words and sentences from the textbook, forcing
them to memorize spelling and even giving them punishments of varying degrees
of intensity. Ushered by their conventional belief systems teachers may not confess
the futility of such exercises. This is especially so as there is always an
option of putting the entire blame on students. And going one step ahead, they
may also ventilate vehement criticism on Discourse Oriented Pedagogy arguing
that students are to be taught the basics of language as early as possible.
What they define as basics is debatable as it is in most cases, nothing more
than a baggage of discrete linguistic elements such as grammar, vocabulary and
pronunciation. Perhaps they do not realize that productive language skills
cannot be addressed by putting the receptive skills of listening and speaking
at stake. Nor do they seem to understand that the poor performance standards in
English have basically to do with their failure in giving comprehensible and
holistic input to the learner. It may be more than a cultural shock and utter
bewilderment to most of them to realize that their attempts to teach English in
bits and fragments are not likely to be fruitful. At the end of their school
life most students are destined to be pushed out of the educational system without
having made any significant achievement, an unpleasant reality which remains as
pristine as it always has been. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The dismaying situation stated above is not without
solutions. Discourse Oriented Pedagogy (DOP), which I had introduced in classes
1 to 8 in Kerala in the year 2007 and four years later in classes 1 to 10 in
Telangana proposes a sequenced set of well-defined and tried out classroom
process that can arrest the issue of poor language skills from growing into
monstrous dimensions. The actual problem lies in the aberrations teachers make
inadvertently, or sometimes deliberately, in the modular mode of transaction suggested
in DOP. Let us have a glance at the transaction modules and the protocols meant
for addressing low proficient learners in each of these modules. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Modular Transaction
Proposed in DOP<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">What do we mean by a transaction module? Avoiding ambiguities we can pedagogically
define it as an activity package comprising protocols that generate specific language
constructs. The modules are mutually independent but each can be linked to the
other. The modules in language class are the following:<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Theme-based interaction
and developing concept maps <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Producing a specific
oral discourse<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Reading <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Writing a specific
discourse<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">Editing <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Each of these modules are transacted in such a way that even
those learners who are conventionally labeled as ‘slow learners’ get space for
self expression and are engaged. If these processes are carried out
systematically the issues related to low proficient learners do not grow into
monstrous dimensions. However, my experience with the two states where DOP has
been introduced tells me that the expectations are not always met in classes
mainly because most teachers have not been able to resolve the tension between their
traditional belief systems and the pedagogical practices they have to carry
forward. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12pt;">The issue of non-achievers was there earlier too; but it
seems to me that people never suspected the pedagogy that was in use but accepted
the reality in a taken for granted manner. They were very much complacent about
the systematic teaching of the “basics” and if the learners were not able to
produce the expected outcome the problem could easily be located in the low IQ
of the learners, if not, the incompetence of the teachers. But the moment the
shift in pedagogy was brought in the poor performance standards of learners was
unreasonably attributed to pedagogy disregarding whether teachers were following
the classroom process or not. </span><span style="font-size: 12pt;"> </span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Let us refrain ourselves from parading the possible reasons
for the present state of classrooms where a number of students are relegated
into a pathetic realm of low-level proficiency. Instead, let us try to work out
a few more alternatives. I would like to share a few of them in the forthcoming blogs.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<br />
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<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6719211760132792299.post-88556254243717105452012-08-23T09:15:00.000-07:002012-08-23T09:15:01.807-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> 2</span></div>
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Let me reiterate the point I was trying to make in the previous post. Unless
we resist the spread of linguistic imperialism, no matter whatever efforts we take to empower teachers in
English, they will have practically no effect at all.</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
would like to illustrate the point with the help of a few cases:</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
1</span></b></div>
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<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Several states in the country have entrusted
the British Council (BC) to train teachers in English. To begin with, a team of
master trainers will be trained by the BC who in turn will be cascading the
training down the line to the practising teachers. The module for these
trainings is developed by the BC.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
2</span></b></div>
<span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In Kerala, six native speakers of English were deployed as special English teachers at the Government Vocational Higher
Secondary School at Nilambur, under ‘Sadgamaya’, a project jointly implemented
by the Department of Education and the Nilambur municipal body, with UNICEF
association. The authorities placed an advertisement in a leading travel
magazine in the UK to get English teachers from Britain who could teach a <b style="mso-bidi-font-weight: normal;">correct</b> <b style="mso-bidi-font-weight: normal;">and</b> <b style="mso-bidi-font-weight: normal;">uniform accent</b>. They
avoided applications from German and French citizens living in the UK. The six
teachers were selected after interviewing 10 shortlisted applicants. Seeing the
level of interest from both sides, officials have planned to implement the
project in 70-odd schools in the region next. </span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case 3</span></b><br />
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<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The Government of AP have decided to open 355
model schools in the State with classes 6 to 12 in conformity with the KV
template where the medium of English will be English. In the first year of
their launching the model schools will have classes 6, 7, 8 and 11 will be
subsequently up-scaled to classes 9 and 12. These schools are located in
villages and the learners who are going to be enrolled in these schools will be
from the primary schools in the locality. Since the learners will be hailing
from households around the school they will be residing at their own homes.
However, hostel facilities will be provided to girls. These learners will have
undergone lower primary education at the schools in the locality where the
medium of instruction is Telugu. </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
4</span></b></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I found the following advertisement (it is
one, isn’t it?) painted on the compound wall of a Government Lower Primary
school which has been serving the society for more than five decades. <br />
<br />
<strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Quality Education to All</span></strong><b><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">GLP School,@@@@@@@@@@@@@@</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">English Medium divisions in Class 1 in June
2010</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Admission started</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Classes taken by expert teachers</span></strong></b></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
5</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Short term courses conducted by state level
and national level institutions and agencies for the development of proficiency
in English happen to be within the framework of Communicative Language Teaching
(CLT) which target a certain variety of English designated as Standard English.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
6</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The media report that across the country there
has been a consistent increase in the flow of students from the government
schools where the medium of instruction is English to English medium schools in
the private sector. </span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">These
are apparently independent cases but they are in fact the reflections of
certain common belief systems that have been got deeply instilled in the minds
of people through several decades. The opening of parallel English medium
divisions in government schools, the mushrooming of English medium schools in
the private sector and the opening of English medium schools in the government
sector, introducing English from class 1 onwards, entrusting the British
council for training teachers of English in the country, deploying native
speakers of English in schools to teach English, the clamour for correct
pronunciation and the fragmentary and skill-based approach to the teaching of
English as is followed in teacher<span style="mso-spacerun: yes;">
</span>training programmes are all in fact reflections of certain belief
systems which have been deeply instilled in the minds of the people. These
belief systems constitute what Phillipson has formulated as linguistic
imperialism which has five unmistakably identifiable tenets namely,</span></div>
<ol style="text-align: left;">
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">English is best taught monolingually.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The ideal teacher of English is<span style="mso-spacerun: yes;"> </span>a native speaker.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The earlier English is taught, the
better the results.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The more English is taught, the better
the results.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">If other languages are used much,
standards of English will drop. </span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">(Phillipson,
R. (2009) Linguistic Imperialism Continues; Orient BlaskSwan; pp 12)</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">(To be continued) </span></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-56371655504559398622012-08-23T09:09:00.000-07:002012-08-23T09:09:31.233-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Let me reiterate the point I was trying to make in the previous post. If at all we are serious about empowering English teachers we have to resist the spread of linguistic imperialism in the country.</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I
would like to illustrate the point with the help of a few cases:</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
1</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Several states in the country have entrusted
the British Council (BC) to train teachers in English. To begin with, a team of
master trainers will be trained by the BC who in turn will be cascading the
training down the line to the practising teachers. The module for these
trainings is developed by the BC.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
2</span></b></div>
<span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In Kerala, six native speakers of English were deployed as special English teachers at the Government Vocational Higher
Secondary School at Nilambur, under ‘Sadgamaya’, a project jointly implemented
by the Department of Education and the Nilambur municipal body, with UNICEF
association. The authorities placed an advertisement in a leading travel
magazine in the UK to get English teachers from Britain who could teach a <b style="mso-bidi-font-weight: normal;">correct</b> <b style="mso-bidi-font-weight: normal;">and</b> <b style="mso-bidi-font-weight: normal;">uniform accent</b>. They
avoided applications from German and French citizens living in the UK. The six
teachers were selected after interviewing 10 shortlisted applicants. Seeing the
level of interest from both sides, officials have planned to implement the
project in 70-odd schools in the region next. </span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case 3</span></b><br />
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The Government of AP have decided to open 355
model schools in the State with classes 6 to 12 in conformity with the KV
template where the medium of English will be English. In the first year of
their launching the model schools will have classes 6, 7, 8 and 11 will be
subsequently up-scaled to classes 9 and 12. These schools are located in
villages and the learners who are going to be enrolled in these schools will be
from the primary schools in the locality. Since the learners will be hailing
from households around the school they will be residing at their own homes.
However, hostel facilities will be provided to girls. These learners will have
undergone lower primary education at the schools in the locality where the
medium of instruction is Telugu. </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
4</span></b></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I found the following advertisement (it is
one, isn’t it?) painted on the compound wall of a Government Lower Primary
school which has been serving the society for more than five decades. <br />
<br />
<strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Quality Education to All</span></strong><b><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">GLP School,@@@@@@@@@@@@@@</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">English Medium divisions in Class 1 in June
2010</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Admission started</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Classes taken by expert teachers</span></strong></b></span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
5</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Short term courses conducted by state level
and national level institutions and agencies for the development of proficiency
in English happen to be within the framework of Communicative Language Teaching
(CLT) which target a certain variety of English designated as Standard English.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
6</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The media report that across the country there
has been a consistent increase in the flow of students from the government
schools where the medium of instruction is English to English medium schools in
the private sector. </span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">These
are apparently independent cases but they are in fact the reflections of
certain common belief systems that have been got deeply instilled in the minds
of people through several decades. The opening of parallel English medium
divisions in government schools, the mushrooming of English medium schools in
the private sector and the opening of English medium schools in the government
sector, introducing English from class 1 onwards, entrusting the British
council for training teachers of English in the country, deploying native
speakers of English in schools to teach English, the clamour for correct
pronunciation and the fragmentary and skill-based approach to the teaching of
English as is followed in teacher<span style="mso-spacerun: yes;">
</span>training programmes are all in fact reflections of certain belief
systems which have been deeply instilled in the minds of the people. These
belief systems constitute what Phillipson has formulated as linguistic
imperialism which has five unmistakably identifiable tenets namely,</span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; mso-list: l0 level1 lfo1; tab-stops: 77.65pt; text-align: justify; text-indent: -18.0pt;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">English is best taught monolingually</span></div>
<ol style="text-align: left;">
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The ideal teacher of English is<span style="mso-spacerun: yes;"> </span>a native speaker.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The earlier English is taught, the
better the results.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The more English is taught, the better
the results.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">If other languages are used much,
standards of English will drop. </span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">(Phillipson,
R. (2009) Linguistic Imperialism Continues; Orient BlaskSwan; pp 12)</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">(to be continued) </span></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com2tag:blogger.com,1999:blog-6719211760132792299.post-4192980404449391012012-08-19T11:06:00.002-07:002012-08-23T09:10:14.912-07:00Empowering Teachers in English: Issues and Challenges in the Context of Resisting Linguistic Imperialism<div dir="ltr" style="text-align: left;" trbidi="on">
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<br /></div>
<div align="CENTER" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;"><b>1 </b></span></div>
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<br /></div>
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<br /></div>
<div align="CENTER" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;"><b> Dr.
K.N. Anandan</b></span></div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;">Empowering
teachers in English has always been a challenge to English Language
Teaching (ELT) centres and teacher training institutions and the
various state level and national level agencies such as Sarva Shiksha
Abhiyan (SSA). Every year our country witnesses seminars on various
aspects of ELT organised by state level or national level agencies
and institutions where deliberations after deliberations take place
all focusing on the multifaceted issues related to the teaching of
English in the country. Notions such as activity based learning,
experiential learning, child centred classrooms have gained much
currency in our own times and course books and method books in
English that are supposedly in tune with these have proliferated
during the past two decades. This is all good. Nevertheless, issues
remain the same which obviously is an unhappy state of affairs. </span></div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;">Why
is it that most of our teachers who stand at the cutting edge of the
ELT methodology and the classroom practices continue to do what they
have been doing for ages? Is it because the academic standards that
have been conceived for teaching and learning English are
inaccessible for the majority of teachers and learners? </span></div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;">Have the
curriculum designers have gone wrong in setting the standards? Are
teachers entrusted with a mission impossible? Is it because what the
ELT schools have been giving them as tools for teaching English have
not been fine tuned enough to suit to their local needs? </span>
</div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<br /></div>
<div align="JUSTIFY" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;">In
the forthcoming posts I will argue that a major reason for the deplorable state
of affairs prevailing in the English classrooms of our country is a
natural consequence of certain belief systems created and sustained
by institutions, agencies and individuals through the intentional or
sometimes unintentional propagation of linguistic imperialism. Unless
this is prevented no matter whatever efforts we take to empower
teachers in English will have practically no effect at all.</span></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-34634039610294858552010-10-09T00:06:00.001-07:002010-10-09T00:06:54.240-07:00Refining Discourses through Collaboration1. How do we help learners refine their written work through sharing?<br />2. What is the process of constructing discourses through collaboration?<br />3. Should we ask the learners to copy down the teacher’s version of targeted discourse?<br />Traditional classrooms give a lot of importance to the writing skills of learners. The underlying assumption is that skills can be developed through practice which in due course will lead to the mastery of language. However, a major chunk of the writing task assigned to children comprises of <br />• Writing answers to comprehension questions, <br />• Writing related to doing de-contextualized exercises involving vocabulary and structural items<br />• Writing guided compositions (letter writing, developing story from the given outline, etc.)<br />• Writing copies<br />It is in a way ‘risk-free’ writing because in most cases there will be only one correct answer. Since the thrust is on practising skills most of what children are expected to write have a direct bearing upon the information given in the textbook. This is supposed to be necessary for avoiding or at least minimizing the possibilities of learners making errors. This being the general situation of writing tasks undertaken by the learners there is no point in sharing ideas with others. Therefore, there is not much scope for refining one’s written work through collaboration. <br />Since the constructivist classroom envisions a drastic shift from reproducing textual information to constructing free discourses sharing of ideas gains a pivotal role in helping the learners acquire the target language. Since the curriculum expects the learners to construct discourses at all levels of learning we have to have a clear idea about how discourses constructed individually can be refined through group work. In order to facilitate proper sharing in groups the facilitator must know what instruction ns are to be given to the learners. This in turn depends crucially upon three things:<br />1. the level of the learners<br />2. the structure of the discourse to be constructed<br />3. features of the discourse to be targeted<br />Let us work out a few samples:<br />1. Conversations: Classes 3 to 5<br />Any conversation consists of exchanges between the speaker and the hearer. What we mean by an exchange is the pairing of an initiation and a response to this initiation. The minimal structure of a conversation is an exchange. Depending on the mutual relationship of the speaker-hearers and their involvement in the theme of conversation there may be more number of exchanges. The oral narrative presented, the interaction that takes place at the narrative gaps and the complementary reading passage together create the context of the conversation. With these inputs the learners will be emotionally charged to guess or predict the conversation that takes place between the central characters in that particular context; there won’t be any ambiguity regarding the theme of the conversation. Whatever be the exchanges that the learners work out will be relevant to the context and will be probable ones; there is no question of any exchange getting thematically deviant. The predictability of the theme creates a common platform for sharing. <br />The facilitator gives a set of instructions something like the following:<br />1. In the first round each member should read out what she has written down as the beginning of the conversation<br />2. If you have not written down anything you can tell others how the speaker would begin the conversation. This can be even in mother tongue.<br />3. After all members of the team have read out the beginning of conversation the best idea can be selected as the beginning <br />4. The members of the team should together decide and how this idea can be presented in a better way; all of you should write it down on a new page in your notebook<br />5. In the second round all of you should take turn and say what the other speaker says as a response to what the speaker has said. <br />6. Develop more exchanges in this manner<br />7. Write the conversation which the group has produced on a chart for presentation<br />8. You can decide who are to role-play the conversation before the whole class<br />2. Instructions for refining a Narrative in Group – Stage 3<br />1. Take turn and read out the event<br />2. If anyone has not written the event fully, or hasn’t written anything, say what the first event is. This can be even in mother tongue<br />3. Select the best way of stating the event<br />4. All of you write the first event in a separate page of your notebook<br />5. One member can write the event on a chart<br />6. In the second turn say what the characters are saying<br />7. Select the best dialogue related to the event and write it<br />8. Continue in this way till you complete all the events<br />9. Someone in the group can read aloud the whole narrative for the whole grou<br />10. Make changes if necessary<br />11. present the narrative you have written before the whole class<br />Note:<br />• In class III sometimes the teacher may have to give the instructions in mother tongue whenever necessary<br />• Display the instructions on a chart so that the whole class can see them<br />• Make sure that all the learners have understood the instructions<br />• While monitoring group work ensure that groups are following these instructions<br /><br />3. Narrative for classes 6 and 7<br />(Instructions 1 to 9 will be the same as given above.)<br />4. Discuss what images you can include in the narrative.<br />5. Come to an agreement on how to write it<br />6. Discuss what the characters see, hear, smell, feel, etc.<br />7. Come to an agreement on how to write about these <br />8. discuss how you can connect the mood (happiness, sorrows, anxiety, fear, etc.) of the character to the nature outside<br />4. Instructions for refining a letter in group – classes 5, 6 and 7<br />1. In the first round read out how you began the letter<br />2. Come to an agreement on how to begin the lehtter<br />3. What did you write in the first part of the letter? read it out to others<br />4. Select the best idea<br />5. What did you write next?<br />6. Once again select the best idea<br />7. What are the other ideas you want to write? tell others about them<br />8. Come to a common agreement on the ideas and write them<br />9. How did you finish the letter? read it out to others<br />10. Select the best finishing<br />11. One of you can read the whole letter for others<br />12. Does the letter appeal to you? If not make necessary changes<br />13. Check whether you have included the place and date of the letter<br /><br />4. Instructions for Refining Diary in Groups (classes 5,6 and 7)<br />5. Read out how you began the diary<br />6. Did you begin with an event or the character’s self talk on his /her feelings?<br />7. Come to an agreement in the groups on which beginning will be better<br />8. what are the events you included in the diary? Discuss in groups whether all these events are necessary<br />9. Come to an agreement on the events to be included<br />10. Come to an agreement on the thoughts to be included<br />11. How would you end the diary? Discuss and come to an agreement<br /><br />6. Instructions for Refining Poems in groups ( Classes 3, 4 and 5)<br />1. Take turn and present the best two lines / four lines you have written<br />2. Make others give suggestions for refining the lines. If there are no suggestions write these lines in the group product<br />3. If you have any difficulties in presenting these two lines tell your friends about the idea you want to write<br />4. Collectively decide how this idea can be written in the poem<br />5. Read out the whole poem and see if line is fitting into the rhythm and tune<br />6. Come to an agreement on the changes to be made<br /><br /><br />7. (For poems in classes 6 and 7)<br />Instructions 1 to 5 will be the same<br />1. Come to an agreement on what images are to be included (what you see, what you hear, etc.) and how to include them in the poem<br />2. Come to an agreement on how include some scenic details and emotions in the poem<br />3. Ensure that the mood of the poet (happiness, anxiety, sorrows, etc. ) has been reflected in the poem<br />4. Someone can read the whole poem for the whole group<br />5. Make changes if necessary<br /><br />8. Profile <br />1. Sit in groups and discuss what personal details are to be included.<br />2. Decide on how these details are to be given.<br />3. What are the contributions to be included and how they are to be incorporated?<br />4. Those who haven’t written, incorporate it.What are the touching events of his life?<br />5. What and how these touching events (anecdotes) are to be incorporated?<br />6. Write your reflections on the person?<br />7. How will you sequence these ideas?<br /><br />9. Skit<br />1. Sit in groups and come to an agreement on which plot related to the theme is to be selected.<br />2. Discuss in groups and fix the events related to the plot.<br />3. Come to an agreement in the opening group on where, when and how the events take place and the location of the characters with movements, feeling, mood and costumes. Write them in your note books. One can write them on a chart.<br />4. Come to an agreement on the dialogue /response be and write it down in your note book .The movements, feeling and the mood of the characters concerned should be written in brackets.<br />5. Develop sufficient exchanges up to the end of the skit in this manner.<br />6. Name the skit in negotiation within the group.<br />7. One member read aloud the whole skit in the group.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-27945507087011035942010-10-09T00:04:00.000-07:002010-10-09T00:06:15.430-07:00Monitoring Group Activities in Second Language TeachingGroup work in the class becomes sheer wasting of time. All what takes place in groups is mere copying. How can we make group activities more effective?<br />How can we monitor group activities?<br />The constructivist classroom envisages collaboration among learners for which group work is suggested after children have undertaken an individual task. The role of the teacher is that of a facilitator who gives optimum support to the learners who are engaged in knowledge-making process. Teachers in our own times are familiar with notions such as activity-based learning, learner- centred classroom and experiential pedagogy. Also, they have identified group work as an inevitable classroom process for promoting active learning. Every practising teacher has noticed that what emerges as a product from the group is invariably better than the individual product. But are group activities really productive?<br /><br /><strong>The issues</strong><br /><br />A critical analysis of the practice that is actually prevailing in our classrooms raises a few pedagogic issues:<br />Are all children benefited by group work?<br />Teachers ask children to share their ideas in groups. Isn’t this suggestion very vague? Sharing is intended, of course. But what are the ideas to be shared? <br />How do we ensure that collaboration takes place in groups? Or in other words, how do we monitor group work?<br />There are different occasions in the course of classroom transaction where group work is possible. What are they? Can there be a straight jacketed mode for administering the group activity and also for monitoring it for all levels of learners and for all modules of transaction?<br />How will we make the groups own up the product that has emerged from the group?<br />If the answer to question (1) is ‘no’ then we have to ask ‘why?’ and identify the causative factors that lead to this situation. It seems that most teachers have not realized the pedagogy of generating synergy in the group. Or perhaps they have misconceived the cognitive dimension of group work. There is also a chance that they take recourse to leading children to group work as if they are doing a mere ritual. What so ever the reason is there is a problem: most teachers create slots for children to work in groups without proper understanding about what constructs are formed in groups and how group work is to be made beneficial to all members of the group. <br />Let us take a specific case. In the language class children have to construct specific discourses. They do this individually, and then in groups. The usual practice is asking children to select the best individual product (sometimes based on certain indicators). All members will be asked to copy down this. Thus a ‘group product’ emerges without any kind of collaboration among the members. If the selection is not based on clearly spelt out indicators then the ‘weak performers’ alone will be benefited by this. If there are certain criteria for the selection perhaps the student who wrote the discourse may also be benefited. But in either case all members of the group will not have ownership of the ‘group product’ emerging in this manner. How do we tide over this problem? Group ownership can be ensured only if every member of the group contributes his or her idea to the production of the discourse. For this they should get specific instructions regarding what is to be shared in the group. Unless the facilitator has a clear idea about what is to be shared by the members of the group it is not likely that she will be giving proper instructions to the learners for carrying out the group work. <br /><br /><br /><strong>Giving specific instructions</strong><br /><br />From the discussion given above it follows that the facilitator has to give specific instructions to the learners before they are asked to undertake a group activity. It is obvious that the facilitator cannot go for a single instruction such as: ‘Now sit in groups and share your ideas”. Instead, a cluster of instructions may be necessary. What kind of instructions are to be given depends upon a number of things:<br />The specific task that is to be carried out transaction module (reading, discourses construction, presentations, editing, production of big books, etc.) in which group activity is to be carried out. <br />If a specific discourse is expected from the group (whether in the oral form or in the written form) the discourse features that are to be targeted <br />3. The level of learners (stage I, stage II, stage III, etc.)<br />Let us work out a few models:<br />Reading: Classes 3 to 7<br />The facilitator gives instructions for reading<br />Read the passage individually<br />While reading you may do the following:<br />Put a ‘tick’ mark against sentences that you were able to understand<br />Put an ‘into’ mark against sentences / words that you were not able to understand<br />Put a ‘star’ against expressions you liked most<br />Sit in groups for sharing <br />Take turn and tell others what you were able to understand<br />In the second round of sharing tell others what you were not able to understand<br />In the third round share with others the ideas you liked most and why you liked them<br />Monitoring collaborative reading: classes 3 to 7<br />It is not enough that the facilitator gives instructions to the groups. He has to see that learners are following these instructions. He can interact with the groups and find out what point of sharing the group has completed. Also he may have to extend optimum help to those who need it so that hurdles if any are removed. Some amount of authentic interaction will be needed at this point. See the transcript of how the facilitator monitors group work for facilitating collaborative reading:<br />Facilitator interacts with group 1 to ensure that sharing within the group is taking place <br />You have you shared with others what you understood, haven’t you? Santhosh, how about you? Jameela, are there any sentences that you were not able to understand? Can anyone help Jameela? Mohan, which sentence do you like most? Why? Mohan says he likes the last sentence. Rajesh, which sentence do you like?<br />Facilitator moves to another group and interacts with the members in a similar way. <br />Facilitator elicits parts of the reading passage that the team was not able to understand <br />It seems all of you have completed sharing. Group I, are there any words or sentences in the passage that you were not able to understand? <br />Facilitator interacts with the groups to ensure sharing among different groups<br />Group 1 has a problem with the third sentence. Who can help them?<br />Facilitator exhibits a chart containing the glossary of the words that children were not able to understand<br />Provides necessary tips regarding meaning of the words / phrases<br />Facilitator reads out the passage aloud with proper articulatory features<br />Extrapolating the Text<br />Through collaborative Reading learners are enabled to make sense of what they are reading. However, reading activity does not end with this. Once they have comprehended the passage we take them to the next step of reading with the help of a few analytical questions of different types such reflective questions, inferential questions, cause-consequence questions and the like. These are meant for facilitating higher order thinking skills. With the help of these questions the learners will be able to extrapolate the text and go beyond it. Moreover, they will be able to personalize and localize the text. This is essential for helping them internalize or assimilate the text. At this stage of sharing of ideas will be necessary. Let us see how this can be done:<br />Facilitator exhibits the chariot containing analytical questions<br />Facilitator gives instructions to groups on what they are expected to do<br />Now, look at the chart. There are a few questions in it. Sit in groups and discuss each question by taking turn. All of you must speak in the group<br />Note down the points that emerge through discussion<br />If possible build up consensus on what you have to write. If you have a point different from that of other members of the team state your point of view<br />When groups start working the facilitator moves round and ensure that they are following the instructions<br />Facilitator gives necessary help for consolidating the points<br />Reading is a cognitive process and is not a mere exercise of pooling information contained in a given text. Learners should get opportunities to reflect on their own reading and share the thought processes they have undergone while reading. This makes reading a process for construction of knowledge and hence a meaningful and productive activity.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6719211760132792299.post-38647997033647403362010-10-08T23:55:00.000-07:002010-10-09T00:04:21.376-07:00The Significance of Group Activities in Second Language PedagogyGroup work takes away a major chunk of classroom time. Is it necessary that we have to ask children work in groups always?<br />Will the individual learner learn anything through group activities?<br />The questions posed here sprout from lack of proper understanding of what knowledge is and how it is constructed by individuals in a natural way. If we believe that information is equivalent to knowledge we can conveniently transmit the information that is loaded in the textbook to the learners. Probably, we can use a variety of strategies and techniques for doing this. In this mode of teaching and learning the teacher is on the one side (to deliver lessons) and the learners on the other (to receive the lessons). Depending on the efficacy of the techniques used the learners can store the information that is given to them for a considerable period of time. In this state of affairs the role of the teacher can be (and in most cases, is) replicated by the tuition teacher or guide books. Thus ‘feeding in’ of information survives.<br /><br /><strong>Learner as an independent researcher</strong><br /><br />In the early stages of cognitive psychology Piaget proposed a different conceptualization of knowledge. Till his times the focus was on theorizing about topics such as memory, problem-solving, visual imagery and categorizing in adults, without regard to the manner in which these abilities developed. Piaget rejected this practice. The core insight he gives us is that we cannot understand what knowledge is unless we understand how it is acquired. This is not enough. We can understand how knowledge is acquired only through psychological and historical investigations. For this we have to test our hypotheses by collecting data, not only about the thinking of human infants and children, but also about the historical development of scientific ideas. He believed that the development of knowledge was a biological process, a matter of adaptation by an organism to an environment. This is why he calls his theory of knowledge as genetic epistemology. Following Piaget we do not conceive learning as mere storing in of information. It is a complex cognitive process where each individual constructs knowledge. This is an experiential process by which the learner transforms the available data or information to his or her own knowledge. In the early stages of the evolution of Cognitive psychology, Piaget conceived this as a process of forming schema. This is essentially a discovery procedure, an individual enterprise analogous to the one undertaken by researchers which involves various processes like realizing the problem, collecting and analyzing the data, forming testing and hypotheses, etc. <br />Jerome Bruner conceives learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given". <br /><br /> <br /> Fig 1: Piaget<br /><br />As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. The instructor and student should engage in an active dialogue (i.e., socratic learning). The task of the instructor is to translate information to be learned into a format appropriate to the learner's current state of understanding. For this the Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned. <br />According to Bruner, ‘to instruct someone … is not a matter of getting him to commit results to mind. Rather it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries in that subject, but rather to get a student think mathematically for himself, to consider matters as a historian does, to take part in the process of knowledge-getting – knowing is a process not a product. <br />From the individual to the social <br /> Much water has flown under the bridge since Piaget’s conceptualization of knowledge and knowledge learning. Significantly, taking cue from Vygotsky, we realize that knowledge cannot stand independent of the social ambience in which the learner is placed. Vygotsky maintains that the development of an individual cannot be looked at detaching him from his social and material environment. It is with this environment that human beings constantly interact. Furthermore, the environment is not a constant one; it keeps changing. Implicitly, we will have to take into consideration the history of the group or groups of which an individual is becoming a member. We will also have to look into the particular social events the individual has successfully participated in over a certain period of time. <br /> <br /> Fig 2: Vygotsky<br /><br />What does this mean? The formation of individual persons, their identities, values and knowledgeable skills, occurs through their participation in some subset of these activity systems. For example, there are traceable activities such as<br />activities in which people are involved with family members<br />activities involving peers and others in school<br />activities related to work, leisure and so on (see Wells 1999)<br /> <br />Therefore, who a person becomes depends critically on things like the following:<br />activity systems he or she participates in the support and assistance he or she receives from other members of the relevant communities in appropriating the specific values, knowledge and skills that are enacted in participation (see Lave & Wenger, 1991)<br /><br /><strong> Zone of Proximal Development </strong><br /><br />What has been discussed above leads us to an important Vygotskyan notion namely, ‘The Zone of Proximal Development - ZPD’. This is the difference between the person’s ability to solve problems on her own, and her ability to solve them with assistance. Schütz (2004) explains that the “actual developmental level refers to all the functions and activities that a child can perform on his own, independently without the help of anyone else. On the other hand, the zone of proximal development includes all the functions and activities that a child or a learner can perform only with the assistance of someone else. Prerequisites to assisting someone to work in their ZPD are empathy and judgment about their needs and capabilities when acting alone. The ZPD comes into being when one person acts as the mediator for another person who is not able to execute a particular action alone. The notion of ZPD can be clarified with the help of a diagram (see Figure 1): <br /> <br /> Fig 3: ZPD<br />The inner circle represents the zone of child’s current achievement. She cannot reach the outer region by herself; it is a zone beyond her reach at present. However, she can reach this region with the help of collaboration with peers or a more knowledgeable person. The difference between the child’s current achievement and what she can achieve by virtue of collaboration with others is termed as ZPD.<br />Let us try to explain the notion of ZPD with the help of a different diagram. <br /><br /> Potential level<br /> Level that can be reached through further collaboration (X + 1+ 1) <br /> Level that can be reached through collaboration (X + 1)<br /> ZPD<br /> Current level ( X )<br /><br />Fig 4: Learning interpreted in terms of ZPD<br /><br />As represented in Figure 4 a child (say for instance, John) is at present at level X. However, this is not his ultimate level. He has the potential to reach level X+ 1. The area in between X and X+1 is the zone of proximal development. This is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1987). According to Vygotsky, social interaction plays a vital role in the learning process. He emphasizes the role of “shared language” in the development of thought and language, which stands for social interaction. <br /><br /><br /><strong>Pedagogic implication of ZPD</strong><br /><br />Vygotsky (1962) theorized that two levels determine the learning process; ego-centricity and social interaction. The child’s actual development level is determined by independent problem solving. The next level is determined through problem solving under adult guidance in collaboration with more peers that are capable. It is the teacher’s duty to try to take each child to the level X+1. The teacher does this by giving optimal help (scaffolding) to the children. Perhaps she can give a learner just the cue he needs. This cue provides for the learner a breakthrough he needs. Sometimes the teacher can take the whole class through a series of steps, which help them to solve the problem. Children may differ in their areas of their zones of proximal development. A child with a large zone will have a much greater capacity to be helped by teachers than a child with a narrow zone. However, the teacher still has a duty to help the latter child as well as the former one. Children are to be exposed to social interaction first and it will eventually enable them build their inner resources.<br />From the discussion presented here it is obvious that children have to undertake a certain task individually as well as in groups. This is why group work becomes an important component of classroom transaction. Each sharing helps the learner to reflect on his own thinking process. For example, what will be the thoughts of a learner when he listens to someone else in the group:<br />Ah! This is something I didn’t think<br />That’s a new idea to me,<br />I thought the same thing but I couldn’t express it well <br />Etc.<br /> Each sharing results in the expansion of his ZPD. But the pre-requisite for this is the facilitator’s instructions on what is to be shared and how it is to be done. After the sharing is over, the members of the group can reach at certain consensus. Given this perspective, learning can be redefined as the expansion of ZPD.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6719211760132792299.post-55371768492172785682010-09-02T10:05:00.000-07:002010-10-09T00:13:55.175-07:00Grammar beyond the SentenceWe know that rules of grammar operate within a sentence. For example, if someone begins a sentence with ‘The…’ we know that any word cannot follow it. The rules of grammar allow only certain words after ‘the’. Are there rules that operate beyond the sentence? In other words, are there rules within discourses which decide what kind of sentence can follow another? If we violate rules of grammar within the sentence, we will get incorrect sentences of three kinds in addition to those with writing errors of spelling and punctuation. <br /> There are rules of grammar beyond the sentence, within the discourse. These rules will decide which sentence can follow another one. If we violate these we will get sequences of sentences that lack coherence. This will affect communication. For example, consider the two sequences of sentences given below:<br />A. The boy ate all the mangoes. His stomach became upset.<br />B. The boy ate all the mangoes. The frog was in the pond.<br />The sequence of sentences in A will be accepted as an appropriate one for discourse whereas that in B will be rejected as it fails the test of coherence.<br /> But we cannot come to a ready conclusion like this in the case of B. There is nothing “wrong” about it because we can cook up a story which will contain this sequence. All what we need is stretch out our imagination by virtue of which we can create a context for the appearance of sequence B.<br />At this point we have two possible answers to the problem of how we identify a piece of language as unified and meaningful. <br />i. Invoke rules of grammar that operate within the sentence as well as within the discourse.<br />ii. Make use of our knowledge - of the world, of the speaker, of social convention, of what is going on around us as we read or listen<br />It follows that factors outside language also are important for making a stretch of language coherent. In order to account for discourse we have to look at the situation, the people involved what they know and what they are doing. These factors help us construct a piece of language as discourse, which has a meaning and unity for us. We account for correct or incorrect sentences in a different way, by virtue of our knowledge about grammar. For doing this, facts outside language are not required.<br />Already we have seen that all sentences in a discourse may not be full-fledged ones. Sometimes there may be even linguistic fragments within a discourse. These fragments are taken for granted as appropriate provided their occurrence is justifiable by the context. For instance, consider the piece of conversation given below:<br /><br />Husband: I have to go to Madras.<br />Wife: Why do you have to go to Madras?<br />Husband: I have to attend a conference there.<br />Wife: What conference do you have to attend there?<br />Husband: It is a conference on the teaching of English phonetics.<br />Wife: It is the most boring subject I can think of. <br />Husband: It is the most boring subject anyone can think of.<br />Wife: Then why do you have to attend the seminar?<br />Husband: I have to attend the seminar because I am teaching phonetics.<br />Wife: How long will you have to stay there?<br />Husband: I will have to stay there for three days.<br />Wife: What will you buy for me from Madras?<br />Husband: I will buy a sari for you from Madras.<br />Wife: If you are buying a sari for me please buy a costly one.<br />Husband: If I am buying a sari for you I will certainly buy a costly one.<br />Every sentence included in the dialogue is grammatical. Nevertheless, as a piece of conversation it fails the test of authenticity. Anyone who knows English will easily identify the above piece as a hypothetical one. In real life situations it is quite unlikely that any husband or wife will have involved in a conversation like this. Of course they may speak like this if they want to be funny and for doing so they will have to articulate each sentence intentionally. Nevertheless, that is not the way people talk in natural situations. People do not move around talking to one another by sequencing well-formed and full-fledged sentences one after the other. The above stretch of language satisfies the requirements of sentence grammar but it will be rejected by discourse grammar.<br />The pedagogic considerations of grammar teaching<br />When it comes to teaching of grammar we have to address ourselves to a few questions. <br />1. Why should we teach grammar?<br />2. What kind of grammar is to be taught?<br />3. At what point of formal education should we teach grammar?<br />4. What methodology would be appropriate for teaching grammar?<br /><br />Why should we teach grammar?<br />Let us take the first question. There is a good old saying namely, ‘grammar is caught rather than taught’. Paradoxically, we keep on saying this and continue teaching some aspects of formal grammar in one way or the other. Descriptive grammars may have displaced prescriptive grammars. Nevertheless, for most teachers the term grammar is associated with a set of definitions and rules because grammar was taught taking recourse to traditional approach for a long time. It was guided by a set of rigid rules. Time came when the experts working in the field of education looked at the teaching of English grammar with a changed vision. Functional grammar came into existence and it got its place in class room teaching. The notion of teaching grammar through examples in different situations has gained much currency with the expectation that this would make grammar learning more interesting than before. It is claimed that by virtue of this strategy the learners would get the benefit of learning grammar without any emphasis on rote learning. Today in ELT circles grammar teaching has become participatory, interesting and learner-friendly through varieties of activities like games, rhymes, riddles and role play. The learners are involved in learning grammar spontaneously. <br />The shift towards activity-oriented teaching of grammar has obvious justifications. Nevertheless, the question remains unanswered: ‘Why should we teach grammar?’ More than fifty percent of learners fail to operate and write English with accuracy and fluency even though they apparently can do the grammar exercises in their text books correctly. This is probably because they know “about” grammar and are able to attempt the fill-in –the –blanks items quite successfully. So where lies the problem? It is in the way we teach grammar. Functional grammar is promoted as this being the call of the hour. There are experts who argue that it is necessary to orient teachers on teaching grammar in an interesting and flexible manner using authentic discourses and grammar games. <br />Teachers, whether they teach mother tongue or a second language, put forward several arguments in defence of concentrating on sentences while teaching a language:<br />• In the case of mother tongue, students already know how to communicate orally. What they need is to learn where to put full stops and how to write grammatical sentences. <br />• In the case of second languages what students need are formal skills and knowledge in terms of pronunciation, vocabulary and grammar which will provide the basis for communicating and interacting. <br />• These skills are demanded by examinations and are signs of acceptable language behaviour.<br />• Exercises can be neatly presented in sentences, with a tick or a mark for each one. This is important in formal teaching because exercises help students know where they are going and how far they have developed formal skills. <br />• Given practice in, and exposure to, correct sentences, the rest will follow in a natural way. <br />• The treatment of language in terms of sentences helps us know how language works; within the sentence we can establish rules and constraints that distinguish between licit and illicit sentence constructions. <br />• Sentences analyzed in linguistics are abstractions. Though these may appear very odd they are useful for language study.<br /><br />We have noticed that when a child acquires the first language, she does not “learn” grammar in a formal way. She internalizes the grammar of the mother tongue through exposure to the language. Similarly, in second language acquisition, we must concentrate on giving exposure to the learners using interesting and authentic text which will make them aware of the structures as well as the functions of the second language. Discourse–oriented pedagogy has been conceived with a view to facilitating language acquisition at the primary level through experiencing a variety of linguistic discourses. In the modular approach the sub-modules of language are transacted in such a way that the learners will be able to intuitively distinguish the so-called grammatical utterances from the ungrammatical ones. This obviates explicit teaching of grammar at the primary level. <br />At the same time we will introduce grammar at the secondary level for which we can put forward a few pedagogic justifications.<br />1. The acquisition paradigm is followed at the primary level which helps the learner to develop knowledge of language non-consciously. Once this target is achieved, we have to take the learners to a higher level of knowledge of language where the learners apart from developing intuitions about well-formed constructions will also learn about some aspects of formal grammar. This knowledge hopefully will serve him better as a conscious monitor while undertaking the editing of discourses at a higher level.<br />1. In Kerala where drop-outs at the secondary level is almost zero, general education is defined as including the higher secondary level. At this stage the learners have the freedom to choose subject of their own choice from among a variety of knowledge domains. So the learner has to have basic concepts related to these knowledge areas by the time she completes education at the secondary level. Language is a knowledge area that deserves to be treated on a par with other knowledge areas such as mathematics, physics, chemistry, biology, commerce, and so on. This justifies learning about language at the secondary and higher secondary levels.<br />3. We know that every creative writer imprints his or her marks of identity on their writings. That is why we are able to distinguish the personal style of an author. We listen to the writer’s voice when we read a poem, a novel or an essay. We expect the learners at the higher secondary level to identify the voice of the author from his/her writings which will eventually lead her to identify her own voice as a second language user. We know that writers create their personal style of writing by taking recourse to certain structural devices. The learners at the secondary level should learn about these devices. A pre-requisite to this at the secondary level they should be able to identify linguistic elements that constitute various syntactic structures and how these are configured using devices such as complementation, subordination, coordination, relativization, clefting, passivization and so on.<br />What kind of grammar <br />What kind of grammar should we teach at the secondary and higher secondary levels? <br />There are different types of grammar such as lexical grammar, categorical grammar, relational grammar, functional grammar, phrase structure grammar, generative grammar, transformational generative grammar and the like to mention a few. Each one of these approaches language as a system from different points of view. ELT experts of our own times across the world say that if at all we have to teach grammar it is functional grammar. They argue that learners of English as a second language should have a clear idea about what kind of expressions are to be used for specific communicative functions. This is why books on functional grammar comes out with a list of several communicative functions such as making an apology, agreeing or disagreeing with others, inviting people and so on. Children are persuaded to learn these. The implicit assumption is that if learners are well- familiarised with the structures that will serve these purposes they will be able to maintain both fluency and accuracy while communicating with others using English.<br />When we look at this assumption through critical lens we will see that it cannot be sustained. We have acquired our mother tongue through meaningful discourses and we will be able to use it doing full justice to its functional aspects. We do not have to learn separately how to invite people or how to apologise. Acquiring a language implies acquiring both its structures and functions. Native speakers of any language will be able to use it by virtue of the intuitive structure consciousness they have acquired. Therefore there is no point in teaching functional grammar. We cannot go for the other kinds of grammars too. <br />At the secondary and higher secondary levels we will be focusing on lexical, phrasal and clausal categories of language and how these are interconnected in different ways to yield different structures. Also the learners will learn what structural changes are in operation in a given configuration and how licit and illicit structures are generated by these operations. This implies that the learners will have to get sensitized on some aspects of transformational generative grammar. <br />When to teach grammar<br />From what we have discussed above it is clear that we do not have to teach grammar at the primary level, that is from classes I to VII. By learning English grammar consciously what the learners get is ‘knowledge about’ the language. This knowledge will not help them speak spontaneously in English in interpersonal communicative situations. For this they should possess ‘knowledge of’ the language. This knowledge is acquired non-consciously and precisely this is the reason why we have replaced the fragmentary approach to teaching language with discourse-oriented pedagogy. As has been already mentioned, this helps the learners with acquiring both the structural and functional aspects of language. Of course, as part of discourse construction they will be generating both grammatical and ungrammatical sentences, especially at the beginning stages. The syntactic and morphological errors and the errors of spelling and punctuation that they may make are taken up and rectified through the process of editing. It is to be remembered that editing at the primary level implies editing within the domain of sentence grammar. At the secondary level we will have to go for different levels of editing as mentioned below.<br />1. Editing related to sentence grammar<br />• Syntactic editing<br />• Morphological editing <br />• Editing errors of spelling and punctuation<br />2. Errors related to discourse grammar<br />3. Thematic editing<br />4. Editing related to discourse features<br />The methodology<br />The last question is related to the methodology of teaching grammar. The curriculum, syllabi and textbooks have been developed and are meant to be transacted in tune with social constructivism and critical pedagogy. Construction of knowledge has to take place at all levels of learning and in all domains of knowledge. This implies that we cannot stuff the learners with lots and lots of information pertaining to grammar. Grammatical concepts are to be constructed by the learners by analysing a certain body of linguistic data available from the discourses and categorizing them in specific ways. The general processes of the constructivist classroom will be retained in tact for facilitating concept attainment in the realm of grammar.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com2