:::: MENU ::::

Get the best possible FREE NOTES -VEDIOES .B.Ed Notes for Andra Pradesh States. English Grammer Notes.CHSE | ICSE | CBSE Notes Class 6 to 12 .

  • January 10, 2020

TEACHING OF PROSE
                     
The chief aim of teaching English in our secondary schools is to develop in the students the necessary skills of language learning, viz., listening, speaking, reading and writing and to make them acquire simple day-t-day English. While teaching prose, they should equip their students with the necessary skills to use the language easily and effectively and communicate their ideas freely in the spoken as well as written forms of the language. The aim of teaching prose should be linguistic and practical; but not literary and aesthetic. In teaching prose, we are concerned more with the appreciation of literature, to realize this aim, the following objectives observed relating to the four basic language skills. Of the four fold skill s of skills of English language the emphasis is given on reading.

Pre- Reading:
                       1.            To sensitize the learners towards the theme.
                      2.            Learners come out with their perceptions.
                     3.            To help the learners make intelligent predictions on the passage they are going to read.

Reading:
                        1.            Learners read individually and track their own reading process.
                        2.            They use strategies like checking their predictions, locating the context using glossary, dictionary etc.
                        3.            They share ideas with others through collaboration.
                        4.            They analyze the information given, link it with their personal experience and generate their own text.
                        5.            They generate concept maps or mind maps.

Post-Reading:
                        1.            Gain confidence in oral and written communication through constructing discourses like conversations, letters, speeches etc.
                        2.            Get sensitized on some articulation features; edit the written discourse, stress and tone.

Stages of Teaching the prose lesson in the classroom:
           Pre-Reading:
a.             Introduction through trigger: Learners come out with their ideas.

Reading:
a.             Individual reading: Learners read individually and track their own reading process while reading silently.
b.            Collaborative reading: Learners share their ideas through collaboration.
c.             Extrapolating or scaffolded reading: Learners analyze the information details, link with their personal experience and they generate their own text.
d.            Mind mapping: Learners learn to make concept maps.
e.             Loud reading: Learners learn to develop good pronunciation, stress and intonation.

Post-Reading:
 Individual reading: Learners present their conversations and read out.
Refining discourses in groups: Learners speak out what they understand the lesson.
Feedback by the teacher: The teacher invites feedback from groups and finally the teacher give his/her feedback.
Editing: The teacher correct students mistakes and give suggestions to the students. The teacher edits the discourses morphologically, thematically and syntactically.
Teacher’s version: The teacher gives some sentences to students to students about the lesson

PROSE-MODEL LESSON PLAN – 2
Name of the Student Teacher :                                                           Roll No. :
Name of the School                :                                                           Class       :
Subject                                                :                                                           Date        :
Topic                                       : OLIVER ASKS FOR MORE          Time       :
ACADEMIC STANDARDS
       I.            Pre Reading:
1.            To sensitize the learner towards the theme.
2.            Learner’s comeup with their perception.
3.            To help the learners make intelligent predictions of the passage they are going to read.
       II.         Reading:
1.            Learner’s read individually and track their own reading process.
2.            They use strategies like checking their predictions, locating the context, using glossary, dictionary etc.
3.            They share ideas with others through collaboration.
4.            They analyze the information given, link with their personal experience and they generate their own text.
5.            They generate concept maps or mind Maps.
                                         III.      Post Reading:
1.            Gain confidence in oral and written communication through constructing disposes like conversations, letters. Speeches etc.
2.            Get sensitized on some articulation features, edit the written dispose, pause, stress and tone.
Method: Direct Method for VIII Class.
Reference Material: VIII Class English reader and dictionary.
T. L. M: A trigger picture, A chart showing of glossary, subtext & analytical questions, pictures of glossary.
Content: The members of this board were very wise and philosophical men. As they turned their attention to the work house, they discovered that it was the regular place of Public entertainment for the poorer classes. It was the place where they had breakfast, dinner, tea and supper all the year round and frees; where it was all play and no work. This was really a Shocking state of affairs. They were of the opinion that the poor should be given only two alternatives – either to starve quickly outside the workhouse or gradually inside the house, with this view, they decided that the inmates of the work house would be issued three meals of thin gruel a day with an onion twice a week.
For the first six months after Oliver Twist moved in, the system was in full operation. As a result, during this period, the number of work house inmates got smaller and the inmates themselves shrank in size.





A call-to-action text Contact us