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.
