ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

i i i i

Name: Kamran Murtaza

i

Roll Number:
i CE591569

Course: The Language Skills-I

i i

i (5659)

Assignment: 1st

Course Code:
i 5659

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Q.No.1. iWhat iare ithe icomponents iof ilistening? iDifferentiate ibetween idiscrete iand iglobal
ilistening iskills iwith iexamples. iAlso idiscuss ithat iwhy iand ihow ilistening, iwhich ihas iits iunique

isignificance iin iterms iof inatural isequence iof idevelopment iof ilanguage iskills iis ineglected iin

iour ilanguage iclassrooms. i i

Ans:
What iare ithe icomponents iof ilistening?
The ilistening iprocess iinvolves ifour istages: ireceiving, iunderstanding, ievaluating, iand iresponding.
iBasically, ian ieffective ilistener imust ihear iand iidentify ithe ispeech isounds idirected itoward ithem,

iunderstand ithe imessage iof ithose isounds, icritically ievaluate ior iassess ithat imessage, iremember

iwhat’s ibeen isaid, iand irespond i(either iverbally ior inonverbally) ito iinformation ithey’ve ireceived.

iEffectively iengaging iwith iall ifive istages iof ithe ilistening iprocess ilets ius ibest igather ithe iinformation

iwe ineed ifrom iothers.

Receiving
Paired iwith ihearing, iattending iis ithe iother ihalf iof ithe ireceiving istage iin ithe ilistening iprocess.
iAttending iis ithe iprocess iof iaccurately iidentifying iand iinterpreting iparticular isounds iwe ihear ias

iwords. iThe isounds iwe ihear ihave ino imeaning iuntil iwe igive ithem itheir imeaning iin icontext.

iListening iis ian iactive iprocess ithat iconstructs imeaning ifrom iboth iverbal iand inonverbal imessages.

Understanding
The isecond istage iin ithe ilistening iprocess iis ithe iunderstanding istage. iUnderstanding ior
icomprehension iis i“shared imeaning ibetween iparties iin ia icommunication itransaction” iand

iconstitutes ithe ifirst istep iin ithe ilistening iprocess. iThis iis ithe istage iduring iwhich ithe ilistener

idetermines ithe icontext iand imeanings iof ithe iwords ihe ior ishe ihears. iDetermining ithe icontext iand

imeaning iof iindividual iwords, ias iwell ias iassigning imeaning iin ilanguage, iis iessential ito

iunderstanding isentences. iThis, iin iturn, iis iessential ito iunderstanding ia ispeaker’s imessage.

Evaluating
During ithe ievaluating istage, ithe ilistener idetermines iwhether ior inot ithe iinformation ithey iheard iand
iunderstood ifrom ithe ispeaker iis iwell iconstructed ior idisorganized, ibiased ior iunbiased, itrue ior ifalse,

isignificant ior iinsignificant. iThey ialso iascertain ihow iand iwhy ithe ispeaker ihas icome iup iwith iand

iconveyed ithe imessage ithat ithey idelivered. iThis imay iinvolve iconsiderations iof ia ispeaker’s ipersonal

ior iprofessional imotivations iand igoals. iFor iexample, ia ilistener imay idetermine ithat ia icoworker’s

iforgetting ito iclean ioff itheir itable iis ifactually icorrect, ibut imay ialso iunderstand ithat ithe ico-worker’s

ichild iis isick iand ithat imay ibe iputting ithem ion iedge. iA ivoter iwho ilistens ito iand iunderstands ithe

ipoints imade iin ia ipolitical icandidate’s istump ispeech ican idecide iwhether ior inot ithose ipoints iwere

iconvincing ienough ito iearn itheir ivote.

Responding
The iresponding istage iis ithe istage iof ithe ilistening iprocess iin iwhich ithe ilistener iprovides iverbal
iand/or inonverbal ireactions. iA ilistener ican irespond ito iwhat ithey ihear ieither iverbally ior inon-

verbally. iNonverbal isignals ican iinclude igestures isuch ias inodding, imaking ieye icontact, itapping ia
ipen, ifidgeting, iscratching ior icocking itheir ihead, ismiling, irolling itheir ieyes, igrimacing, ior iany iother

ibody ilanguage. iThese ikinds iof iresponses ican ibe idisplayed ipurposefully ior iinvoluntarily.

iResponding iverbally imight iinvolve iasking ia iquestion, irequesting iadditional iinformation,

iredirecting ior ichanging ithe ifocus iof ia iconversation, icutting ioff ia ispeaker, ior irepeating iwhat ia

ispeaker ihas isaid iback ito iher iin iorder ito iverify ithat ithe ireceived imessage imatches ithe iintended

imessage.

Differentiate ibetween idiscrete iand iglobal ilistening iskills iwith iexamples:

DISCRETE iAND iGLOBAL iLISTENING.
Discrete ilistening iskills iare ithose iwhich ifocus ion ithe ise.parate ielements iof ilistening isuch ias
iindividual isounds, iwords iand iseparate isentences. iGlobal ilistening iskills, ion ithe iother i~ourage ito

iinterpret ian iutterance iin ithe iwider icontext. iThe ilistener idocs inot ihave ito iunderstand ievery isingle

iword. iBoth idiscrete iand iglobal ilistening iactivities iplay itheir irole iin ideveloping ithe il ii ist icn ii in ig

iskill. iIn ithe ipast idiscrete ilistening iactivities iwere igiven imore iimportance iin ithe iclass ibut inow ithe

imove iis itowards ithe iglobal iapproach. i i i i i i i

Examples:
Global ilistening: iFor iexample, ihow iyou iclose iyou iare ito ithe ispeaker, imaking ieye icontact, ihead ior
ihand igestures iwhen ilistening iall ihelp iyou iassess ithe imessage iyou’re ilistening ito. iThat iis iactive

ilistening.

Discrete ilistening: iFor iexample, iin ia iSpeaking iclass, ineedless ito isay, istudents iuse ilistening, iand
ioften ireading iand iwriting. iThe idifference ifrom ian iintegrated-skills icourse iis ithat, iin ia idiscrete-

skills icourse, idevelopment iof ithe ispecific iskill iis ithe igoal, iand ithe iother iskills iare iused ito istimulate
ithat iskill’s idevelopment.

why iand ihow ilistening, iwhich ihas iits iunique isignificance iin iterms iof inatural isequence iof
idevelopment iof ilanguage iskills iis ineglected iin iour ilanguage iclassrooms. i i

Listening icomprehension iprocess iprovides ibeneficial iintuitions iin iteaching ilistening. iLearner imay
ifind ilistening icomprehension iskill idifficult ito ilearn iand ithis ican ialso iprovide iteachers iwith

iopportunities ito ichange itheir ilistening iexercises iinto imore ieffective iones. iDeveloping ilistening

icomprehension iskill ihelps ilearners ito isucceed iin ilanguage ilearning ito ienhance icomprehensible

iinput. iSince ilearners’ iself-reliance iin ilistening icomprehension iwill ibe iincreased, ithey iwill ibe

imotivated ito ihave iaccess ito ispoken iEnglish isuch ias iconversations iwith inative ispeakers i(Kurita,

i2012).

According ito iPourhosein iGilakjani iand iAhmadi i(2011), ilistening iplays ia isignificant irole iin ithe
icommunication iprocess. iFerris i(1998), iMurphy i(1991), iVogely i(1998), iand iHamouda i(2013)

iexpressed ithat ilistening iis ithe imost ifrequently iused iskill iin ithe ilanguage iclassrooms. iTherefore, iit
iis iobvious ithat ilistening iis ivery iimportant ifor ithe ilives iof istudents isince iit iis iused ias ia imeans iof
ilearning iat iall iphases iof iinstruction. iDespite iits isignificance iin iforeign ilanguage ilearning, ithe

iinstruction iof ilistening icomprehension ihas ibeen ioverlooked iin imany iEFL iclasses. iAccording ito

iOxford i(1990), ilistening idevelops ifaster ithan ithe ithree iother ilanguage iskills iand iit ican imake ieasy

ithe idevelopment iof ithe iother ilanguage iskills. iThomlison i(1984) iand iHamouda i(2013) idefined

ilistening ias ithe iability ito irecognize iand iunderstand iwhat iothers iare itelling. iThis iprocess iincludes

iunderstanding ia ispeaker's ipronunciation, ithe ispeaker’s igrammar iand ivocabulary, iand

iunderstanding iof imeaning. iMorley i(1972) isaid ilistening iinvolves iauditory idiscrimination, iaural

igrammar, iselecting inecessary iinformation, iremembering iit, iand iconnecting iit ito ithe iprocess

ibetween isound iand iform iof imeaning i(as icited iin iPourhosein iGilakjani i& iSabouri, i2016)

iLanguage iresearchers ireport ithat ichildren iall iover ithe iworld ifollow ia isimilar isequence iof istages
iand imilestones iwhen ithey iare ilearning itheir ifirst ilanguage. i iOlder ichildren iand iadults ifollow ia
isimilar isequence iwhen ithey iare ilearning ia isecond ior ithird ilanguage. i iAnimated-Literacy™ ifollows

ithe inatural isequence iof ilanguage idevelopment ito imake iinstruction ieasier iand imore isuccessful ifor

iboth iEnglish ilanguage ilearners iand ifluent iEnglish ispeakers.

From ithe ibeginning iof iinstruction, istudents ihear iand iparticipate iin icomplete isongs iand istories ithat
iare irich iin irhyme, irhythm, imelody, iand imovement. i iThese iare isimilar ito isongs iand istories ithat

ichildren ican ibegin ito irecognize iand iattend ito ieven ibefore ibirth.

At iabout itwo ito ifour imonths iold, imost ibabies iproduce itheir ifirst ivowel isounds. i i iTherefore, ivowels
iplay ian iimportant irole iin iinstruction ibeginning iwith ithe ifirst iAnimated-Alphabet™ ilesson.

Communication iis ia ivital iskill ithat ieach iof ius, ias ipotential isupervisors, ileaders, iand ifollowers, imust
icontinually itry ito iimprove. iWe ican’t ihope ito ilead, imotivate, itrain ior ievaluate iothers iwithout

imastering ithe iability ito iclearly icommunicate iour ithoughts iand iideas. iIn iAir iForce iDoctrine

iDocument iVolume iII, iLeadership, ithe icompetency iof ipersonal ileadership ifocuses ion inecessary

iskills ifor iface-to-face, iinterpersonal irelations ithat idirectly iinfluence ihuman ibehavior iand ivalues. iA

ispecific icompetency ilisted iunder ipersonal ileadership iis i“fostering ieffective icommunication.” iIn

iaddition, ipersonal ileadership iskills iare icritical iat iall ileadership ilevels: istrategic, ioperational, iand

itactical. iIn ithis iclass iwe’ll ialso ireview ithe irole iof ieffective ilistening iand ihow iit irelates ito ithe

icommunication iprocess. iYou ireceive imore iinformation iby ilistening ithan iby iany iof ithe iother imeans

iof icommunication—writing, ispeaking, ior ireading—but ilistening iis iour iweakest iskill. iAs ilisteners,

iwe ioften ifail ito ido iour ipart iin ithe icommunication iprocess. iAs ia iresult, ipoor ilistening iis ione iof ithe

imost isignificant iproblems ifacing iorganizations itoday. iBy igaining ia ibetter iunderstanding iof ijust

iwhat ilistening iinvolves, iby irecognizing ithe ibarriers ito ieffective ilistening, iand iby iforming igood

ilistening ihabits, iwe ican ilearn ito ibecome ibetter ilisteners

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Q.2 iReader iresponse itheory, iwhich igained iprominence iin ithe ilate i1960s, ifocuses ion ithe
ireader ias ian iactive iagent iwho iis iconstantly iengaged iin ithe iprocess iof imeaning imaking iand

idecoding ithe itext ito isuch ian iextent ithat ihe i/ ishe ihas ibeen ilabeled ias ithe ico-author iof ithe itext.

iIn ithe ilight iof ithis istatement, ielaborate ithe iidea ithat ireading iwhich iis igenerally iregarded ias ia

ireceptive iskill iis iin ifat ia iproductive ione. i i

Ans:
A itheory, iwhich igained iprominence iin ithe ilate i1960s, ithat ifocuses ion ithe ireader ior iaudience
ireaction ito ia iparticular itext, iperhaps imore ithan ithe itext iitself. iReader-response icriticism ican ibe

iconnected ito ipoststructuralism’s iemphasis ion ithe irole iof ithe ireader iin iactively iconstructing itexts

irather ithan ipassively iconsuming ithem. iUnlike itext-based iapproaches isuch ias iNew iCriticism,

iwhich iare igrounded iupon isome iobjective imeaning ialready ipresent iin ithe iwork ibeing iexamined,

ireader-response icriticism iargues ithat ia itext ihas ino imeaning ibefore ia ireader i experiences—reads—

it. iThe ireader-response icritic’s ijob iis ito iexamine ithe iscope iand ivariety iof ireader ireactions iand
ianalyze ithe iways iin iwhich idifferent ireaders, isometimes icalled i“interpretive icommunities,” imake

imeaning iout iof iboth ipurely ipersonal ireactions iand iinherited ior iculturally iconditioned iways iof

ireading. iThe itheory iis ipopular iin iboth ithe iUnited iStates iand iGermany; iits imain itheorists iinclude

iStanley iFish, iDavid iBleich, iand iWolfgang iIser.

Elaborate ithe iidea ithat ireading iwhich iis igenerally iregarded ias ia ireceptive iskill iis iin ifat ia
iproductive ione:

There iare ia inumber iof iskills ithat iare ideveloped iin ia iyoung ilearner iclass. iThe imain i4 iare: ireading,
iwriting, ispeaking iand ilistening. iHowever, iother iskills iinclude: iMotor iskills i(from iholding icrayons

i(fine imotor iskills) ito imore icomplex icraft iand iphysical iactivities i(gross imotor iskills)); iCognitive

iskills i(solving iproblems, ianswering iquestions, iapplying ilearning ito itasks i& ibookwork); iinteractive

i& isocial iskills i(sharing, iworking iin iteams, iworking iwith ia ipartner ior ithe iteacher); idiscipline i/

iclassroom iprotocol i– iresponding ito iteachers icommands, iincidental ilanguage.

Of ithe i4 imain iskill iareas ithese ican ibe ibroken idown iinto i2 imain iareas: iReceptive iSkills i(reading
iand ilistening) iand iProductive iSkills i(writing iand ispeaking).

Developing iReceptive iSkills

There ia inumber iof ireasons ito idevelop ireceptive iskills ithese iinclude:

❖ It ihelps iwith ilanguage idevelopment iand iretention

❖ It ibuilds iconfidence
❖ It iopens iup ia inew iworld iof iEnglish
❖ It iallows ilearners ito iexperience iEnglish ioutside ithe iclass
❖ It imakes iEnglish ilearning ian iauthentic iuseful itask inot ijust isomething ithey ido ifor ischool

Receptive iskills iintegrate iwith iproductive iskills ie.g. ilistening iand ireading ithe icorrect iform ihelp iin
imemorization, ilistening ihelps iwith ipronunciation ietc.
The ifollowing iactivities i(all ifound iin iyoung ilearner iclasses) iapply ito iboth ireading iand ilistening
i(receptive iskills):

❖ Letter irecognition
❖ Individual iphonic irecognition
❖ Phonic icluster irecognition
❖ Whole iword irecognition
❖ Understanding icontext
❖ Sentence irecognition
❖ Identification iof iparts iof ia isentence
❖ Extracting idetail
❖ Reinforcement iof iform ifor igrammatically iaccurate iproduction
❖ Reinforcement iof iform ifor ipronunciation- istress i& iintonation
❖ Flash icard irecognition i(run, itouch i& isay)
❖ Dictation iactivities i(running idictation; iDrawing idictation ietc.)
❖ Understanding isentence imeaning
❖ Extracting ikey iwords
❖ Matching iwords iand ipictures

These ican iall ibe ipracticed iin ia ivariety iof iways iincluding:

❖ Alphabet iactivities
❖ Phonic irecognition iactivities
❖ Cluster irecognition iactivities
❖ Whole iword irecognition iactivities
❖ Spelling iactivities
❖ Songs
❖ Mixed iup isentences ifrom ia idialogue
❖ Mixed iup iwords ifrom ia isentence
❖ Reading ifrom ithe iboard
❖ Reading ifrom ithe ibook
❖ Listening ifor itrue i/ ifalse istatements
❖ Listening ifor ianswers i/ idetail
❖ Incidental iLanguage
❖ Answering iquestions iabout ia ipiece iof itext
❖ Listening i& irepeating ifrom ia iCD
❖ Listening i& irepeating iwhat ithe iteacher isays
❖ Slap
❖ Stations
❖ Pelmanism
❖ Listening i/ iReading ifor igist
❖ Using ia ireader
❖ Listen i/read ifor ia ikey iword
Setting iup iActivities

Even iwhen ilistening iin iyour inative ilanguage iwe ido inot itake iin ior iremember ieverything ithat iwe
ihave iheard iunless ispecifically iasked ito. iWhen isetting iup ia ilistening itask iin ia iyoung ilearner iclass

i(as iwith iany iclass) iit iis iimportant ito:

❖ Set ithe iscene

❖ Teach iessential ilanguage
❖ Set iprediction itask i- igive ilearners itime ito icompare ipredictions/answers
❖ Play iCD ifor ifirst itime
❖ Learners icompare ianswers i- iteacher imonitors
❖ Set iquestions ifor ispecific idetail
❖ Play iCD ifor isecond itime i- iin ichunks iif inecessary
❖ Feedback ito iwhole iclass i- iteacher iconfirms ico

Remember:

Being iable ito icomplete ithe itask icorrectly idoes inot inecessarily imean ilearners ihave iunderstood ithe
ilanguage.

To ishow iunderstanding ilearners ishould:

❖ Practice iof ithe ilanguage i(speaking) ibefore imoving ito ireceptive itasks
❖ Encourage ifull ianswers ifrom ilearners iduring ithe itask ior ifeedback
❖ Feedback ican ibe idone ivia imemory igames i/ irole-plays
❖ Learners ican iread ior ilisten iand ithen ishow imeaning ithrough ianother imedium ie.g. idrawing,
iactions, iTPR, irole-play. iThis ican ialso ibe idone iin ireverse i– ipresent ithe iconcept iand iask

ilearners ito iproduce ithe ilanguage iusing icut iup isentences ifor iexample.

❖ Giving ilearners ithe iteacher irole iin iany itask

❖ Concept icheck iquestions.

Round iup

Below iare isome iexamples iof ieffective iactivities iand iways ito iadapt iexercises iin ithe istandard itexts:

* iListening i- ipredicting i/ iguessing ion ianswers ibefore ilistening, istop i/ istarting i/ ireducing ivolume
iduring idialogues ito iallow ilearners ito ifill iin ithe igaps ieither ifrom imemory, iby ireading ior iusing itheir

iknowledge iof ithe ilanguage.

* iReading i– iinitial iletter istations, ifind ithe iword ion ithe ipage, icounting iwords i/ iletters ie.g. i“How
imany i‘the’ ion ipage i**?” imissing iletters ior ivowels i/ imissing iwords, ibuilding iup iwords ione iletter

iat ia itime iin irandom iorder.

Receptive iskills ineed ito ibe ibuilt iup iover ithe iduration iof ia icourse. iIt iis iimportant ithey iare idone ia
ilittle iand ioften, ireviewing iand ibuilding ithe icomplexity igradually iweek iby iweek.
In iorder ito ihelp ilearners iand iencourage ilearner iautonomy, iaway ifrom iclass ithey ican:

❖ review iclass iwork

❖ use isupplementary iresources, iflashcards, ireading ioceans
❖ listen ito i/ iread ias imuch iEnglish ias ipossible, isongs, iTV, iCDs iwith itheir itexts.

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Q. iNo i3 iPromoting ilistening iskills irequire imore iefforts ion ipart iof ithe iteacher. iDo iyou iagree
iwith ithe istatement? iDiscuss. iAlso idesign ito ilistening iactivities ifor isecondary ilevel. i

Ans:
Promoting ilistening iskills irequire imore iefforts ion ipart iof ithe iteacher:
i Yes, iI iAgree iwith ithis.
Teachers ispend ia ilot iof itime italking: iexplaining, ileading iconversations, igiving idemonstrations.
iBut ilistening ican ibe iequally ipowerful i— iand iit’s ia iskill ithat inot ieveryone imasters, ioften ibecause

ipeople idon’t irealize iits iimportance.

Listening iand ilearning

Attention iis ithe iability ito ifocus ion iinformation iand itasks iwhile iignoring idistractions. iIn ia itypical
iclassroom, istudents iare iexpected ito ipay iattention ito ithe iteacher ifor iextended iperiods iof itime.

iAccording ito ithe iInternational iListening iAssociation, i45% iof ia istudent’s iday iis ispent ilistening,

iand istudents iare iexpected ito iacquire i85% iof itheir iknowledge ithrough ilistening. iEffective

ilistening, itherefore, iis icritical ito iacademic isuccess.

Understanding iattention ispans

What iis ia inormal iattention ispan? iThat idepends ion iwhat ia ichild iis iexpected ito ipay iattention ito.
iTests iand idiagnostic itools ican ihelp ius iunderstand iattention ispans, ibut ithey imeasure idifferent

ithings.

• Focused ior isustained iattention iis ithe ibrain’s iability ito iconcentrate ion ione ispecific itask ifor
ia icontinuous iamount iof itime iwithout igetting idistracted. iAn iexample iwould ibe ireading ia

ibook ior iwatching ia imovie.

• Selective iattention iis ithe ibrain’s iability ito ichoose ionly ione isubject ito ifocus ion iwhen
ipresented iwith imany istimuli ior ichoices. iAn iexample iof iselective iattention iwould ibe

iconcentrating ion ia iconversation iwith ia ifriend iwhile iwatching ia isoccer igame.

• Alternating iattention iis ithe ibrain’s iability ito imove iback iand iforth ibetween itasks ithat imay
ihave idifferent icognitive idemands. iAn iexample iof ithis iwould ibe itaking inotes iin iclass iwhile

ilistening ito ithe iteacher italk.

Design ito ilistening iactivities ifor isecondary ilevel:

Many iattention ispan iformulas ishow iranges idepending ion ia ichild’s ichronological iage. iSome isay ia
inormal iattention ispan iis i3 ito i5 iminutes iper iyear iof ia ichild’s iage. iUsing ithis iformula, ia

ikindergartner ishould ibe iable ito iconcentrate ion ia itask ifor iat ileast i15 iminutes. iOther iranges iare

ibroader, iwith igains iof i1 ito i5 iminutes iof iattention ifor ieach iyear iof ia ichild’s iage. iWhile ithere iis inot

ia iperfect iscience ito ithese iformulas, ithe ifollowing ichart iprovides isome ibasic iguidelines.
Model iGood iListening iStrategies

In ifront iof ithe iclassroom, iplay ia ishort igame iof iSimon iSays iwith ione ichild ivolunteering ito ibe
i“Simon” iand iyou iare ithe igame iplayer. iModel igood ilistening istrategies isuch ias ilooking ithe

ispeaker iin ithe ieye, irepeating ithe idirections ito iyourself i(aloud iso ithey ican ihear iyou), inot istarting

iuntil iyou’ve iheard iall ithe iinstructions i(say ialoud, i“Ok, ihe’s ifinished igiving ime ithe iinstructions iso

inow iI imay ibegin”), iand ispeak ialoud iwhat iyou’re igoing ito ido ias iif iyou iwere ipicturing iit iin iyour

imind ibefore idoing iit. iAfter i“Simon” igives iyou ia ifew ishort iinstructions, iask ithe iclass ito itell iyou

iwhat ithey iwitnessed iyou idid iwell. iWrite itheir ianswers iin ia ithinking imap ion ithe iboard.

i Teach i“Whole iBody iListening”

A imuch-used iconcept iin ithe iearly iprimary igrades iis i“whole ibody ilistening.” iIn iwhole ibody
ilistening, ia istudent ipractices ikeeping iparticular ikey iparts iof itheir ibody ifocused ion ithe ispeaker.

iTheir ieyes iare iwatching, iears iare ilistening, ibrain iis ifocused ion ithe ispeaker’s iinformation, imouth

iis iclosed, ishoulders iare isquared itoward ithe ispeaker, iheart iis icaring iabout ithe imessage, ihands iare

ifolded ior iin ilap, ifeet iare istill ion ithe ifloor.

Daily iListening iActivities

One iway ito isee ia imarked iimprovement iin iyour istudents’ ilistening iskills iis ito igive ithem ishort,
idaily iskills ipractice. iAny idaily ipractice ishould ibe ifun, iand ipractical. iIn ithis icase, ithe iskills ishould

iinclude iencouraging ikids ito ifocus ion ioral iinstructions, ivisualizing ithe itasks igiven, iand icompleting

ithem iaccurately. iGive ithem ishort iinstructions iverbally ifor icompleting ia itask, ior itwo ior ithree itasks

iin isuccession i(depending ion itheir iage/cognitive idevelopment), iand ihave ithem ipractice ilistening

iand icompleting ithe itasks iwithout irepeating ithe iinstructions.

==========================================
Q. iNo4 iList ithe idifficulties ia ilanguage ilearner imay iface iwhile itrying ito ispeak iin ithe itarget
ilanguage.

i Ans: i
Problems iFaced iby ithe iStudents iin iSpeaking iEnglish iLanguage
1. Common iGrammar iMistakes iWhile iSpeaking iEnglish iLanguage
2. Lack iof iConfidence iin iSpeaking iEnglish iLanguage
3. Shyness iin iSpeaking iEnglish iLanguage
4. Fear iof iMaking iMistakes iWhen iSpeaking iEnglish iLanguage
5. Lack iof iMotivation iin iStudents iin iSpeaking iEnglish iLanguage
6. Nervous iin iSpeaking iEnglish iLanguage iin iPublic
I. iCommon iGrammar iMistakes iWhile iSpeaking iEnglish iLanguage:
Common igrammatical imistakes imostly ithe istudents ifaced iin ispeaking.
Learning iEnglish igrammar iis ivery idifficult ifor istudents. iIn ispeaking iEnglish ilanguage imostly, ithe
istudents imake igrammar imistakes.

Usually, istudents imake imistakes iin itenses, iactive iand ipassive, iand ivocabulary iduring ispeaking
iEnglish ilanguage.

They iused ithe iwrong itenses isometimes ithey iwant ito ispeak iin ithe ipast itense ibut ithey iused ito ispeak
iin ithe ipresent itense iinstead iof ithe ipast itense. iThey icannot ieasily idifferentiate ibetween ithe

idifference iand ihow ito iuse ithe ipast, ipresent, iand ifuture itenses.

2.Lack iof iConfidence iin iSpeaking iEnglish iLanguage:

Lack iof iconfidence iis ialso ione iof ithe ireasons iby iwhich ithe istudents icannot ispeak iEnglish ilanguage
iin ipublic.

They iare inot iconfident iabout ithemselves ispeaking iEnglish ilanguage iin ifront iof ipeople. iThis iis
iusually icaused iby ithe iteachers, ithe iteachers inot igiving isufficient iencouragement ito ispeak iEnglish

ilanguage iin ipublic.

Usually, ithe iteachers ididn’t iencourage ithem ito ispeak iEnglish iin ithe iclassroom ior iin ifront iof ipeople.
They ilearn iEnglish ilanguage ibut ithey ididn’t ilearn ihow ito ispeak iit. iThis ione iof ithe iproblems ithat
imostly ithe istudents ifaced iin ithe iclassroom ior iin ifront iof ipeople.

Self-Confidence iplays ia ivery iimportant irole iin ispeaking iEnglish ilanguage iif ithe istudents ididn’t
ibelieve iand iconfident iin ithemselves ithen ithey icannot ispeak iEnglish ilanguage.
The iself-confidence iand ibeliefs iof ithe istudents iare icompletely idepending ion ithe iteachers. iThe
iteaches ihave ito iencourage iand imotivate ithem ito ibelieve iin ithemselves iand ibe iconfident iin

ispeaking iEnglish ilanguage iin ipublic.

If ithe istudents iare iworried iabout imaking imistakes iin ispeaking, iSo, ithe iteachers ihave ito iteach ithem
ithat ino ione ican ibe iborn iperfectly, ieveryone ilearns ifrom itheir imistakes.

They ihave ibeen iself-confident iin ispeaking ieven ithey iare ispeaking iwrong. iThey iwill ilearn ifrom
itheir imistakes iand icorrect ithem iin ispeaking iagain.

3.Shyness iin iSpeaking iEnglish iLanguage

Shyness iis ialso ione iof ithe ibiggest ifactors iby iwhich ithe istudents icannot ispeak iEnglish ilanguage.
iIt’s ia ikind iof ifeeling iwhich istudents ifeel iwhile ispeaking iEnglish ilanguage. iThey iare iunwilling iin

ifront iof itheir iteachers iand itheir ifriends. iBy ishyness, ithey iare iunable ito ispeak iwhat ithey iare

ithinking iand iwhat ithey iwant ito ispeak. iIn ishyness, ithey iare inot iconfident iof ithemselves ito ispeak,

ithey iare iunable ito iremember ithe igrammar irules iand icorrect ivocabulary iin ispeaking iEnglish

ilanguage. iDue ito ishyness, ithey ifeel iuncomfortable iand ianxious iin ifront iof ipeople ispeaking

iEnglish ilanguage.

4.Fear iof iMaking iMistakes iWhen iSpeaking iEnglish iLanguage

Fear iof imaking imistakes iin ispeaking iEnglish ilanguage iis ialso ione iof ithe ibig iproblems ithat iusually ithe
istudents ifaced iin ispeaking. iLearning iEnglish ilanguage iis ia imeans iof ilearning ihow ito icommunicate iwith

iother ipeople iin ispeaking iEnglish ilanguage. iThe istudents iare iafraid iof imaking imistakes iin ispeaking

iEnglish ilanguage ithat itheir imates ilaugh iat ithem ior ilooking isilly iin ifront iof itheir imates, ior ieven icriticize

ithem iin ithe iclassroom. iThe ifear iof imaking imistakes ihas iresulted iin ifailure iin ispeaking iEnglish ilanguage

iwith iother ipeople. iMaking imistakes iis ia inormal ithing. ino ione iis iborn iperfect, ieveryone imakes imistakes

ibut ithey ishould ilearn ifrom itheir imistakes iand iovercome itheir imistakes iin ispeaking iEnglish ilanguage.

5.Lack iof iMotivation iin iStudents iin iSpeaking iEnglish iLanguage:

Lack iof imotivation iis ialso ione iof ithe ireasons istudents icannot ispeak iEnglish ilanguage. iMotivation
iplays ia ivery iimportant irole iin ispeaking iEnglish ilanguage. iMotivation ican ibe idriven iby ithe

iteachers, iother istudents, iand ialso itheir iparents. iBut ithey ididn’t imotivate ithem ivery iwell ito ispeak

iEnglish ilanguage. iBy ithe ilack iof imotivation iin ispeaking iEnglish ilanguage ithen ithey ididn’t itake

iinterest iin ispeaking iEnglish ilanguage.

6.Nervous iin iSpeaking iEnglish iLanguage iin iPublic

Nervousness iand ianxiety iare ialso ione iof ithe ireasons ibehind ithe istudents iwho icannot ispeak
iEnglish ilanguage iin ipublic ior iin iInfront iof ipeople. iBy inervousness, ithe istudents ifeel

iuncomfortable iand iconfuse iin ispeaking iEnglish ilanguage iand icommunicating iin iEnglish

ilanguage iin ipublic. iThe istudents ishould ilearn ihow ito iovercome itheir inervousness iabout ispeaking

iin ipublic. iThere iare ia ifew ithings istudents ito ikeep iin imind iwhen ithey ifeel inervous iabout ispeaking

iEnglish ilanguage iWhen istudents ifeel inervous iin ispeaking iEnglish ilanguage iin ipublic, ithey ihave
ito ibreathe iproperly, istay icalm iand iremember ithe ireason iwhy ithey ilearn iEnglish ilanguage, iit ihelps
ithe istudents ito irelax iand iconfident ito ispeak.

======================================
Q. iNo i5 iDesign iwriting iactivities iusing ithe ifollowing: (15)
a. An iautobiography i
b. A ipoem
c. A idescriptive ipassage i
Ans:
Autobiography iActivities:
Understanding ior iwriting ian iautobiography iincludes ithe iskills iof iprocessing, ianalyzing, iand
ireflecting. iThese iactivities ibreak idown ithe ielements iof ian iautobiographical iaccount, isuch ias

iinternal iand iexternal ifactors, ivisually iengaging iimagery, iand isensory ilanguage. iStudents iengage

iwith ione ianother, iconnect ito itheir iown iexperiences, iand ishare itheir iideas iwith ithe iclass.

Inside i- iOutside
In ian iautobiography, iit's iimportant ito iinclude iboth ifacts ithat ican ibe iobserved ior i''known'' ifrom ithe
ioutside iand iinformation ithat iis ibased ion iinternal ithoughts iand ifeelings. iIn ithis iactivity, istudents

iwill idifferentiate ibetween ithe itwo iand irecord ithe iinformation ion ia igraphic iorganizer.

Have istudents icreate itwo icolumns iand ifour irows i(eight iboxes) ion ia ipiece iof ipaper. iIn ithe ileft
icolumn, ithey iwill iwrite ia isingle ifact ior ievent. iIn ithe iright icolumn, ithey iwill iwrite irelated ifeelings

ior ithoughts. iIf istudying ian iautobiography iwritten iby isomeone ielse, ithey ican iinclude ia iquote

idirectly ifrom ithe iliterary iwork iin ithe ifeelings iand ithoughts icolumn. iIf ibrainstorming iabout itheir

iown ilives, ithey ican iexpress itheir ithoughts iand ifeelings iin ijournal istyle ior ias ia isimple ilist.

Have istudents iselect ione iof itheir ientries ito iwrite iin iparagraph iform. iEncourage ithem ito iuse
iimagery iand ivivid ilanguage. iStudents ishould icommunicate iboth ithe iexternal ifact ior ievent iand ithe

iaccompanying ithoughts iand ifeelings ito iprovide ia iwell-rounded.

Freeze iFrame iVignettes:

Imagery iis ian iessential ipart iof icommunicating ione's iexperiences. iIn ithis iactivity, istudents iwill
ipractice ibreaking idown ian ievent iinto iincremental imoments ior isnapshots.

Start iby ihaving istudents ibrainstorm ian ievent iin itheir ilives ior iin ithe ilife iof ithe isubject iof ian
iautobiography ithey've iread. iThey iwill iplan ia ifreeze iframe ivignette iof ione imoment iof ithe ievent. iTo

ido iso, istudents ican ifirst ibreak idown ithe ievent iinto ia iseries iof isnapshots iin itheir imind. iThen, ithey

ican ijot idown iwords ior isimple isketches ito ishow ia isingle isnapshot ion ipaper. iPartner istudents iand

iinstruct ithem ito idiscuss ithe iscenes iin idetail. iThe ipurpose iof itheir idiscussion iis ito iidentify ithe ione

imoment ithat istands iout ias iboth ipowerful iand ivisually iengaging.

Then itell istudents ihow ithey icould iset iup ia i''live'' ivignette. iFor iexample, iwhen imy idaughter iwas
iborn, iI icould ihave itwo istudents iacting ias iher igrandmas, ione iwiping ia itear iand ithe iother ilooking
idown iat iher iblissfully. iAnother istudent icould ibe ithe idad, iholding ithe i''baby'' iand ismiling ibroadly.
iFinally, ia istudent ican istand iin ias ime, ilooking iexhausted ibut ihappy.

Annotating ia iPoem iActivity

Annotating ipoetry ihelps iyou ito ifurther iunderstand iand iconnect ito ithe itext. iWith ithis iworksheet,
iyou ican itake inotes ion iyour ifeelings, iliterary idevices, irhyme ischeme, itopic, iauthor, iand imore. iYou

ican ialso iillustrate iparts iof ithe ipoem, iunderline iimportant iwords, ior ihighlight iphrases iyou ienjoy.

iThe ipossibilities iare iendless! iThis iresource icontains ithree idifferent ipoems ifor iyour ikids ito

idecipher iand iprovides iguidance ion ihow ithey ican igo iabout idoing iit. iThis iwould ibe ia igreat

iintroduction ibefore isending iyour istudents ioff ion ia iquest ito ifind itheir iown ipoems ito iannotate. iIt’s

ialso ia igreat iopportunity ito idiscuss ias ia iclass ior ismall igroup ito iunderstand ihow ieach iperson ican ifind

ia idifferent imeaning iand ithe isubjectivity iof ipoetry.

Poetry iStations
The iidea iwith ithese ipoetry istations iis ito iget ikids iinspired iusing ilots iof idifferent isources, ifrom itheir
iown ipictures iand idrawings ito icolor icards iand ipoetic idevices. iThis iwill igive iyou ithe iopportunity ito

iutilize ia iwhole ispace idedicated ito ipoetry ifor ia ifun ilesson ilike ino iother! i

The istations ishould ibe iset iup iaround ithe iclassroom ior iwhatever ispace iworks ifor iyou, iand istudents
ican itake iturns iaround ieach istation ito itry ithe ivarious itypes iof ipoetry iprompts.

This iwill iencourage icreativity iand iflex itheir iimaginations. iHowever, ithey iwill ialso ilearn iand
idevelop iother iessential iskills isuch ias ihandwriting, idrawing, iELA iskills i– ispecifically ithe

iunderstanding iand iuse iof iliterary iand ipoetic idevices.

Collaborative iPoetry iProject

Collaborative ipoetry iinvolves iworking iwith iothers ito icreate ia ifinished ipoem. iThe ibeauty iof
icollaborative ipoetry iis ithat iit icombines ithe icreativity iand isubjective iideas iof imany ipeople. iThis
iresource iincludes iprompts ifor i3 idifferent ipoems iabout ihappiness, ilunch, iand irain. iBut iyou idon’t
ihave ito istop ithere! iYour istudents ican icollaborate ion iany isubject ithey ichoose. iNot ionly iis ithis

iactivity igreat ifor ideveloping icreativity iand icritical ithinking, ibut iit’s ialso igreat ifor ibuilding

iteamwork.

Design iwriting iactivities iusing ia idescriptive ipassage:

1. iTransform ithe iSentences: iNon-Descriptive ito iDescriptive
Prepare ia iworksheet iwith idifferent isentences. iThe isentences ishould ibe irather ibasic iand ilacking
idescription. iStudents imust itransform ithese isentences iinto imore idescriptive isentences. iRemind

iyour istudents ito iuse itheir ifive isenses iand iliterary idevices.

For iexample:
It iwas icold.→The iair iwas ifrigid iand iI icouldn’t ifeel imy iears.
The icar iwas ired iand ifast.→The icar iwas iapple-red iand icould ieasily igo i120 imiles iper ihour.
Students ican iwork iindividually ior iin ipairs. iThey ishould ishare itheir isentences iat ithe iend iof iclass.
2. iDescribe ithe iPicture iand iMatch iit ito ithe iDescription
Print iout ia iselection iof iimages. iYou ican iuse ifamous ipaintings ior iphotographs.
In iclass, igive ieach istudent ia idifferent iimage. iAsk istudents ito idescribe ithe iimage iusing itheir ifive
isenses, iliterary idevices, iand iadjectives.

Give ithem ia isufficient iamount iof itime ito idescribe ithe iimage. iThen, icollect ithe iimages iagain iand
idisplay ithem iin ifront iof ithe iclassroom. iStudents imust iread itheir idescriptions iand ithe irest iof ithe

iclass imust itry ito idetermine iwhich iimage ithe istudent iis idescribing.

3. iDescribe ian iObject

This iis imore iof ia igame. iEach istudent iquietly ithinks iof ian iobject. iGive ithem i10 iminutes ito idescribe
iit. iSet ia iword iminimum ior imaximum ilimit ias ineeded iand iencourage ithem ito ibe ias idescriptive ias

ipossible.

You ican iimplement idifferent iguidelines. iFor iexample, i“you ican’t iuse iany icolor inames” ior i“you
imust iuse iall ifive isenses” ior i“you imust iuse ione iliterary idevice.”

Once ithey’ve iselected iand idescribe itheir iobject, istudents itake iturns ireading itheir idescriptions. iThe
irest iof ithe iclass imust itry ito iguess ithe iobject itheir iclassmate idescribes.

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Q. iNo i6 iElaborate ithe icharacteristics iof igood idialogue. iWhat isteps iare iinvolved iin ipresenting
ia idialogue iin ian iEnglish ilanguage iclassroom? iHow ipractice ithrough idrills ican ibe ibeneficial

ifor ithe istudents iin ithe ilight iof ithe iabove istatement.

Characteristics iof igood idialogue:

1. iReveals icharacter iand iplot iin ievery iline.
This iis irule i#1. iWrite idialogue iwith ipurpose. iIf ieach iline idoesn’t imove ithe iplot iforward ior isay
isomething iabout ithe icharacter isaying iit, ithrow iit iout!

2. iDoesn’t irely ion iitself ias ia icrutch.

Dialogue ishouldn’t ibe ia icrutch iused iin iplace iof iquality istorytelling. iExplain ithe iminimum, idraw iin
ithe iaudience, iand itrust iin itheir ibrains’ iability ito ifill iin ithe irest. iMax iMax: iFury iRoad iand

iInterstellar iare itwo irecent igreat iexamples.

3. iDistinguishes ieach icharacter.

Every icharacter ishould ibe irecognizable iand idistinguishable iby itheir idialogue ialone, iusing icadence,
ivocabulary, iand icommunication istyle ito imake iit iclear iwho iis ispeaking iwithout ihaving ia icharacter

iname iattached. iWhen ithis irule iis ifollowed, ithe ireader’s ibrain iwill ifill iin ithe icharacter inames ifor

ithem, iespecially iwhen ireading istage iand iscreenplays.

4. iIsn’t iredundant.
Don’t irepeat iinformation iwe’ve ialready iheard ior ican isee ifor iourselves. iDon’t itell ius iabout ithe
iaction; ishow iit ito ius. iCut idown iredundant ibeats iand inever isay ithe isame ithing itwice iunless ithe

itactic, isubtext ior icontext ihas ichanged.

5. iIs iappropriate ito itone, isetting, iand itime iperiod.

Comedy idialogue ishould ibe ifunny. iThriller idialogue ishould ibe iterse. iEmotional idialogue ishould
ibe iheartfelt iand ipassionate. iWhen iwriting iin ia icertain itime iperiod ior ilanguage, ibe isure ito ido

ithorough iresearch ito iensure ithe idialogue ifeels iauthentic.

6. iDoesn’t itry ito ibe ireal iconversation.

This iis ia icommon imistake. iDialogue iis inot iactual iconversation. iDialogue iis ipurposefully iwritten iin
ia iway iwhich ireveals icharacter iand istory, iusing itactics iappropriate ito ithe icharacter ito iovercome

iobstacles iand iachieve ia iparticular igoal. iIn icontrast, ireal-life iconversation iis ivague iand imessy,

ifilled iwith i“well” iand i“um,” iconflicting iinternal imonologues iand icomplex, imuddy iintentions iand

ipsychology, ileading ito iwhat iwe ihear ion ithe isurface.

7. iAvoids ihedges iand ifences.

Well, ium, iyou iknow? iOpening iand iending isentences iwith ithese ilittle iwords ibogs idown ipacing,
itakes iup ivaluable ispace, iand idecreases ithe istrength iof ieach iline iwhile iwearing ion ithe ireceiver’s
inerves. iWhy? iThey’re iessentially ifiller. iWhile ipeople isay ithese ithings iall ithe itime iin ireal ilife,
icharacters iare inot ireal ipeople iand idialogue iis inot ireal iconversation.

8. iMinimizes idirect iexposition.

This iis ia ibig ione iscreenwriting. iIf icharacters istand iaround iand iexplain ithe istory ithrough idirect
iexposition i(which iis itelling, inot ishowing), ithen ithe iaudience igets icheated iout iof isharing ithe

iexperience iof ithose ievents iwith ithe icharacters, iwhich iis ihow iwe ibuild ia irelationship iwith ithem iand

igrow ito ilike, ilove, ior ihate ithem. iRather ithan irevealing ibackstory ior ithough iprocesses ithrough

idialogue, itry ishowing ithe icharacters imake ithese idecisions iand itake iaction ito iillustrating ithe istory.

iAlthough ithere iare isome iexceptions iin iTV iwriting iand ilower ibudget ifilms, iit’s istill ia istandard

iguideline ifollow iwherever ipossible.

9. iAvoids itired iclichés.

Avoid iclichés ilike ithe iplague. iRather, idon’t iuse ithem iat iall, iunless imaking ia ijoke i(see iprevious
isentence). iThey istick iout ilike ia isore ithumb i(sorry), ihighlight ilazy istorytelling, iand, imore ithan

ianything, ieach iinstance ibumps ithe iaudience iout iof iimmersion iin ithe istory’s iworld.

10. iDoesn’t ireveal imajor istory ipoints iwithout ievidence ior isetup.
Building ion iprevious ipoints, iavoid iadvancing ithe iplot ithrough idirect iexposition ivia idialogue,
iespecially iwhen ithere ihas ibeen ino iprevious ievidence ior isetup ito iclue ithe iaudience iinto ithe

icharacters’ ithough iprocesses ior iclue-seeking. iIt icheats ithe iaudience iout iof ishared iexperience iwith

ithe icharacters, idelivers iexposition iclumsily, iand ileaves ithe iaudience iout iof ithe iloop. iNever ileave

ithe iaudience iout iof ithe iloop. iThe istory iis ifor ithem, iafter iall.

A idialogue iconsists iof ia iseries iof ilead-response iunits. iThe isignificant ifeature iof ia ilead-response
iunit iis ithat ithe iresponse ipart imay, iand iusually idoes, iserve iin iits iown iturn ias ia ifresh iinducement

ileading ito ifurther iverbal iexchanges, i ii. ie., ilead i i i► i i i iresponse i i i► i i i iinducement i i i► i i iresponse. i i i iA

iresponse iunit iis ia iunit iof ispeech ibetween itwo ipauses. iIt imay iconsist iof imore ithan ione isentence. iBut

ithe imost icharacteristic ifeature iof ia idialogue iis ithat ithe ilead-response iunits iare iclosely iconnected

iand idependent ion ieach iother. iThe ilead iis irelatively ifree, iwhile ithe iresponse idepends ion ithe ifirst

iand idoes inot iexist iwithout iit.

❖ Where iis ithe ibook?

❖ There, ion ithe ishelf.
Steps iare iinvolved iin ipresenting ia idialogue iin ian iEnglish ilanguage iclassroom:
In iteaching idialogue iwe ishould iuse ipattern idialogues ias ithey iinvolve iall ifeatures iwhich
icharacterize ithis iform iof ispeech.

There iare ithree istages iin ilearning ia idialogue: i(1) ireceptive; i(2) reproductive;
i i i i i i (3) i i

iconstructive i i i(creative).
1. i iPupils i"receive" ithe idialogue iby iear ifirst. iThey ilisten ito ithe idialogue irecorded ior ireproduced
iby ithe iteacher. iThe iteacher ihelps ipupils iin icomprehension iof ithe idialogue iusing ia ipicture ior

ipictures ito iillustrate iits icontents. iThey ilisten ito ithe idialogue ia isecond itime iand ithen iread iit isilently

ifor ibetter iunderstanding, ipaying iattention ito ithe iintonation. iThey imay ilisten ito ithe idialogue iand

iread iit iagain, iif inecessary.

2. iPupils ienact ithe ipattern idialogue. iWe imay idistinguish ithree ikinds iof ireproduction:
Immediate. iPupils ireproduce ithe idialogue iin iimitation iof ithe ispeaker ior ithe iteacher iwhile ilistening
ito iit ior ijust iafter ithey ihave iheard iit. iThe iteacher ichecks ithe ipupils' ipronunciation iand iintonation iin

iparticular. iThe ipupils iare iasked ito ilearn ithe idialogue iby iheart ifor ihomework.

Delayed. iAfter ipupils ihave ilearned ithe idialogue iat ihome, ithey ienact ithe ipattern idialogue iin
ipersons. iBefore icalling ion ipupils iit iis irecommended ithat ithey ishould ilisten ito ithe ipattern idialogue

irecorded iagain ito iremind ithem iof ihow iit i"sounds".

Modified. iPupils ienact ithe idialogue iwith isome imodifications iin iits icontents. iThey ichange isome
ielements iin iit. iThe imore ielements i(main iwords iand iphrases) ithey ichange iin ithe ipattern ithe ibetter

ithey iassimilate ithe istructure iof ithe idialogue:

▪ Will iyou ihelp ime, isonny?

▪ What ishall iI ido, iMother?

▪ Will iyou ibring ime ia ipail iof iwater?

▪ Certainly iI iwill.

The iuse iof ipictures imay ibe ihelpful. iBesides ipupils iuse itheir iown iexperience iwhile iselecting ithe
iwords ifor isubstitutions.

The iwork ishould inot ibe idone imechanically. iPupils ishould ispeak ion ithe isituation. iAs ia iresult iof ithis
iwork ipupils imaster ithe istructure iof ithe ipattern idialogue i(not ionly ithe icontents), ii. ie., ithey ican iuse iit

ias ia imodel ifor imaking iup idialogues iof itheir iown, ithat iis iwhy ipattern idialogues ishould ibe icarefully

iselected.

The ifirst itwo istages iaim iat istoring iup ipatterns iin ipupils' imemory ifor iexpressing ithemselves iin
idifferent isituations, iof icourse iwithin ithe itopics iand ilinguistic imaterial ithe isyllabus isets ifor ieach

iform.
3. iPupils imake iup idialogues iof itheir iown. iThey iare igiven ia ipicture ior ia iverbal isituation ito italk
iabout. iThis iis ipossible iprovided ipupils ihave ia istock iof ipatterns, ia icertain inumber iof iphrases ifor

istarting ia iconversation, ijoining iin, ietc. iThey ishould iuse ithose ilead-response iunits ithey ihave

ilearned iin iconnection iwith ithe isituation isuggested ifor ia iconversation.

At ithe ithird istage ithe ichoice iof istimuli iis iof igreat iimportance, ias ivery ioften ipupils icannot ithink
iwhat ito isay, ithough ithey iknow ihow ito isay ithis ior ithat. iTherefore iaudio-visual iaids ishould ibe

iextensively iutilized.

Rule ifor ithe iteacher: iIn iteaching idialogue iuse ipattern idialogues; imake isure ithat iyour ipupils igo
ithrough ithe ithree istages ifrom ireceptive ithrough ireproductive ito icreative, i supply ithem iwith ithe

isubject ito italk iabout.

How ipractice ithrough idrills ican ibe ibeneficial ifor ithe istudents iin ithe ilight iof ithe iabove
istatement.

Drills iand idialogues iare iamong ithe imost itraditional imaterials iused iby ilanguage iteachers. iThe
icontent iof idrills iand idialogues iand ihow imuch iwe iuse ithem ihas ichanged iconsiderably iover ithe

iyears. iThis iis ibecause iteachers iand imaterials idevelopers ihave ibeen ipaying imore iand imore

iattention ito iways iof iproviding istudents iwith imeaningful imaterials iand icontent ithat iallow ithem ito

iengage iin i“real” icommunication. iRole iplays iand iplays, iwhich iare ioften iforms iof iextended

idialogues, iare ipart iof ithe irepertoire iof ipractice iactivities iand imaterials.

A idrill iis i“A itype iof ihighly icontrolled ioral ipractice iin iwhich ithe istudents irespond ito ia igiven icue.
iThe iresponse ivaries iaccording ito ithe itype iof idrill.” i(Matthews, iSpratt, iand iDangerfield i1991, i210).

iDrills iare iused iusually iat ithe icontrolled ipractice istage iof ilanguage ilearning iso ithat istudents ihave

ithe iopportunity ito iaccurately itry iout iwhat ithey ihave ilearned. iDrills ihelp istudents ito idevelop iquick,

iautomatic iresponses iusing ia ispecific iformulaic iexpression ior istructure, isuch ias ia itag iending, iverb

iform, ior itransformation. iDrills ihave ibeen imuch imaligned ifor itheir ibehavioristic, istimulus-

response inature iand ifor ithe imechanical, irepetitive ipractice ithey iprovide. iIn iclassrooms ithat iuse ithe
iaudiolingual imethod, iwhich ibecame ipopular iin ithe i1950s, idrills iare ibasic ito ilanguage iteaching.

iMany iof ius iknow ithat idrill-based ilessons iare inot ialways iparticularly istimulating. iIn ifact, iyou imay

iremember ilanguage idrills iin iwhich iyou icould iaccurately irespond iin ithe idrill iwithout iknowing iwhat

iyou iwere isaying. iThere’s ia ijoke iamong ilanguage iteachers: i“Dictionary idefinition: iDrill—a idevice

ifor iboring” i(Hubbard i1990, i19). iHowever, idrills ido irespond ito ithe ilearning istyle iof ithose iwho

ilearn iwell ithrough imemorization iand irepetition

Drills ican ibe iuseful iteaching-learning imaterial ibecause ithey iprovide ipractice iof ismall, imanageable
ichunks iof ilanguage. iThis ihelps ito ibuild iconfidence iand iautomatic iuse iof istructures iand

iexpressions ithat ihave ibeen idrilled. iAlso, ithey ican ibe ipart iof ia iteaching ior ilearning isequence ithat

iprogresses ifrom imore itowards iless icontrolled ipractice.

When ipresenting idrills, iprovide istudents iwith ia iwritten iexample ion ia ihandout ior ion ithe iboard ior ias
ia itransparency. iModel ithe idrill iwith ianother istudent, ior ihave itwo istudents imodel ithe idrill ifor ithe

irest iof ithe iclass. iIf iyou iare iconducting ithe idrill, iobserve istudent iresponses icarefully ito iassess
ilearning. iIf istudents iare iworking iin ipairs ior igroups, icirculate iand iobserve, iassisting iwhere
inecessary. iBe isure ito iend ithe idrill ibefore iit ibecomes itedious. iYou ican ido ia ifollow-up, iespecially ito

imeaningful idrills, iby ihaving ieach istudent iwrite iup ithe idrill ias ia idialogue. iDrills iare ioften ipresented

iwith ithe iteacher iat ithe ifront iof ithe iclass iand ithe istudents iresponding. iYou ican iadd ivariety iby

itossing ia iball ior ibeanbag ito ithe istudent iwho iis ito irespond. iThis ikeeps ieveryone ialert ibecause ithey

icannot ianticipate iwho iwill ibe icalled ion inext. iIn ia iquestion-answer idrill iformat, ithe istudent iwho

ireceives ithe iball iresponds ito iyou iand ithen iasks ia iquestion iof ithe inext istudent iwho iis ito ireceive ithe

iball. iChain idrills ialso iadd ivariety. iRather ithan ihaving iall ithe istudents irepeat ithe isame ithing, ihave

istudents isit iin ia icircle ior isemicircle. iThen ihave ione istudent iask ithe inext istudent ia iquestion ito iwhich

ihe ior ishe iresponds ias iin ithis iexample iof ia iclass iof ifive istudents. iIf iyou ihave ia ilarge iclass, iyou ican

ihave iseveral icircles iof iup ito iten istudents idoing ithis iactivity iwhile iyou icirculate. iNote ithat iyou istart

iby imodeling iwhat iis iexpected.

Teacher: iMy iname iis iMary, iand iI ilike ieating. iWhat iabout iyou?
Student i1: iMy iname iis iEarnest, iand iI ilike ireading. iWhat iabout iyou?
Student i2: iMy iname iis iAnatoli, iand iI ilike icamping. iWhat iabout iyou?
Student i3: iMy iname iis iMarina, iand iI ilike isinging. iWhat iabout iyou?
Student i4: iMy iname iis iMartin, iand iI ilike iswimming. iWhat iabout iyou?
Student i5: iMy iname iis iSvetlana, iand iI ilike idating! iWhat iabout iyou?
For imore iadvanced istudents, ithis imodel ican ibe iused:
Teacher: iMy iname iis iRuth, iand iI’ve ialways iwanted ito ibe ia igypsy. iWhat
have iyou ialways iwanted ito ido?
Student i1: iMy iname iis iXingXing, iand iI’ve ialways iwanted ito ibe ia irock istar.
What ihave iyou ialways iwanted ito ido?
Student i2: iMy iname iis iChinghua, iand iI’ve iwanted ito ibe ia isnowboard ichampion. iWhat ihave iyou
ialways iwanted ito ido?

And, ifor iextra ichallenge, itry ithis:

Teacher: iMy iname iis iRuth, iand iI’ve ialways iwanted ito ibe ia igypsy. iHow
about iyou?
Student i1: iYour iname iis iRuth, iand iyou’ve ialways iwanted ito ibe ia igypsy. iMy
name iis iXingXing, iand iI’ve ialways iwanted ito ibe ia irock istar.
Student i2: iYour iname iis iRuth, iand iyou’ve ialways iwanted ito ibe ia igypsy. iHer
name iis iXingXing, iand ishe’s ialways iwanted ito ibe ia irock istar. iMy
name iis iChinghua, iand iI’ve ialways iwanted ito ibe ia isnowboard
champion.
Student i3: iYour iname iis iRuth, iand iyou’ve ialways iwanted ito ibe ia igypsy. iHer
name iis iXingXing, iand ishe’s ialways iwanted ito ibe ia irock istar. iHer
name iis iChinghua, iand ishe’s ialways iwanted ito ibe ia isnowboard
champion. iMy iname iis iXiaohui, iand iI’ve ialways iwanted ito ibe ia
concert ipianist.
This idrill iends iwith iyou irepeating ithe iaspirations iof ithe ientire iclass. iObviously, iyou
shouldn’t itry ithis iwith igroups ilarger ithan iabout ififteen istudents. iThe inext isection
deals iwith idialogues.

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Q. iNo i7 iDistinguish ibetween iskimming iand iscanning iwith iexamples. iDesign itwo iactivities
iwhich iyou imay iutilize iin iteaching ieach iof ithese isub iskills iof ireading ito ithe ilearners iof igrade

iseven istudents.

Difference iBetween iSkimming iand iScanning

Skimming imeans ito iread isomething iat ia icomparatively ifaster irate iwithout igoing iinto ian iin-depth
ireading, iso ias ito ihave ian iidea iof iwhat ithe iwork iis iall iabout. iOn ithe icontrary, iscanning iimplies ia

ireading itechnique iin iwhich ione itakes ia iquick ilook iof ithe idocument, iso ias ito ifind ithe ispecific

iinformation icontained iin ithe iwritten imaterial.

Reading inot ijust ihelps ia iperson ito iimprove ivocabulary ibut ialso iincreases ibasic iknowledge.
iHowever, iwhen iwe ihave ito iread iand imake ia iresearch iof isomething ifrom ia ivoluminous imaterial iin

ia ilimited iamount iof itime, ia iperson ieither igoes ifor iskimming ior iscanning, idepending ion ithe

ipurpose.

As ithe itwo ireading iskills iinvolves ia ivery iquick ieye imovement iover ithe itext, iit ibecomes idifficult
ifor ithe istudents ito idistinguish ithe itwo, ibut itheir idifference ilies iin ithe ipurpose iitself.
 BASIS IFOR
SKIMMING SCANNING
COMPARISON
I

Meaning Skimming iis ia iway iof ireading Scanning imeans ito ilook icarefully
isomething iin ia ifast imanner iso ias iand iquickly iat ithe iwritten imaterial

ito igrasp ithe imain ipoints. iso ias ito ilocate isomething.

Method iof iReading Quick Selective

Involves Reading iout ithe imaximum icontent Finding iout ithe irequired idata.
iin iminimum itime.

Objective To itake ia ibirds-eye iview iof ithe To ispot iand icast ispecific ifacts.
itext.

Familiarity The ireader iis inot ifamiliar iwith ithe The ireader iknows iwhat ihe
itext.

Key iDifferences iBetween iSkimming iand iScanning:

The idifference ibetween iskimming iand iscanning iare idiscussed ihere iin idetail:

1. Skimming ican ibe idefined ias ia itype iof ireading iin iwhich ithe ireader ireads ithe itext iquickly ito
ihave ian iidea iof ithe iconcept, isubject imatter, imain ipoints iand igist, iwithout ipaying iclose

iattention ito ithe iexcessive idetail. iOn ithe iother ihand, iscanning irefers ito ithe ireading

itechnique, iin iwhich ithe ireader imoves ihis ieyes iover ithe ientire itext iin iorder ito ilocate

ispecific ikeywords iwhich ihe/she ihas iin ihis/her imind.

2. Skimming iis ia iquick ireading imethod, iwhereas iscanning iis ia iselective ireading imethod.
3. While iskimming iinvolves ireading iout ithe imaximum iamount iof imaterial iin ithe iminimum
itime, iscanning iis ia imethod iof isearching iout isomething iin ia ifast imanner.

4. Skimming itechnique iis iused iwith ithe iaim iof itaking ian iinsight iof iwhat iis icontained iin ithe
istudy imaterial, iwithout ireading iit iword ifor iword. iOn ithe icontrary, iwhen ithe ireader iuses

iscanning ihe/she iwants ito ifind iout ithe ispecific ifact, ikeyword ior iinformation, iof ihis/her

ineed.

5. Skimming iis iused ito iget iacquainted iwith ithe itext iyou ihave inot iread iyet. iConversely, iin ithe
icase iof iscanning ithe ireader ihas ithe iknowledge iof iwhat ihe/she iis ilooking ifor, iin ithe igiven

itext.
Examples:

Use iskimming ito ioverview iyour itextbook ichapters ior ito ireview ifor ia itest. iUse iskimming ito idecide
iif iyou ineed ito iread isomething iat iall, ifor iexample iduring ithe ipreliminary iresearch ifor ia ipaper.

iSkimming ican itell iyou ienough iabout ithe igeneral iidea iand itone iof ithe imaterial, ias iwell ias iits igross

isimilarity ior idifference ifrom iother isources, ito iknow iif iyou ineed ito iread iit iat iall.

To iskim, iprepare iyourself ito imove irapidly ithrough ithe ipages. iYou iwill inot iread ievery iword; iyou
iwill ipay ispecial iattention ito itypographical icues-headings, iboldface iand iitalic itype, iindenting,

ibulleted iand inumbered ilists. iYou iwill ibe ialert ifor ikey iwords iand iphrases, ithe inames iof ipeople iand

iplaces, idates, inouns, iand iunfamiliar iwords.

Scanning, itoo, iuses ikeywords iand iorganizational icues. iBut iwhile ithe igoal iof iskimming iis ia ibird's-
eye iview iof ithe imaterial, ithe igoal iof iscanning iis ito ilocate iand iswoop idown ion iparticular ifacts.

Facts imay ibe iburied iwithin ilong itext ipassages ithat ihave irelatively ilittle ielse ito ido iwith iyour itopic
ior iclaim. iSkim ithis imaterial ifirst ito idecide iif iit iis ilikely ito icontain ithe ifacts iyou ineed. iDon't iforget

ito iscan itables iof icontents, isummaries, iindexes, iheadings, iand itypographical icues. iTo imake isense

iof ilists iand itables, iskim ithem ifirst ito iunderstand ihow ithey iare iorganized: ialphabetical,

ichronological, ior imost-to-least, ifor iexample. iIf iafter iskimming iyou idecide ithe imaterial iwill ibe

iuseful, igo iahead iand iscan:

Design itwo iactivities iwhich iyou imay iutilize iin iteaching ieach iof ithese isub iskills iof ireading ito
ithe ilearners iof igrade iseven istudents.

Skimming iand iscanning iare ireading itechniques ithat iuse irapid ieye imovement iand ikeywords ito
imove iquickly ithrough itext ifor islightly idifferent ipurposes. iSkimming iis ireading irapidly iin iorder ito

iget ia igeneral ioverview iof ithe imaterial. iScanning iis ireading irapidly iin iorder ito ifind ispecific ifacts.

iWhile iskimming itells iyou iwhat igeneral iinformation iis iwithin ia isection, iscanning ihelps iyou ilocate

ia iparticular ifact. iSkimming iis ilike isnorkeling, iand iscanning iis imore ilike ipearl idiving.

Use iskimming iin ipreviewing i(reading ibefore iyou iread), ireviewing i(reading iafter iyou iread),
idetermining ithe imain iidea ifrom ia ilong iselection iyou idon't iwish ito iread, ior iwhen itrying ito ifind

i source imaterial ifor ia iresearch ipaper.

Use iscanning iin iresearch ito ifind iparticular ifacts, ito istudy ifact-heavy itopics, iand ito ianswer
iquestions irequiring ifactual isupport.

Have iskimming iactivities iwhere iyou icopy ithe itext, iblocking iout ieverything ibut ithe ititle, ipictures,
ifirst ilines iof ieach iparagraph, iand ithe ilast iparagraph. iFrom ithis iinformation, iget iyour istudents ito
iidentify ithe imain iidea iand iwhy ithe iauthor iis iwriting ithis istory. iHave ia idiscussion iabout iwhat ithey
ialready iknow iabout ithe itext iand iwhat ithey ithink ithey iwill ilearn iin ithe idetails.

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