Write in brief on any two of the following:

I. Use of ICT in teaching English

II. Content analysis
III. Any two games on grammar
I.use of ICT in teaching english:
In the post-industrial society command of communicative language has
become a major prerequisite for employment. It has become quite im-
perative for the language teachers to take resort to several means for making
his/her presentation quite attractive to the learners. Keeping pace with the
emerging needs and opportunities, it is needed to incorporate the
technological developments in the teaching and learning of language,
especially ESL in India. The objectives that can be realised with the
implementation of ICT in language learning may be summed up as follows:
(i) Learning of a language becomes also an out-of-the-classroom affair and
that is the concept that has been enjoying the greatest attention of the
educationist in the present century.
(ii) From both the sociological and the economic points of view, use of ICT has
made an impact on teaching and learning. A number of institutions in the
developed countries are offering courses through computer technologies
such as Interactive Multimedia, Computer Conferencing and the Internet.
Now, the use of ICT in the language classroom is for coping with the
technological revolution that in turn will help the learners update themselves
with the new techniques of learning.
(iii) Usage of ICT would make today's learners look for more sources of
information, thus tapping the potential of new technologies, as per their
needs and requirements.
(iv) It enriches learning environment and the learners to achieve marketable
language skills, termed as soft skills in today's technical context.
III.two games on grammar:
The language teacher can abate the dullness of learning grammar by using
games to deconstruct the English language or any language. The following
games can take the edge off of the nervous or excited students and can help
them to channel their creativity too:
(i) Learning Parts of Speech: Words are classified as belonging to any of eight
parts of speech: verbs, nouns, pronouns, adjectives, adverbs, prepositions,
conjunctions and interjections. Each part of speech tells not what the word
is, but how the word is used in a particular sentence or context. In fact, the
same word can be a noun in one sentence and a verb or adjective in the next.
The word "well" is a perfect example: I don't feel well today (adverb) / Well!
isn't that something? (interjection) / The well is dry (noun) / His next well visit
is with Dr. Smith (adjective). Thus exercise in parts of speech can be a real fun
for the students. To add spice to the menu, similar types of exercises can be
conducted on homophones or homonyms.
(ii) Coffeepot Game: This game is good for practising and reviewing action
verbs and adverbs. Procedure:
One student has to think of a verb, but not tell others.
• The other students then try to guess the verb by asking questions. The
missing verb can be substituted with coffeepot
Write in brief on any two of the following
I. Use of ICT in teaching English
II. Fair and exhibition for language development
III. Blackboard as a teaching aid.
I.use of ICT in teaching english:
In the post-industrial society command of communicative language has
become a major prerequisite for employment. It has become quite im-
perative for the language teachers to take resort to several
means for making his/her presentation quite attractive to the learners.
Keeping pace with the emerging needs and opportunities, it is needed to
incorporate the technological developments in the teaching and learning of
language, especially ESL in India. The objectives that can be realised with the
implementation of ICT in language learning may be summed up as follows:
(i) Learning of a language becomes also an out-of-the-classroom affair and
that is the concept that has been enjoying the greatest attention of the
educationist in the present century.
(ii) From both the sociological and the economic points of view, use of ICT has
made an impact on teaching and learning. A number of institutions in the
developed countries are offering courses through computer technologies
such as Interactive Multimedia, Computer Conferencing and the Internet.
Now, the use of ICT in the language classroom is for coping with the
technological revolution that in turn will help the leamers update themselves
with the new techniques of learning.
(iii) Usage of ICT would make today's leamers look for more sources of
information, thus tapping the potential of new technologies, as per their
needs and requirements.
(iv) It enriches learning environment and the learners to achieve marketable
language skills, termed as soft skills in today's technical context.
ii. Fair and Exhibition:
Teaching in English is not confined to class room work, tests, examinations,
textbooks, supplementary readers or library reading. It includes some other
co-curricular activities in English, like debates, declamations, essay writing
competitions, staging short plays, recitations, organising exhibitions or fairs,
publishing school magazines, etc. In fact, every type of inhibition associated
with the implementation of the strategies that are quite near to the heart of
the young language learners. Organisation of fair and exhibitions, with the
active participation of the learners themselves may be such a considerable
strategy.
(a) Fair: Different types of educational fair can be organised with the help of
the learners. It may be book fair, cultural fair in relation to the local or national
cultural characteristics. It may also relate to the different food. habits of the
people of different states. The language activities will start with the
notification for holding meeting in this regard. A committee, comprising of
student-members and teacher-members, will be formed. For the involvement
of the maximum learners different groups of students will be formed. In each
group again 2-3 students will look after the intimation, regarding the minute
details about the organisation of the fair-date, time, place, participants, etc.-
to the other members of each group. For further involvement of the learners
different cultural performances can be held by the learners. These cultural
programmes can be held in different languages, according to the skill of
different learners. The concerned language teachers have to identify which
student is fit for carrying out which language-based programme. For further
exposure to the target language (TL) different banners or festoons will be
prepared by the learners. A competition among the learners may also be held
for selecting the best such banners or festoon. Every learner may be asked to
write a report on the fair and certainly about the details of their participation
in the activities in relation to the fair. Thus, through the holding of a fair the
language teachers can maximise the exposure to the concerned language/s
and help the learners acquire the language skills associated with the
concerned target language/s. For even still further exposure to the concerned
linguistic activities the following programmes may be organised inside the
fair-ground:
(b) Exhibition: In education, the term exhibition refers to projects.
presentations, or products through which students "exhibit" what they have
learned, usually as a way of demonstrating whether and to what degree they
have achieved expected learning standards or learning objectives. An
exhibition is typically both a learning experience in itself and a means of
evaluating academic progress and achievement. Many schools are, now-a-
days, conducting different types of exhibitions related to subject and non-
subjects. Most schools have the habit of organizing such exhibitions with the
learners presenting various models, charts, posters, festoons, audio-visual
items-compact discs, cassettes etc. Here the learners are made to present
them explain the significance of the items to the viewers. Astronomy,
geography, history, math or language exhibits according to the things that they
have learnt in their classes, are held by mainly the learners. It is important for
the faculties to support the learners in presenting something that they have
learned in the most beautiful manner.

iii. Blackboard as a teaching aid.

Teaching aids refer to the aids which are used by teachers to facilitate
meaningful learning. Videos, maps, blackboards, charts, textbooks, etc. are
examples of common teaching aids. eak
It helps in teaching-learning programs. It helps the teacher to present the
lesson effectively and students to learn and retain the concepts better and
for a longer duration.
• Blackboard is a teaching aid with a reusable writing surface. The teacher
uses the blackboard to facilitate learning, improve reading skills and present
new lessons.
The blackboard is probably the simplest, cheapest, most convenient, and
widely used non-projected visual aid in extension
teaching. It is suitable for use in lectures, training programs, group meetings,
etc.
• As one of the oldest aids to teaching known for the past four hundred years,
the blackboard is known for its ubiquitous presence in classrooms. It is a
vehicle for a variety of visual materials.
Hence, it is clear that 'Blackboard' is the cheapest aid for teaching.
. Discuss the importance of textbook review for an English Teacher. what
are the criteria of reviewing a textbook?
Textbook evaluation helps to improve the quality of educational materials, by
ensuring accuracy, currency, and relevance of the content. Textbook
evaluation is an important part of the educational process as it helps to
ensure that the material presented in textbooks. It also ensures that
textbooks align with the curriculum goals and meet the needs and abilities of
the students. Through evaluation, gaps in content can be identified and
addressed, leading to more comprehensive and effective learning materials.
Overall, textbook evaluation plays a crucial role in fostering student success
and preparing them for the future.
criteria of reviewing a textbook:
A language textbook, to be considered a good one, should maintain the
following criteria:
(1) Realisation of broader objectives: Assuming special responsibility
towards the promotion of national goals like secularism and national
integration, a textbook should enable children to appreciate India's rich
cultural heritage and to recognize and get rid of undesirable and antiquated
elements. Through its content, style of presentation, exercises and
illustrations, the textbook should provide the understandings necessary for
the promotion of national goals.
(2) Child-centricity: As per the modern educational psychology a textbook
must be child-centred, catering to the demand of the age, ability and interests
of pupils. As the world of the child expands in concentric circles as she grows,
his/her textbook must reflect the stage s/he has reached. Its language should
be accurate and appropriate to help in enriching children's language.
(3) Fluency in Narration: Instead of presenting a bare outline of a series of
cut and dried facts a textbook should contain chatty, descriptive and brightly
coloured details and a lot of explanation of why things happen. Along with
'What' of people and events they should also point out 'How', 'Why', "Where",
and "When' of them. The contents should be presented in such a way as the
pupils may be interested in reading them. The young reader must go to a book
to find something. Abstraction should not be the authors but the readers task.
(4) Clear and self-explanatory arrangement: A textbook should have a
detailed table of contents. Its material should be arranged under headings,
sub-headings and to be easily comprehended by The pupils.
. Discuss the importance of textbook review for an English Teacher. what
are the criteria of reviewing a textbook?
Textbook evaluation helps to improve the quality of educational materials, by
ensuring accuracy, currency, and relevance of the content. Textbook
evaluation is an important part of the educational process as it helps to
ensure that the material presented in textbooks. It also ensures that
textbooks align with the curriculum goals and meet the needs and abilities of
the students. Through evaluation, gaps in content can be identified and
addressed, leading to more comprehensive and effective learning materials.
Overall, textbook evaluation plays a crucial role in fostering student success
and preparing them for the future.
criteria of reviewing a textbook:
A language textbook, to be considered a good one, should maintain the
following criteria:
(1) Realisation of broader objectives: Assuming special responsibility
towards the promotion of national goals like secularism and national
integration, a textbook should enable children to appreciate India's rich
cultural heritage and to recognize and get rid of undesirable and antiquated
elements. Through its content, style of presentation, exercises and
illustrations, the textbook should provide the understandings necessary for
the promotion of national goals.
(2) Child-centricity: As per the modern educational psychology a textbook
must be child-centred, catering to the demand of the age, ability and interests
of pupils. As the world of the child expands in concentric circles as she grows,
his/her textbook must reflect the stage s/he has reached. Its language should
be accurate and appropriate to help in enriching children's language.
(3) Fluency in Narration: Instead of presenting a bare outline of a series of
cut and dried facts a textbook should contain chatty, descriptive and brightly
coloured details and a lot of explanation of why things happen. Along with
'What' of people and events they should also point out 'How', 'Why', "Where",
and "When' of them. The contents should be presented in such a way as the
pupils may be interested in reading them. The young reader must go to a book
to find something. Abstraction should not be the authors but the readers task.
(4) Clear and self-explanatory arrangement: A textbook should have a
detailed table of contents. Its material should be arranged under headings,
sub-headings and to be easily comprehended by The pupils.