UNIT-1

According to Vygotsky, learning occurs in this zone of proximal development, where a learner is
challenged to extend beyond their current level of knowledge or skill, but with the support of an
expert or peer who can provide guidance and scaffolding.

The ZPD is not a fixed level of ability, but rather a range of skills that a learner is capable of
developing with appropriate guidance and instruction. Vygotsky believed that the ZPD varies
depending on the task and the learner's level of prior knowledge and experience. He argued that the
best learning occurs when the instruction and guidance provided by the expert or peer are tailored
to the learner's specific needs and abilities, and are gradually reduced as the learner gains
confidence and mastery.

Vygotsky's theory emphasizes the social and collaborative nature of learning, as well as the
importance of interaction between the learner and more knowledgeable others. He believed that
effective learning occurs when learners are actively engaged in the process of constructing
knowledge and understanding, rather than passively receiving information from a teacher or
textbook.

The ZPD has been widely applied in educational contexts, particularly in the areas of scaffolding and
cooperative learning. Teachers can use the concept of the ZPD to identify the learning needs of their
students and to design activities that provide appropriate support and challenge. By working
collaboratively with their peers or with more knowledgeable others, students can expand their
learning and achieve a greater level of competence and confidence.

In summary, Vygotsky's Zone of Proximal Development (ZPD) is a concept in developmental

psychology that describes the range of skills that a learner is capable of developing with
appropriate guidance and instruction. Learning occurs in this zone when a learner is challenged to
extend beyond their current level of knowledge or skill, but with the support of an expert or peer
who can provide guidance and scaffolding. The ZPD emphasizes the social and collaborative nature
of learning, and has been widely applied in educational contexts to design activities that provide
appropriate support and challenge, and to promote cooperative learning and student-centred
instruction.

Domains of Bloom's Taxonomy

Bloom's Taxonomy is a framework for categorizing educational goals and objectives into six different
domains, each representing a different level of cognitive complexity. The six domains of Bloom's
Taxonomy, from lowest to highest level of complexity, are:

Remembering: This domain involves the ability to recall or retrieve previously learned information,
such as facts, definitions, or procedures.

Understanding: This domain involves the ability to comprehend or explain the meaning of
information, such as interpreting a chart or summarizing a reading passage.

Applying: This domain involves the ability to use learned information in new situations, such as
solving a math problem or applying a concept to a real-life situation.

Analysing: This domain involves the ability to break down information into its component parts and
examine relationships between them, such as identifying cause and effect relationships or
categorizing information.
Evaluating: This domain involves the ability to make judgments or decisions based on criteria or
standards, such as evaluating the effectiveness of an argument or assessing the quality of a product.

Creating: This domain involves the ability to generate new ideas, products, or solutions, such as
writing a story, designing a project, or developing a new product.

Each of these domains represents a different level of cognitive complexity, with higher levels
requiring greater cognitive processing and deeper understanding. Bloom's Taxonomy can be used by
educators to design learning objectives and assessments that target specific domains and help
students develop their critical thinking and problem-solving skills at increasing levels of complexity.

Does Bloom's Taxonomy also contain Affective domain?

Yes, Bloom's Taxonomy includes an additional domain called the Affective Domain, which describes
the emotional and attitudinal aspects of learning. The Affective Domain involves the development of
attitudes, values, and beliefs, and is often used in conjunction with the Cognitive Domain (the six
domains described in my previous answer) to create more holistic educational objectives and
assessments.

The Affective Domain consists of five levels of learning objectives, ranging from lower levels such as
receiving and responding to higher levels such as valuing, organizing, and internalizing. The five
levels of the Affective Domain are:

Receiving: This level involves being aware of or open to a particular stimulus or experience, such as
listening to a piece of music or observing a work of art.

Responding: This level involves actively participating in or engaging with a stimulus or experience,
such as asking questions, making comments, or expressing opinions.

Valuing: This level involves developing positive attitudes, beliefs, or values towards a stimulus or
experience, such as appreciating the beauty of nature or valuing the importance of diversity.

Organizing: This level involves integrating or synthesizing different values, beliefs, or attitudes into a
coherent system, such as developing a personal philosophy or worldview.

Internalizing: This level involves fully adopting or internalizing a particular value, belief, or attitude,
and expressing it through one's actions or behaviour, such as acting on one's beliefs or advocating
for a particular cause.

The Affective Domain is often used in fields such as psychology, education, and counselling to
promote personal and social development, and can be used in combination with the Cognitive
Domain to create more comprehensive and holistic learning objectives and assessments.

Krashen's concept of Comprehensible Input

5+1 theories

There is only 1 theory in this

Krashen's concept of Comprehensible Input is a theory of language acquisition that suggests that
language learning occurs when learners are exposed to language that is just slightly beyond their
current level of understanding, in other words, input that is comprehensible but also challenging
enough to push learners to acquire new linguistic knowledge.

According to Krashen, comprehensible input is the most important factor in second language
acquisition, as it allows learners to acquire new vocabulary, grammar, and language structures
without being explicitly taught. Krashen argues that language learners should be exposed to input
that is rich, meaningful, and contextualized, and that they should be given ample opportunities to
interact with and use the language in meaningful ways.

Comprehensible input can take many forms, such as conversations with native speakers, reading
books and articles, listening to podcasts and songs, and watching movies and TV shows. The key is
that the input must be comprehensible, which means that learners should be able to understand
most of the language that they are exposed to, with occasional new words or phrases that they can
infer from the context.

Krashen's theory has important implications for language teaching, as it suggests that language
teachers should focus on providing students with rich, contextualized input that is just beyond their
current level of understanding. This can be achieved through activities such as communicative tasks,
discussions, and reading and listening exercises that are designed to expose learners to the target
language in a meaningful and authentic way.

Overall, Krashen's concept of Comprehensible Input is an important theory of language acquisition

that emphasizes the importance of rich and meaningful input in second language learning. By
providing learners with opportunities to engage with the language in a meaningful and authentic
way, language teachers can help students to acquire new linguistic knowledge and develop their
language proficiency.

Summarising- tell approach, activities based on content and

Noun etc, write in lesson planning about verbs

Lesson Planning

Krashen is a renowned linguist and language acquisition theorist who has proposed several theories
related to second language acquisition. The five main theories proposed by Krashen are:

5+1 Theories .

1. The Acquisition-Learning Hypothesis: This theory suggests that there are two independent
systems of second language performance: acquisition and learning. Acquisition is a subconscious
process that occurs naturally when individuals are exposed to comprehensible input, while learning
is a conscious process that involves the explicit study of language rules and grammar.

2. The Monitor Hypothesis: This theory proposes that the conscious learning process can serve as a
monitor for language production. In other words, individuals can use their learned knowledge of
grammar and language rules to check and correct their language output.
3. The Natural Order Hypothesis: This theory suggests that language learners acquire grammatical
structures in a predictable order, regardless of their age, native language, or instructional setting.

4. The Input Hypothesis: This theory proposes that language learners acquire language best when
they are exposed to input that is slightly above their current level of proficiency. This
"comprehensible input" is language that learners can understand with the help of context and prior
knowledge, but that also challenges them to acquire new linguistic knowledge.

5. The Affective Filter Hypothesis: This theory suggests that affective factors such as motivation, self-
confidence, and anxiety can impact language acquisition. Krashen argues that a low affective filter,
meaning a low level of anxiety and high level of motivation and self-confidence, can facilitate
language acquisition.

In addition to these five theories, Krashen has also proposed the "plus one" theory, which suggests
that language learners should be exposed to input that is just slightly above their current level of
proficiency, or "i + 1". This theory emphasizes the importance of challenging learners to acquire new
linguistic knowledge, while also providing them with the support and scaffolding they need to
understand the language input they are exposed to.

MODERN APPROACH TO TEACHING

The modern approach to teaching is focused on learner-centred education, where the focus is on the
individual student and their unique needs, interests, and abilities. The modern approach to teaching
is in contrast to traditional teaching methods, which were teacher-centred, emphasizing the
teacher's role as an authority figure who imparted knowledge to passive students.

In the modern approach to teaching, educators create a positive and supportive learning
environment where students are encouraged to take an active role in their learning. Teachers act as
facilitators, guiding students to explore and discover new concepts, and encouraging critical thinking
and problem-solving skills.

The modern approach to teaching emphasizes the use of technology and multimedia resources to
enhance learning and engagement, such as interactive whiteboards, videos, and online learning
platforms. It also involves the use of project-based learning, where students work collaboratively on
projects that are relevant and meaningful to them, and which allow for the integration of different
subjects and disciplines.

Another important aspect of the modern approach to teaching is the use of formative assessment,
which involves providing students with regular feedback and support to help them improve their
learning. This approach emphasizes that learning is a process, and that mistakes and failures are
opportunities for growth and development.

Overall, the modern approach to teaching recognizes that every student is unique, and that effective
teaching involves adapting to individual needs, interests, and learning styles. It places a strong
emphasis on collaboration, critical thinking, creativity, and the development of real-world skills that
prepare students for success in the 21st century.

Teaching Task Based Approach

Task-based language teaching (TBLT) is an approach to language instruction that emphasizes the use
of authentic language tasks as the basis for language learning. TBLT is a learner-centred approach
that places a strong emphasis on communicative competence and the development of real-world
language skills.

In TBLT, language learning is contextualized through the use of tasks that simulate real-world
situations and activities. These tasks may include activities such as planning a trip, ordering food in a
restaurant, or conducting an interview. The tasks are designed to be meaningful and relevant to
learners' lives and interests, and to provide opportunities for learners to use and develop their
language skills in authentic contexts.

The TBLT approach typically involves the following stages:

1. Pre-task: This stage involves introducing the task and preparing learners for the language and skills
they will need to complete the task successfully.

2. Task cycle: This stage involves learners working on the task, with the teacher providing guidance
and feedback as needed. Learners are encouraged to use the language they know to complete the
task, and to take risks and experiment with new language.

3. Language focus: This stage involves the teacher highlighting and teaching specific language points
that arise from the task. The language focus may include vocabulary, grammar, or discourse
features.

4. Evaluation: This stage involves the teacher evaluating learners' performance on the task and
providing feedback on their language use and development.

TBLT is a popular approach to language teaching because it provides learners with opportunities to
use and develop their language skills in meaningful and authentic contexts. It also encourages
learner autonomy and creativity, and allows learners to take an active role in their own learning.

Dogme Approach

The Dogme approach is a minimalist approach to language teaching that emphasizes the use of
conversation and student-centred learning over traditional course materials and textbooks. The
approach was developed by a group of Danish language teachers in the late 1990s, and has since
gained popularity among educators around the world.

The Dogme approach is based on three main principles:

1. Teaching should be conversation-driven: The focus of the lesson should be on student

conversation rather than on teacher-centred instruction. Teachers should encourage learners to use
the language they know and to build on that language in a natural way through conversation.

2. Materials should be minimal: The approach emphasizes the use of authentic, real-life materials
such as newspaper articles, advertisements, and video clips rather than traditional textbooks and
course materials.

3. The classroom should be learner-centred: The approach emphasizes the importance of building a
comfortable, supportive learning environment in which learners are encouraged to take risks and
participate in the learning process.
The Dogme approach is often associated with a more informal, relaxed style of teaching, and is often
used in small group or one-on-one settings. The approach has been praised for its effectiveness in
helping learners to develop their communication skills and for its emphasis on learner autonomy.

Critics of the Dogme approach argue that it may not provide learners with the structured language
input that they need to develop their language skills effectively, and that it may not be suitable for
learners who are not comfortable with an unstructured or conversation-driven approach to learning.
However, proponents of the approach argue that it can be adapted to suit the needs of individual
learners and that it is an effective way to promote authentic language use and learner autonomy.

Bring Your Own Device

The Bring Your Own Device (BYOD) approach is a pedagogical strategy that involves students using
their own personal devices (such as smartphones, laptops, and tablets) to support learning in the
classroom. The BYOD approach is becoming increasingly popular in education, as it offers a number
of benefits over traditional classroom technology.

Some of the key advantages of the BYOD approach include:

1. Cost savings: By using their own devices, students and schools can save on the cost of purchasing
and maintaining classroom technology.

2. Increased access: Students who own personal devices are able to access educational resources
and content at any time, from anywhere, which can help to improve engagement and motivation.

3. Personalization: The BYOD approach allows students to use their own devices, which are often
customized to their own preferences and needs. This can help to improve the learning experience
and promote greater autonomy.

4. Real-world preparation: The use of personal devices in the classroom can help to prepare students
for the use of technology in the real world, as they are able to develop their digital literacy skills and
become more proficient with technology.

To implement the BYOD approach effectively, schools and educators need to ensure that students
have access to the necessary tools and resources to support their learning. This may include
providing guidelines on acceptable use of devices in the classroom, ensuring that all students have
equal access to devices, and providing training and support to students to help them use their
devices effectively for learning purposes.

While the BYOD approach has many benefits, it is important to be aware of potential challenges,
such as ensuring that all students have equal access to devices and resources, managing distractions,
and addressing issues related to security and privacy. With careful planning and implementation,
however, the BYOD approach can be an effective way to support learning and engagement in the
classroom.
UNIT-2

 The lesson plan serves as a map or checklist that guides us in knowing what we want to do next; these
sequences of activities remind us of the goals and objectives of our lessons for the students.

 A good lesson plan guides but does not dictate what and how we teach. It benefits many stakeholders;
teachers, administrators, observers, substitutes, and of course, students.

 Lessons usually begin with warm-up and or review activities. Teachers need to decide how they will
connect the day’s lesson to the precious class meeting and how they want to interest and motivate their
students for the day’s activities.

CHARACTERISTICS OF A GOOD LESSON PLAN

 A good lesson has a sense of coherence and flow. This means that the lesson hangs together and is not
just a sequence of discrete activities.

 A good lesson exhibits variety. This variety needs to be present at both the macro and micro levels. (It
should not be the same for everyday to avoid boredom).

 A good lesson is flexible. Lesson plans are not meant to be tools that bind teachers to some preordained
plan.
Listening Task

Style

Spellings-Dictation

Handwriting

Skills and formal and informal language

Lesson Planning for Listening Activity

Sure! Here's a lesson plan to teach children of class 8th listening skills:

Title: Improving Listening Skills

Objective: To help students develop effective listening skills and apply them in real-
life situations.

Materials needed:

- Whiteboard and markers

- Handouts with listening exercises

- Audio recording equipment or online listening exercises

Introduction (10 minutes):

1. Begin the class by asking the students if they have ever had trouble listening to
someone or understanding what someone was saying.
2. Explain to the students the importance of listening skills in everyday life, such as in
school, with friends, and with family.

3. Introduce the lesson objective and explain that by the end of the lesson, students
will have a better understanding of how to be an effective listener.

Body (40 minutes):

1. Introduce different types of listening, such as empathetic, critical, and appreciative

listening.

SPEAKING SKILLS:-

1. Elementary level- Dialogues

2. Elementary or lower intermediate Level- Describing Pictures

READING SKILLS