Language and Language Teaching, Issue 2 - Azim Premji Foundation

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. Poke one end of the string through one ofthe cups and tie a knot on the inside of thecup.c. Make the string as long as the distancebetween you and the other person.d. Poke the other end of the string through thehole in the other cup and tie a knot so it willnot pass through the cup.e. Now that you have a cup on each end ofthe string, the telephone is ready to use.f. Hold the cup to your mouth and talk a littleloudly into it. Have your friend hold the othercup to their ear. It is important that you keepthe string tight between the cups, and thatnothing is touching the string. Now yourfriend should be able to hear your messagethrough the cup.2. The teacher demonstrates a telephonicconversation (using a string phone) withanother teacher, or with another student.“Hello! My name is Sangeeta. What is yourname?”The other person will respond by saying,“My name is __________”3. Ask all the learners to demonstrate theirconversations, with their partners bygreeting them and exchanging names usingthe string phone.4. The teacher will encourage the students tocontinue their telephonic conversation inEnglish by talking about their school, parents,likes or dislikes etc.USP: The above-mentioned task would enableyoung learners to familiarize themselves withtheir classmates: Working in pairs will build theconfidence of the learners. Using a string phonemade by the learners themselves will surelyencourage them to use it for carrying out atelephonic conversation in English.Task 2: My Likes, my friend’s likesLanguage function: Expressing likesSkill involved: Listening, speakingType of participation: Group ParticipationLevel: PrimaryObjectives• To enable learners to express their own likesverbally (in English).• To enable learners to express their friend’slikes verbally (in English).Procedure1. The teacher divides the class in groups of6-7 learners each. Each group is asked tosit in a circle. The teacher herself also joinsa group.2. Addressing a member of the group, sittingnext to her, the teacher asks about his/herfavourite clothes. He/she, first, expresseshis/her own likes verbally, followed by thelikes of another member of the group sittingnext to him/her.Example: I like to wear sarees but Krishangilikes to wear frocks.3. The learners of each group are asked toexpress their likes with regard to differentthemes such as food, heroes, games, drinks,cartoon characters, etc. The studentsexpress their likes verbally (in English),followed by the likes of an adjacent memberof the group.4. The learners are encouraged to speak inEnglish. The teacher acts as a facilitator byhelping the learners wherever necessary.• USP: In the above-mentioned task, learnerswill be given a chance to express their ownlikes. Tasks related to the learnersLanguage and Language Teaching Volume 1 Number 2 July 2012 58
themselves increase their interest,motivation and eagerness to speak the targetlanguage. Tasks performed in groups allowthe weaker and the shy learners to listen tothe better learners, and thus identify andeven use the structure correctly whilespeaking.Manu Gulati is a T.G.T. English in Sarvodaya KanyaVidyalaya, Punjabi Bagh, New Delhi. She is interestedin preparing low cost/no cost activities and tasks toimprove the English of school children.”mwadhwa22@yahoo.comActivity 3: Developing Listening SkillsUsing Songs and MusicLevel: Upper PrimarySong: Home on the RangeA. Multiple choice (task to be done whilelistening to the song)1. Play the track and let the students listen toit and enjoy it. Alternately, sing the songyourself if you know it.2. Play the song again.3. Students have to tick the words as they keeplistening to the song. (Individual work)4. Students can share their answers with theirpartners and write the correct words fromthe song.5. Play the track again and let the studentssing along.Oh give me a home where the buffalo groan/roamWhere the deer and the antelope pray/playWhere seldom is heard a discouraging/encouraging wordAnd the skies are not cloudy all dayHome, home on the rangeWhere the deer and the antelope playWhere seldom is heard a discouraging wordAnd the skies are not cloudy all dayWhere the air is so cure/pure and the zephyrsso free/greenAnd the breeze is so balmy and white/lightI wouldn’t exchange my home on the rangeFor all of the cities so bright/tonightHow often at night when the heavens arebrightWith the light from the glittering/glimmeringstarsHave I stood there amazed and asked as Iglazed/gazedIf their glory exceeds that of ours.B Fill in the blanks (task to be done whilelistening to the song)1. Play the track and let the students listen toit and enjoy it.2. Play the song a second time.3. While listening, students have to write thecorrect words in the blank spaces tocomplete the song.Play the track again and let the students singalong.Oh give me a home where the buffalo _____Where the _____ and the antelope _____Where seldom is heard a _____ wordAnd the skies are not _____ all dayHome home on the _____Where the deer and the antelope playWhere seldom is heard a discouraging wordAnd the skies are not cloudy all dayWhere the air is so __________ and thezephyrs so _____Language and Language Teaching Volume 1 Number 2 July 2012 59
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Language and Language TeachingVolum
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Page 7 and 8: All classroom experiences are insta
Page 9 and 10: for us. In this article I focus on
Page 11 and 12: However, we were not successful in
Page 13 and 14: observations are very similar to th
Page 15 and 16: ensure that they get a solid founda
Page 17 and 18: of Marathi. The remarkable thing wa
Page 19 and 20: Popularizing any language is a two-
Page 21 and 22: Cartoon Shows: A Tool to Facilitate
Page 23 and 24: Comprehension is a two-fold process
Page 25 and 26: 4) What did they do to solve the pr
Page 27 and 28: Then we sat down, and I told them t
Page 29 and 30: Democratizing the Classroom: August
Page 31 and 32: I) Ask for different ways of handli
Page 33 and 34: change. They are ready to flout eth
Page 35 and 36: observer. In the context of the pre
Page 37 and 38: poverty and lack of alternative sou
Page 39 and 40: ConclusionAgain, sometimes papers h
Page 41 and 42: (SLAP), which materialized a shift
Page 43 and 44: LandmarksTheory and Practice ofLang
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Page 47 and 48: Notes:1We have the world’s first
Page 49 and 50: Mesthrie does not sound convinced w
Page 51 and 52: in using English for teaching diffe
Page 53 and 54: use of lesson plans, etc.), and pra
Page 55 and 56: Practice in a Second Language: Pers
Page 57: students that these words occur in
Page 61 and 62: ReportWorkshop on Continuous and Co
Page 63 and 64: The workshop, in general, created a
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Page 67 and 68: 5) I liked the article written by S
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Language and Language Teaching, Issue 2 - Azim Premji Foundation

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