I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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approaches. Therc are other types of s<strong>tr</strong>ateS/ in which tbe tencher<br />
ln ro remjnd th€ sMents of. So wh.lever s<strong>tr</strong>ates/ is available<br />
shoukl be cled io lhe students so that in lhe lesson to com€ thev<br />
may refer or use thc ones lh€y Pref€r. Such s<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>at€8ies ate: _<br />
! ConsultinS the teacher<br />
! Consdtirg a dictjonary<br />
n Consuldng other classmates<br />
E Usirg <s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>en special stat€8r€s.<br />
Th€ comDrcheruion questions, which come acer rhis leston a<br />
wel as after;l o$€r bdons, ar€ nor arswe.ed as in the <s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>ditional<br />
approachs ul€ss lhe snrdenb the!$elves want that.<br />
ASer-$9-I€99!:<br />
- lt hai ben not€d that al<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>ost all thc snld€ s have not rc.d dle<br />
ll:$n i.e. ,,!, tM po.<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>s, honE It <s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>s b€€n a verv good<br />
oDN<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>rmirv for ^r th€ e.chs ro exploit this and give tlem a leston of<br />
tirf-U",itg .A of blhg Fsponsibiliiv ov.r their oq l€imin8'<br />
The fiun of this obvious th€ ne dav; the sndents re3d U|e<br />
n€)d le$on w'rhoul "€s exceptioA snd ca<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>e very well prePed for<br />
disclssion- This is jusr an emple of what will be €fered to again<br />
dd again a rle areete<strong>tr</strong> l6so<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>5.<br />
--<br />
The studsrs were ask€d tlte r€asons for not r€adiry ar home'<br />
ilEir snswets w€rc alnost thc stmc that tl|€ tcacher did not oell<br />
them to do ir So as a frst soluion lo this very lessoA lbe<br />
r€s€schq-teacher lsked then to 8et jnio ItouPs or palll or<br />
indlidually as rhe) pr€fer atd resd dle rvo poers and b€ sdv for<br />
s<strong>tr</strong>El dis.ussion of the genelal idea or E€rnins ofde lessor Th€<br />
snrdent! were somewhai hesfta to work in gtoups dnl the<br />
B@chet hlerfses and slFws how thev havc to work D grorps<br />
a'd the inponan@ ofdoing that for efrective lerBing ofErslish-<br />
-- The studenls work€d in grouPs and some in Pairs with some<br />
corf$ioD. Tle leacher walked eound and enoouaged thd' TIle<br />
students worked out the ffnt poem and afrer that lhe second one,<br />
which was bener than they did it the fi-rst oDe Discussion folowed
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