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BRIDGE COURSE

Questions are to be framed for pre-test on the following points

VIII Standard Second Language - English

1. Dictation – A paragraph with simple words.

2. Punctuations- using capital and small letters only.

3. Plurals

4. Parts of speech – only nouns, pronouns, adjectives and verbs.

5. Simple prepositions

6. Articles

7. Primary auxiliaries

8. Verb forms

9. Re-arranging jumbled words in the proper order.

10. Writing numbers in English .

A Question paper is to be prepared on the basis of the above points for pre-test.

After the test, valuation must be done and marks need not be alloted. An error

analysis chart should be prepared .

The proforma is as follows .

Question Numbers Grade Sl.

No

Name of

the student

Test

1 2 3 4 5 6 7 8 9 1

0

A B C D

Pre Test B A B B C D A D B C 2 4 2 2 1. X

Post Test B A B B C D A D B C 2 4 2 2

A - Right answer B - Partly right C - Wrong

D - Not answered .

Consolidation of this to be made after valuation on the following basis.

Ex. If there are 50 students do like this

Questions Numbers

Rightly answered

Partly answered Wrongly answered

Not attempted

1 18 20 6 6

2 11 13 12 14

3 09 08 20 13

4

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It serves as a feedback to the teacher to know the errors and give guidance to the pupils.

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BRIDGE COURSE 1. Letters and shapes, linking and spacing 2. Punctuation marks – Capital letters, full stop, comma, question mark, exclamatory

mark. 3. Parts of speech 4. Number & Gender 5. Verbs – Primary auxiliaries 6. Tense forms 7. Sentence structures- simple 8. Articles 9 & 10. Simple prepositions 11 &12.Spoken English 13. Post - Test 14. Remedial Teaching

The teacher has to teach all the points mentioned above in the month of June from 1st to 20th on the basis of the periods available. Post – Test on the lines of pre-test.

IX. Standard - Second Languge 1. Sentence Structures 2. Punctuation 3. If clauses 4. Framing questions 5. Primary auxiliaries and modals 6. Simple past and past continuous tense 7. Affirmative and Negative sentences 8. Prepositions and conjunctions 9. Transformation of sentences 10. Time Phrases – Ex : on Monday, in March, in 1857, at 7a.m, last week, long ago

etc.,

Pre- test should be conducted on the above point and error analysis chart must be prepared as done in VIII Standard .

Bridge Course for IX Standard 1. Punctuation 2. Verbs – Primary auxiliaries 3. Modals 4. Time and tense

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5. Question forms 6. Prepositions 7. Conjunctions 8. Time adverbials 9. Transformation of sentences – active and passive 10. Degrees of comparison 11. Affirmative into negative 12& 13 Spoken English 14. Post –test

Post – Test on the lines of pre- test

Bridge Course for X standard 1. Over all view of parts of speech 2. Tense and time 3. & 4. Simple, compound and complex sentences 5. Tense forms of verbs 6. Prepositions 7&8 Spoken English Teach the above points in eight periods from June 1st to 8th

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Unit Lesson Plan IX Standard Second Language - English

LESSON – I The Little Martyr Periods required: 16

Date Content Analysis Expected Learning out comes

Evaluation Materials used to teach

1) Parts of Speech – words of English are divided into 8 parts- parts of Speech.

Naming words, words for the nouns describing words, action words, describing words of action, joining words, relative words, words of feeling.

Understands the parts of speech, when they are used in situations. A word can be used as a different parts of speech is comprehend.

Pick out the different parts of speech in the following sentences. 1) The students

work hard 2) Lakshmi

purchase a necklace

3) Giraffe has a long neck

4) He writes neatly.

2) Relative pronouns – combing the sentences by using pronouns stress on who, which, who for persons

Which – for things

Combines two sentences into one sentence using relative pronouns

1) He is my father . He fought for freedom

2) Punjab is a place. It grows wheat in large scale.

3) Lankesh was a dramatist. He wrote many dramas.

4) Gorakhpur is a district. It has a number of sugar factories.

3) Conjunctions – when, because, neither …nor, either… or, though, although

Learns to combine sentences using conjunctions, uses them

Combine the following sentences 1) I am not a doctor.

I am not a compounder.

Substitution Tables Flash cards

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2) He joined late. He got 1st Class

3) I asked him to keep quiet. I asked him to read.

4) I was twenty five. I got married.

4) Simple past tense – uses. Shows a past -event focus on the time to the activity. Answer the question when action which is already completed

Learns the uses of simple past tense

Use this Table Main verb – past tense forms Regular verb Irregular verb Visit Go Visited Went

Sequence of gaps

Phrases and phrasal Verbs : Gobble up, drive out, black and blue, by down, in the heart of, in and around, put on, set off, put, as if, snails pace, look at, helter skelter, run for, breath last.

Gets the meaning in context or situation uses them in their sentences.

Do the vocabulary exercise ‘A’ in page No. 8 of the Text book.

Content Words : Ultimatum, arrogant, stir-up, ruthless, torture, hang, pretext deter, shackle, mirage, gospel, slumber, reverie, infectious, aloft, mammoth, mock at, heart-rending.

Under stands the meanings in situations and uses the words in meaningful sentences.

Assign the dictionary work.

Flash cards .

Antonyms, and prefixes : proud, little, violence, once, noble, usual, near, tall, heavy, clean, open, poor, freedom, young, gentle , love descend.

Understands them in sequences.

Ask the students to find out antonyms in the dictionary

Play the game of Antonyms Flash cards of prefixes.

One words : 1) Persons ruling in a

hard and cruel way. 2) Some one who dies

for a great cause . 3) One who loves his

country most 4) One who is disloyal

to his country. 5) A person who steals

everything in a house. 6) To make some one

Gives one words for these mentioned

Give the other one words

One word substitution table.

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angry. Reading

Comprehension : 1) Stirring up of

patriotic feelings by the despotic rule

2) Ruthless treatment of the British and the gospel of harmony.

3) Preparation of Narayan to participate in the Quit India Movement and the conversation with his mother.

4) Infectious enthusiasm of the boy and the procession

Reads silently with comprehension Picks out silent letters from the words Identifies contraction Of words. Learns to arrange sentences. Forms opposites

Extract Answers Do the exercise related to prefixes and antonyms. Do the exercises A and the page 8. under vocabulary

Pictures of great leaders Picture of ruthless treatment Flash cards. Pictures of Procession

Comprehension : 1) Letter writing - personal letters A letter to a friend

Arranges sentences in logical order uses correct structures of sentences .uses correct punctuation, writes in correct format.

Asks to write a letter to friends

2) Unseen or unfamiliar passage select a simple story or incident

Comprehends the passage and writes correct answers

Gives another passage.

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STOP TEACHING!

Yes, we have to stop teaching the way in which we are teaching. We feel satisfied when we elaborately explain the concept or translate the paragraph effectively in the regional language /mother tongue of the learner. The teacher participates actively, making the learner sit quietly keeping pin-drop silence in the classroom. Does it mean teaching ? . Exhaustive lectures, mechanical repetitions, artificial situations, dry explanations try to hammer the attention of the students, Instruction in all these cases amounts to “Indoctrination” Activity oriented –teaching, on the other hand, paves way for a new possibility of liveliness and effective participation of the students. Activities bring about a total change in the classroom. Dr. N.S. Prabhu advises, instead of setting things for learners to learn, the teacher will do well to engage in an activity or task. He guides their efforts towards the successful performance. As a result, learning emerges not as on intake of imparts made by the teacher, but rather as on outcome of the learners own understanding and effort, Class room work does not consist of labored repetitions, exercise and drills. It consists of realistic acts of -communication and problem solving . ‘Activity ’does not mean something extraordinary, It is any act/work which involves the learner to learn the language. Learning language means acquiring the skills of that language. Activities help the learner to acquire all such skills SELECTION OF THE ACTIVITY Selection of the activity depends on many factors like content, age, level of the

students, resources available. No prescription is suitable to all the classrooms. It is not

possible to suggest anyone uniform activity which is suitable to teach the whole lesson.

So, a carefully selected bunch of activities may help the students to involve themselves

in the lesson properly.

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8th Standard

THE LEGEND OF THE NARMADA

CONTENT

• Story telling

• Dramatization

• Question – Answer

• Drawing the course of river/s

Example :

Draw a map of India and mark the course of river/s : Ganga, Kaveri……/any particular

rivers .

Teacher’s Role : Guide and facilitator. Students’ Role : Listens carefully, Follows the instructions. Carries out the activity by drawing the

course of the rivers. Procedure : Assign each group to trace the mark of the course of a

particular river. Connect this to the lesson .

STORY TELLING (For content)

Teacher’s Role : Narrate the story interestingly with proper gestures, stress and intonation, wherever possible, get the students to join the narration.

Students’ Role : Listens carefully . Narrates the story to the other student/s

Procedure : Send two/three students out of the classroom. Narrate the story to the other students. Ask the students to tell the story to those students who stayed out give chance to each student to come up with one or two sentences.

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Vocabulary

1. Opposite words : : Prepare two boxes with words in one and their opposites in the other.

A B Words for which opposites

are to be formed should be

kept. These should be

picked up and pasted on one

side/written on the

chalkboard.

: The student picks up from the box B, the word

opposite to the one written on the board. And

then he writes writes it on the chalkboard.

2. Phrasal verbs : Ask the students to frame their own sentences.

Give a model sentence if needed with clues.

3. Suffixes : Prepare two boxes with words in one and

suffixes in the other. The students are

required to match appropriately,

4. Spelling : Play cross word .

5. Pronunciation

/i/ /i:/

eg; fit - feet

sin - seen

flit - fleet

chip - cheep

: Play sound game. The teacher should

pronounce all the words first. Then individual

word followed by the students pronunciation of

long vowel. Let the students identify the long

and the short vowel. Assign the task to two

groups.

6. Preposition : Make use of the table/s, chair/s etc., with

ball/s, book/s etc and ask the students to tell

the positions .

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7. Adverb

E.g. Walking fast

Walking slowly

: Demonstrate through actions, Let the students

observe and identify the adverb slowly,

angrily brightly, clearly, vaguely etc.,

8. Substitution table : Give a substitution table and ask the students to

make as many sentences as possible.

9. Verb forms : Simulate actions and let the students identify

them using verbs .

10. Joining sentences : Divide the class into small groups. Give two

sentences requiring the groups to combine

using conjunctions.

11. Framing questions : Make a statement and ask the student to frame

a question.

12. Functions: Giving directions

: a) Language functions : e.g. : requesting Let the students in pairs request each other.

b) Let the students seek information which they do not know (using all question words)

13. Writing : a) Let the students read news items, and give a suitable title .

b) Let them look at the outline and expand it in a paragraph

c) Let them look at a picture with action and write it in sentences/paragraph .

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PROJECT “ Activity for caring and sharing ”

Project is nothing but a piece of planned work or an activity, which is completed over a period of time. In other words it is a task undertaken by a student or a group of students to be submitted for assessment. It is a learning activity which aims at preparing students for life long learning. It gives an opportunity to explore rather than review knowledge.

Aspects of the Project

• It is student centered

• It provides for learning by doing

• It is an integrated unit of work

• It makes the student to learn the language in an unfamiliar situation

• It educates the ‘whole child ’ � Intellectual skills : Describing, drawing conclusions, using imagination,

hypothesizing, reading and planning . � Physical/ motor skills : Drawing, painting, cutting, pasting etc., � Social Skills :

• It helps to bridge the gap between language study and language use.

: Important stages of the Project : 1. Class –room planning :

� Planning about the content. � Language needed � Ways of gathering etc.,

2. Carrying out the project : � Designing strategies � For conducting interviews, gathering, printed and visual materials. � Scope for using all the four skills – L.S.R.W. � One should see the development of competencies like team spirit, decision

making, co-operation .

3. Reviewing and monitoring the work : � Discussions and feed back.

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� Self monitoring. � Advice and comments by the teacher.

4. Evaluation : � It is important to allocate time for the evaluation of both the process (the

doing ) and product (tangible results). � It is useful for the teacher to know about the level of the students, their

strengths and weaknesses. � It is useful for parents to appreciate the achievements of students. � For the purpose of documenting, teacher may give each student/group of

students some marks /grade .

Some Topics for Project : Activities :

� Collect the sayings of great people, write them on a chart � Collect stamps, collect information about them and classify them, paste them in

a book, write the history of a particular stamp. � Collect the pictures of some famous English poets and paste them on a chart .

Language use : 1. Prepare small album containing the pictures of great men and women and

write a few sentences about them with reference to the following points :

• Names of great men/women

• Period

• Education

• Achievements

• Literary works

• Message for us. 2. Visit a forest nursery, write a note on that.

• Types of plants grown

• Plants donated to others in a year

• How does a nursery help in maintaining the environmental balance.

3. Collect the pictures, of domestic animals and write a few words on how they are helpful to human beings.

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4. List out Indian personalities who are awarded Jnanapita award, write a few sentences on them .

5. Collect the pictures of any five writers/ poets/freedom fighters, collect information about them and write a few important points.

6. Write the lesson, “Duryodhana Disgraced” in the form of a play. 7. Write the play, “Who Deserved Her the Best” in prose 8. Write the different ways of apologies and greetings on different occasions

Grammar : 1. Collect Homonyms and use them in sentences to get their meaning . 2. Make a list of nouns and collect suitable pictures match the pictures with the

respective nouns. 3. Write the different uses of modal- can, may, could, will, must, would might . 4. Collect different soap wrappers and shampoo sachets, list out the adjectives, use

the adjectives in different situations .

Literature : 1. Collect short stories in English 2. Collect quotations in English and explain the meaning 3. Collect ten small stories about animals and birds, Learn to narrate the story in the

class (you can collect stories from Chandamama, Balamithra, Panchatantra etc.,

4. Collect at least 20 proverbs in English and display in the class room.

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Quiz – English Language

What is Quiz? :

General meaning of Quiz is to asking a number of questions In Webster’s

New 20th Century Dictionary of the English Language relating to Quiz some words are

registered. They are quiz, Quizzed quizzing Quizzes, Quiz kids Quiz program , Quiz

section, Quizzer , Quizzer, Quizzical , Quizzicality, Quizzically, Quizzing class,

Quizzes . In short quiz means ridicule, questioning understanding etc.,

Coinage of the word quiz :

Three hundred years ago there was a liquor producer and merchant in Ireland,

His name was Jana Dally. Once he had bet with his friends. His bet was to create a

word that could be in the tip of the tongue of people in Ireland. One day he summoned

the children, offered them chocolates and told them to write QUIZ on the door of the

houses. The children did as he directed . When the people wake up , they had seen the

word “QUIZ” on each of their houses, Everybody was shouting ‘quiz, quiz, quiz’ .But

nobody knew what it meant ? Finally, James Dally was asked, he responded that Quiz

means to create surprise, tease somebody, mock at someone etc.,

Why quiz ? � Quiz as an informal testing device is more enjoyable than a formal/conventional

test, � In a quiz , though one makes mistakes, right answer are also received

immediately which has a positive reinforcement . � It can be used as a communicative activity .

Procedures to conduct Quiz competition in an English Class room

� Presentation is an important step . � Foremost important is to prepare QUIZ CARDS . � Divide the students into five groups. � If the number of students are more, keep some students as audience . � Make proper seating arrangement for the groups

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� Give specific names to the teams .

Suggestive arrangement for quiz competition

Tips � Prepare a Score sheet well in advance � Size of the Quiz cards should be 15cm x 10cm. � Write only one question in a card. � Prepare at least 2 extra questions

SPECIMEN OF THE SCORE SHEET

ROUNDS Sl.No

Name of the Team I II III Total IV V VI Total VII VIII Total Place

1. Rose

2. Lily

3. Lotus

4. Jasmine

5. Champaka

Time Required To Conduct Quiz. 1 ½ hrs When is to be quiz, Conducted ?

� After the completion of each unit � Preferable time is in the morning/evening especially during the special classes .

General instructions � Quiz consists of 8 rounds � In each round 2 questions will be asked i.e., clock wise and anti-clock wise

Team - 1

Team - 2

Team - 3

Team - 4

Team - 5 QUIZ

MASTER

Time Keeper Scorer Projection

Electronic Devices

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� One member in the group should answer. � Marks awarded to direct questions is 10, when it is passed 5 � When two groups get equal marks, place of the team is decided by asking

TIE-BREAK questions. � After every three rounds, marks scored by the team will be announced.

I. Round :WORD ANTHAKSHARI

� Play word anthakshari � Each team has to give a word that begins with the last letter of the

previous team’s word. � The first round has to go on like this � Give only ½ a minute for each team to give the word. Example :Teacher - respect - tour - raise – egg etc.,

Tips : Any simple riddle/tongue –twister/Proverb completion may be asked in the

first round.

II Round: SYNONYMS & ANTONYMS Questions : 1. Don’t provoke me. Here ‘provoke’ means.

2. Why do you behave like a goose ? ‘Goose’ means 3. Raju is ignorant of origami. ‘Ignorant’ means 4. His hand writing is very pretty. ‘Pretty’ means 5. Your appeal is under consideration ‘Appeal’

means. Key Answers:1. to make some one angry.

2. a silly person 3. lacking in knowledge 4. fine 5. request

Questions: 1. The bridge is narrow, but the road is ………….

opposite of narrow is. 2. The tiger is wild but the lamb is

……………opposites wild is. 3. One should take joys and…………..equally.

opposite of joys is.

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4. The train to Bangalore arrives at 10 a.m. and ……….at 11 am opposite of arrives is.

5. In our society some people are inferior and some are….. opposite of inferior is .

Key answers : 1. broad 2. mild, 3. sorrows 4. departs .5 superior .

III. Round : ONE WORD SUBSTITUTION & PHRASAL VERBS. Questions:

1. A person who lives a wandering life. 2. A person who delivers letters and cards. 3. A poem of fourteen lines 4. A person who deceives others 5. A person who walks on foot.

Key answers : 1.vagabond 2.post person/man 3. sonnet 4. cheat

5. pedestrian Questions:

1. Why don’t you carry on your studies ? ‘carry on’ means.

2. Bhuvana is fond of sweets. ‘ fond of’ means 3. Parents look after the children. ‘look after’ mean 4. She is looking for job. ‘looking for’ means 5. We look upon Gandhiji as a great leader of India

‘look upon’ means. Key answer : 1.continue 2. like 3.take care of 4. search

5.consider.

IV. ROUND - PREFIX - SUFFIX & PARTS OF SPEECH. FIGURES OF SPEECH

Questions: 1. What prefix does ‘honor ‘ take to form negative ? 2. What prefix does ‘regular ‘ take to form negative ? 3. What suffix does the word ‘beauty’ take to form

adjective ?

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4. What prefix does the word possible take to form opposite?

5. What prefix does the word ‘capable’ to take to form negative ?

Key words : 1.dis 2. Ir 3. Ful 4. im 5 in

Questions: 1. I want you to enjoy the dinner. In this context

What kind of parts of speech ‘enjoy’ is. 2. So many people are waiting at the reception.

What kind of parts of speech reception is . 3. Alas ! he has cut his finger. Alas is an example for

what kind of parts of speech 4. I ate cooked food. Here cooked is an example of

what kind of parts of speech. 5. P.T. Usha runs fast, Fast is an example for what

kind of parts of speech .

Key answers :1. Verb 2. Noun 3. Interjection 4. Adjective 5. Adverb.

V. ROUND: TEXTUAL QUESTIONS Questions:

1. Why did the squire send Andy to the town ? 2. Why did the post master refuse to give Andy any

letter ? 3. What made Andy think that the post master was

very curious ? 4. Why did Andy come back to the squire without a

letter ? 5. Who is the author of the lesson Handy Andy at the

post office ? Key answer : 1. To see if there was a letter of him

2. Andy refused to pay eleven pence 3. The post master asked Andy who he wanted the

letter for

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4. The post master refused to give a letter for four pence

5. Samuel lover.

Questions: 1. Why did the dove die ? 2. What had the poet tied the bird with ? 3. How did the poet feed the dove ? 4. In the end of the poem “ THE DOVE” the poet is . 5. According to Keats what did the dove grieve for ?

Key answers : 1. It last its freedom 2.With silken thread

3. White peas 4.Sad 5. It was tied.

VI. ROUND - SPELL & PRONOUNCE : TIPS - Utter the word and ask to spell.

1. Business 2. Impertinent 3. Grieving. 4. Triumph 5. Weighing.

TIPS - Show the Flash Cards, ask to read/pronounce words properly .

1. Laughter 2. Customer 3. Anxious. 4. Synecdoche 5. Sanctuary

VII ROUND: PREPOSITIONS & CONJUNCTIONS:

Questions: 1. The aeroplane flies _______ the hills. The correct form of

the preposition to be filled is 2. The climber climbs _______ the hill. The correct form of

the preposition to be filled is 3. The swimming pool is very deep. Don’t jump _____ it. The

correct form of the preposition to be filled is 4. Congratulations ______ your success. The correct form of

the preposition to be filled is 5. The bridge is being constructed ______ the river. The

correct form of the preposition to be filled is Key Answers: 1. Over 2. Up 3. Into 4. On 5. Across

Questions:

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1. ____ you invite me, I will come. The correct conjunction to be filled is

2. _____ I was twelve years old, I used to sing folk songs. The correct conjunction to be filled is

3. Sri Venela is a clever girl_____ she is lazy. The correct conjunction to be filled is

4. Kuvempu was a poet ______ wrote the Ramayana Darshanam. The correct conjunction to be filled is

5. Dakshayani said ____ she wanted to become a surgeon. The correct conjunction to be filled is

Key Answers: 1. If 2 . When 3. but 4. who 5. that

VIII. ROUND: BULLET ROUND Tips - In this round ask three questions continuously

Don’t pass the questions to the next team

TEAM-1 Questions

1. They exchange Deepawali greetings {Change into passive]

2. He is …………M.A. in English {the correct article needed to fill the blank is}

3. Past participle form of choose is Key answers :1. Deepawali greetings are exchanged by them 2. an

3. Chosen .

TEAM – 2 Questions :

1. Goa is the smallest state in India {Change into comparative degree}

2. Students can appear for the written test ……. ?{Give question tag to this statement}

3. Noun form of strong is . Key answers :1. Goa is smaller than any other state in India 2. can’t

they ? 3. Strength

TEAM - 3

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Questions: 1. Nischith said “ I study for six hours ”{Indirect form of this

statement is } 2. He gets up at 5.00 am.{Negative form of this statement

is} 3. Adjective form of ‘Attract’ is.

Key answers :1.Nischit said that she studied for six hours 2. He doesn’t get up at 5.00 am. 3. Attractive.

TEAM - 4. Questions :

1. How clever Pradyumna is! {Assertive form of this sentence is}

2. Could you bring me a cup of coffee ? {The function done by this statement is}

3. Superlative form of up is. Key answers :1. Prodyumna is very clever. 2. Polite request 3. Upper

most.

TEAM - 5 Questions :

1. Nehru was born on 14th November 1889. {How can we frame question to get underlined word as answer }

2. I have posted a letter {Past tense form of this statement is } 3. Adverbial form of meaningful is

Key answers : 1. When was Nehru born ? 2. I had posted a letter 3.

meaningfully .

Materials needed to conduct QUIZ

• Time bell

• Flash cards

• Sketch pens

• Tape recorder & cassette {If needed & available}

• T.V. Computer & LCD Projector {If needed available & available}

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TIPS - Prepare questions for each unit and conduct quiz

Some more tips to conduct quiz in the class room :

� After 1st round you may conduct quiz as instructed below

� Place the quiz cards in two separate boxes indicating ‘A’& ‘B’

� State the rules of the quiz as follows

a) Each team gets one minute to discuss and then answer

b) One person from the group has to answer

c) The team member has to select the box from which they want the

question to be asked

d) Based on the box they selects, they get points

e) Box A carries ten points for each questions with no negative marking .

f) Box B carries 20 points for each questions with negative marking.

For every wrong answer the team loses 15

points, The team will get the points if they answer correctly.

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ORAL TEST IN ENGLISH LANGUAGE All along, we have been testing only the written skill of the students, almost ignoring other skills. So, it is necessary to test the skill of speech or oral skill. That is why oral test should precede written test . The oral test is getting students to respond orally and evaluate the skill. The teacher / Examiner evaluates the quality of the oral response more than one examiner may participate in the panel .

MERITS OF ORAL TEST : � It tests the domain of speech : � Some skills or competencies like oral expression , � Recitation etc., can be evaluated . � It enables the examiner to know how well a pupil can synthesize, integrate and

organize his ideas orally It allows free response by students . � It is not only used for the beginners who have not mastered the skills of

reading and writing but also for secondary school students . � The relative informality of the oral test encourages free interaction and

therefore testing is easier . � The pupil can ask for clarification and can ask to have the question rephrased. � The Examiner can promote student’s response through rephrasing the words

and reassuring the examinee it is suitable for testing physically handicapped students who are unable to take written tests.

� It is appropriate in those situations where the objectives and to see how a pupil will conduct himself before a group of people (eg. A course in public speaking )

Limitation of an Oral Test . � It provides for a very limited sampling of the content of a course � It has a low reliability because of inadequate sampling, the teacher is forced to

evaluate each student on the basis of a very limited sample of responses . � It is very subjective .

a) It is affected by minor changes in the psychological and physical status of the teacher or the student .

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b) It is influenced by what the examiner knows about the examinee and therefore it may not be equally fair to all the students.

c) There is every possibility of favoritism . � It cannot be an objective record of a student’s responses for future references

unless tape recorders are used. It is rather difficult to obtain the item analysis . � The questions put to different students may have different difficulty levels. It is

not easy to get comparability of questions. � It does not provide a complete picture of the abilities of the students .

Suggestions for improving an Oral Test . 1. Decide the objective and the content area e.g. Comprehension . 2. Prepare a set of questions and also the expected answers. 3. Decide the method of grading. 4. Questions of almost different level should be asked .

A Test may either be oral or written or both. Since listening and speaking are

two major objectives of teaching English, oral tests have an important role to play. With a little bit of planning it is even possible to have oral test in the annual examination. This would provide incentive for the students to learn the oral – skills and for the teachers to teach these skills.

Further an oral test, though lacking in precision, is a quick and effective device for testing students progress. Oral testing is included in our trimester scheme. As a teacher of English language , it is not desirable to stick to only asking questions and recitation of poem etc., There are a number of activities which can be used as tools in oral tests .

Suggested activities to test oral ability

Activities of oral testing can be broadly classified into two categories. They are formal and informal. 1. Formal - Introductory speaking, welcome note, vote of thanks address,

message etc., 2. Informal : Talking , speaking, announcing, anchoring, sermon discourse,

pick and speak, commentary, news reading, lecturing, story, telling, poetry recitation, explanation, narration, preaching, teaching mono – acting etc.,

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In these activities, only one student can participate. There are some activities in which two or more students can participate .

E.g. 1) Chit – chat 2) Dialogue 3) Debate 4) Discussion 5) Argument 6) Inquiry 7) Quiz 8) Interview 9) Seminars 10) Symposium 11) Acting in plays Apart, from these formal and Informal techniques, we can have oral games. A few games are suggested below Oral Games .

1) Last - First (��������

e.g. say - yes- see, eye, end, day

log , god, dog, gun, net, try etc.,

2) Word chains (������������ ������

e.g. tale-leave-verity-typist-stone. 3) I spy e.g. I spy with My little eyes Something beginning With letter ‘B’ …. Book

4) Synonyms and Antonyms game 5) Homophones game

sea – see, ear- year sell –cell, pray – prey, all- awl, steel- steal , etc., 6) Homonyms game : Ex : right – right, left – left nail – nail, board – board- well –well, bear – bear tight – light, mind- mind table – table, pole – pole fly- fly, bolt – bolt 7) One word substitution :- Ex : A woman who is not married –spinster

8) Rhyming words Ex : gun – fun, tame- game, helter- skeltar etc.

9) Tongue Twisters : Ex : 1) She sells sea shells on the sea shore. 2) Betty bought a bit of butter

25

But the butter was bitter So, Betty bought a bit of better butter To make the bitter butter, better, butter.

10) Proverbs : Ex : 1) A full of purse – never lacks friend . 2) All that glitters – is not gold. 3) New broom – sweeps well. 4) No smoke – without fire . 11) Some more activities:

a) Idioms and phrases . b) Riddles. c) Story telling game d) Dialogue game e) Pick and speak f) Quiz

These activities and games are only suggestive to the teacher who deals with the task of oral testing. The Teacher will have the liberty to make use of any technique/ method/ activity based on the level of the students.

26

I Common Test X Standard

Subject: Second Language - English

Marks : 25 Time : 1hr

DESIGN

1. Weightage to objectives Marks Percentage

Knowledge 05 20%

Comprehension 10 40%

Expression 08 32%

Appreciation 02 08%

25 100

2. Weightage to content

Prose 08 32%

Poetry 04 16%

Supplementary Reading 02 08%

Vocabulary 05 20%

Grammar 06 24%

3. Weightage to Type of

Questions :

V.S.A. 13 52%

S.A. 08 32%

L.A. 04 16%

25 100

4. Weightage to Difficulty

Level :

Easy 12 48%

Average 09 36%

Difficulty 04 16%

25 100

27

Part – A

Four alternatives are suggested to each of the following incomplete statements. Choose the most appropriate alternative and write the letter of the alphabet in your answer paper . 13x1 =13 1. The post master refused to give Andy his master’s letter because Andy

A. didn’t tell his master’s name B. didn’t answer his questions C. refused to pay eleven pence postage D. had not brought money

2. According to Andy the post office sold

A. only gun powder B. only letters C. only soap and tobacco D. letters and many other articles

3. “ Andy vanished in a moment ”. The meaning of the word vanished is .

A. went B. walked away C. disappeared D. ran

4. The word ‘honour’ takes the prefix

A. mis B. dis C. un D. non

5. “ I had a dove and the sweet dove died ” the figure of speech in this statement

is A. Metaphor B. Simile C. Alliteration D. Personification

6. The ‘Dove’ died because

A. it was sad B. it was old C. it was not fed D. it lost its freedom

28

7. The place before which the customers stand in queue is called a A. desk B. table C. counter D. room

8. Bhima was not willing to jump over the monkey because :

A. It was against his conscience B. It was against the scriptures. C. He had no strength D. He doesn’t listen to the advice of the monkey

9. Bhima tried to frighten the monkey when it

A. asked him to jump over it B. asked him who he was C. asked him to move its tail aside and go . D. had blocked his way .

10. Would you help me ? this sentence suggests

A. instruction B. permission C. request D. suggestion

11. Now you want me to pay eleven pence …………this scrape……….a thing.

The correct prepositions to be filled in the blanks are A. of, for, B. for, of C. for with D. to, of

12. The dove did not like

A. white peas B. green trees C. golden cage

D. dried nuts

13. My teacher ……………(teach)Social Science as well. The correct verb phrase

to be filled in the blank is .

A. was taught B. will teach C. is taught D. are taught

29

Part -B Answer the following questions in two or three sentences each : 2x2=4 14. How did the poet look after the dove when it lived ? 15. “ Get out ! your master must be a great goose as yourself to send such a

messenger ”. a) Who was asked to get out ? b) What made the speaker say so ?

Answer the following question in a paragraph : 1x4=4 16. Describe Andy’s second visit to the post office . Rewrite as directed : 17. Andy said, “My master will murder me if I am not back soon ”. (Into indirect speech) 2 18. The wolf is the most ferocious animal (into other degrees of comparison) 2

Scoring Key and Value points

Q. No. Objectives Value points Comp Exp Total

1. Kn C- refused to pay eleven pence postage 1 -- 1 2. Kn A –only gun powder 1 -- 1 3. Comp. C – disappeared 1 -- 1 4. Kn B – Dis 1 -- 1 5. Kn C- alliteration 1 -- 1 6. Comp. D – It lost its freedom 1 -- 1 7. Comp. C- counter 1 -- 1 8. Comp. B – it was against the scriptures 1 -- 1 9. Comp. D – had blocked his way 1 -- 1 10. Comp. C- request 1 -- 1 11. Comp. B – for, of 1 -- 1 12. Kn C – golden cage 1 -- 1 13. Comp. B – will teach 1 -- 1 14. Appn. The poet looked after the dove with great

love and care.. He kissed it often and fed it with white peas .

1 ½ ½ 2

15. a) Comp. Andy 1 -- 1 b) Comp. Andy demanding the letter without telling

his masters name. He further said that the post master was fond of asking impertinent questions .

1 -- 1

16. Expr . Andy’s second visit to the post office – Asked the post master to give him the letter for 4 pence - the post master was busy in

2 2 4

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weighing soap and tobacco- A heap of letters was placed on the counter – Andy took off two letters from the heap and kept them in his pocket .

17. Expr. Andy said that his master would murder him if he was not back soon

-- 2 2

18. Expr. The wolf is more ferocious than any other animal (Comparative) No other animal is as ferocious as the wolf. (positive) (one work each)

1

1

2

31

BLUE PRINT IX STANDARD

2005-06 Third Trimester Evaluation

Knowledge Comprehension Expression Appreciation Total

Sl.No.

Objectives Content

V.S

.A.

S.A

.

L.A

M.C

.

S.A

.

L.A

.

M.C

.

S.A

.

L.A

.

M.C

S.A

.

L.A

Ans

Mar

sks

Tot

al

1. Secret of

Happiness 2(2) 1(1) 1(2) 4

5

2.

Who

Deserved Her

the Best

1(1) 2(2) 1(4) 4

7

3. Duryodhana

Disgraced 2(2) 1(1) 1(2) 1(2) 4

5

1. The Patriot 2(2) 1(2) 3 4

2. When in

Disgrace 1(1) 1(2) 2

3

1 The Runner 2(2) 2 2

2. Kannada 2(2) 2 2

1. Vocabulary 3(3) 1(1) 4 4

Grammar 1(1) 7 8

1. Comprehensi

on 2(2) 2

2

1. Composition 2 8

12(

12) -- --

1(1

3) 5(8) 7(3)

3(1

2) 1(2) 36

50

32

THIRD TRIMESTER ELAVULTION – MARCH 2006.

IX STANDARD.

Second Language – English

Marks : 50. Time : 1.30 hrs. Instructions :

1. This is a question answer paper. 2. It consists of two parts, Part – A and Part – B. 3. Part ‘A’ consists of multiple choice questions 4. Mark the Alphabet Provided in the box in part ‘A’ 5. Answer the questions in the space provided for

PART – A

1. Mr. Ramesh Rao is A. a land lord B. an officer C. a farmer D. a merchant

2. All the children sit before Somavva because A. she tells them stories B. she tells them values C. she tells them to do pooja D. she tells them to work hard

3. The basic principles of our culture are A. freedom and equality B. values and attitudes C. initiative and enterprise D. service and sacrifice

4. The three friends decided to go to the city because A. of famine B. village life was boredom C. to look for some work D. to enjoy city life

5. What did the wise man want to know to settle the dispute ? He wanted to know A. the names of the friends B. the cause of the quarrel C. who carved the girl D. where did they halt

6. The holy man sprinkled some holy water on the figure because A. it was lifeless B. it was attractive C. to put life into it D. change it into attractive

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7. With a great army and many followers. The Kauravas reached . A. Kulinda B. Indraprasta C. Chitrasena D. Dwaitavana

8. Duryodhana was seized by A. Gandharvas B. Bhima C. Chitrasena D. Yudhishthira

9. Duryodhana wished to fast unto death because he A. was in great shame and dejection B. was defeated by Chitrasena C. was dishanoured by the pandavas D. was arrested by Chitrasena .

10. What does the poem ‘patriot’ tell us about ?

A. Patriot B. Traitor C. Nationalist D. Coward

11. The man with soul so dead refers to the man who?

A. never said that was his country B. who always praise foreign country C. never feels excited D. gets titles.

12. The poet in the poem ‘ When In Disgrace ’ is addressing to

A. the God B. human beings C. the society D. his close friends

13. The Greeks sent swift runner to Sparta as a messenger because. A. to tell them about wealth B. of inviting them to participate in the game. C. to get Spartan help D. to know how fast he runs

14. Marathon race came to be included in International Sports because.

A. to run for long distance B. of paying tribute to the runner who saved his country C. in memory of Greeks victory D. to give message of victory.

34

15. Vaisheshika Dharshana Shastra deals with the concept of

A. Five Diwas B. Vayu C. Pancha bhutas D. Tejas.

16. Kanaada discovered the atom and gave us knowledge about atomic A. attraction and repulsion B. heat and light C. sound and magnetism D. fission and fusion.

17. Iron is a heavy metal but plastic is …………….. The opposite word of heavy is

A. brave B. timid C. light D. easy

18. Rajani denied to go to the court. The word deny means . A. admit B. to end something C. refuse to admit D. refuse to do.

19. The police are ……………. the thief. The correct phrasal verb to be filled in the blank is.

A. looking after B. looking in C. looking upon D. looking for .

20. A period of extreme scarcity of food and water is A. famine B. heavy rainfall C. less rainfall D. food problem

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21. He was born…………..Rampur village and now lives ………..Delhi. The

correct prepositions to be filled in the blanks are A. in , at B. in, of C. on, at D. at, in .

22. He is ……M.A. in Sociology and working at ….government college. The correct articles to be filled in the blanks are .

A. a, an B. an, a C. an, the D. a , the

23. It is a very …………….. problem. The correct word to be filled in the blanks

is. A. complicate B. complicated C. complication D. Complicates .

24. Karthik ……………… the car. The correct verb form to be filled in the blank

is. A. drives B. drive C. driving D. driven

25. I will buy a book. The passive form of this sentence is

A. A book would be bought by me. B. A book will be bought by me C. A book could be bought by me D. A book is bought by me.

PART - B

Answer the following questions in two or three sentences 4 X 2=8

26. How do big families help the young ? 27. Why did Duryodhana march with a large army against Chitrasena ? 28. How should we patriotic to our native land ? 29. ‘From sullen earth, sings hymns at heaven’s gate’. a. when does he do so?

b. why does the poet say these lines?

36

Answer the following question in a paragraph 1 X 4 = 4 30. Why are traditional values important according to the wise man?

OR What makes people live happily in a big family?

Rewrite as directed 1 X 2 = 2 31. Ranjitha said, “I brought you a watch yesterday”. (into indirect speech) 32. Asia is the largest continent in the world. (into comparative degree)

Read the following passage carefully and answer the questions that follow : 2x1=2 Ishwar Chandra was born on 26th September 1820 in a poor Bengali family. Ishwar Chandra completed his studies in the Sanskrit college when he was only nineteen years old. He was very learned and therefore the scholars called him ‘Vidyasagar’ which means ‘ocean of learning’. Ishwar Chandra became a teacher. He taught his students well. He was just unfair. Students and teachers respected him. He was very popular though he was strict. 33. Why was Iswar Chandra called Udyasagar ? 34. What made the students and teachers respect Ishwar Chandra ?

Write a paragraph using the clues given below : 1x4=4 35. Fox - hungry - garden - Crow - piece of meat - beautiful bird – songs – sing- fell down – fox ran away. . 36. Imagine that you are Triveni/Madhu , IX standard, Govt. High School , G.R.

Hally, Using the Clues given below . 1x4=4

Write a letter to your father about your studies for the annual examination using the clues given below

About studies-performance in tests-portion-how you spend your leisure OR

Write a letter to the Editor of newspaper about the condition of roads in your locality.

Conditions of the roads-reasons-drainage-systems-effects-draw attention of the concerned. Scheme : IX Standard March - 2006.

PART – A 1) C, 2) A, 3) D, 4) B, 5) C, 6) C, 7) D 8) B, 9) A, 10) A, 11) A, 12) D, 13) B, 14) C, 15) B 16) D, 17) C, 18) B, 19) D, 20) A, 21) D, 22) C, 23) B 24) A, 25) C ,

PART – B 26. Teach social values and attitudes. Provide recreation. send the children to good

Schools. They give them all they need.

37

27. The followers of Duryodhana said that the Gandharvas were giving trouble. The Gandharvas defeated his followers. He become very angry.

28. We should love our country. We should think about our country. We should

have feelings about our country. We should praise our country . 29. a) At the time his bad condition

b) To rectify his bad condition . 30. Tradition is the transference of many of our values, opinions, beliefs and

from one generation to another. Tradition helps us to keep good social health . It answers many delicate questions and problems. So that traditional values are important.

Or

Family is a sacred institution. It is the foundation of Indian Culture. It makes the man cultured. Life should be happy, stable and durable. The people get personal care. They get security and help. It is a social insurance Company. It gives good education and teach social values and attitudes. 31. Ranjitha said that she had brought him/her a watch the following day. 32. Asia is larger than any other continent in the world. 33. He was very learned and therefore the Scholars called him vidyasagar 34. He taught his students well. He was just and fair. So the students and

teachers respected him . 35. Once a fox was very hungry . He went in search of food. He came to a garden.

There he saw a crow. The crow was sitting on a tree. She had a piece of met. The fox wanted to get it from the crow. He said to the crow, “ Your are a beautiful bird. You sing sweet songs. Please sing me a song.” The foolish crow began to sing “caw caw.” The piece of meat fell down. The fox picked it up and ran away.

36. Format – 2 marks Body of the letter – 2 marks (for structures, punctuation and for logical arrangement of sentences)

38

ACTION REASERCH

Students are not writing properly, their pronunciation is poor, their oral and

written expression in English is poor …… We face number of such problems in our

teaching-learning process. What can we do for this ? Revision ! Remedial teaching !

of course, certain extent they help us to rectify errors and give solutions to our day

today teaching-learning process. Further more, what can we do to find solution to these

problems we can do Research to find solutions to our problems.

Could we undertake Research? what kind of a research can we undertake in our

classroom situation ? Is research useful in our day to day teaching-learning process? Yes

we can. As classroom teachers we continuously reflect over our practice and we have

to bring modifications to suit the needs of our classrooms. But, generally we think

that research is a highly technical term and hence beyond the reach of the classroom

practitioners like us. Research in its strictest sense may be highly technical. But what

is not understood is that all of us become researches when we start systematic

probing into a given problem.

MEANING OF RESEARCH :

Research is the application of the scientific method in the study of problem. In

this process it leads to the establishment of new knowledge. Systematic probing into

a situation/event /problem opens up unseen aspects of the problem under consideration .

As researchers, we apply ourselves to the problem vigorously and in the most

objectionable fashion in order to arrive at conclusions. Research implies thinking,

analysing, relation finding, testing. It is an intellectual exercise, in other words it is

reflective thinking . Khaparde observes that “ A good researcher works

……….gently, thinks clearly, studies carefully and extensively observes minutely.

Collects data painstakingly, analyses data objectively and concludes scientifically

and rationally .

39

EDUCATIONAL RESEARCH: - Research that follows the scientific methods of analysis with respect to

problems concerning different aspects of education is educational research. The areas of concern here include curriculum and curriculum treatment , instruction, administration, classroom management, text books, evaluation, student qualities, teachers effectiveness and so on .

TYPES OF RESEARCH a) Descriptive Study : It deals with ‘what is’ describes and interprets what

exists at present . b) Experimental Study : It deals with ‘what will be ‘when all conditions are

carefully controlled there will be two groups They are

CONTROLLED GROUP EXPERIMENTAL GROUP a) Pre test a) Pre test b) No treatment b) Application of the experimental

factors c) Post test c) Post test.

CLASSIFICATION OF RESEARCH : There could be two broad groups in research as in physical sciences.

a) The fundamental/basic/ pure research b) Applied research - action research .

Fundamental Research

Applied Research

Action Research

Improve/ discover Knowledge

Usable/Socially useful in field

Focused on immediate application of Class room practices

MEANING AND BACKGROUND OF ACTION RESEARCH Action Research has its origin in the works of the social Psychologist Kurt Lean (1946) . He developed the ideas of group decision and commitment to improvement at work situations (class room and administrative). It is an act of analyzing a situation leading to certain action for improvement and evaluating the result of the tried out

40

action. It is focused on immediate application . The whole purpose of A.R. is to involve class room teachers to attempt to solve their classroom problems .

SCOPE OF ACTION RESEARCH : It is focused on immediate application, not on the development of a theory,

not upon general application. It has placed its emphasis on a problem here and now in a local setting. The emphasis is not on obtaining generalizable scientific knowledge concerning a specific local problem. It helps the teacher to develop the qualities such as objective thinking skill in research process, ability to work harmoniously with other and develop professional spirit .

ACTION RESEARCH CYCLE {STEPHEN KEMMIS} PLAN -> ACT -> OBSERVE -> REFLECT .

CHARACTERISTIC / FEATURES OF ACTION RESERCH . • Action Research ( Action + Research)

Simultaneous achievement of Action { that is change) and Research {that is, understanding} � It is situational & cyclic � It is a Reflective inquiry � It is based on Scientific Approach � It is a scientific way of solving Problems � It is a Small Scale Intervention � It is a way to find Remedies to overcome obstacles in Learning. � It provides avenues for the teachers to be innovative. � It is a unified exercise to bridge a gap between theory and practice. � It is Self Evaluative.

STEPS IN ACTION RESEARCH :

1. Identification of the problem 2. Pin pointing the problem 3. Diagnosing the causes of the problems 4. Formulation of action hypothesis 5. Designing the action plan 6. Implementation of the actions programs 7. Evaluation of the action program .

41

Identification of the problem is the first step of Action Research. .Being a scientific method of solving immediate problem in the school set up could emerge from any of the following areas.

• ACADEMIC - Classroom situation, methods of teaching , questions, climate, student discipline, problems of physically challenged children and the like.

• SOCIAL : Late coming, not doing home- assignment, poor attendance, lack of co-operation of students, lack of physical amenities and the like.

• CURRICULAR : Textbooks, time bound, syllabus, minimum level of learning, lack of teacher’s hand books, mismatch of age and content, gaps in information given guidance to teachers, arrangement of content etc.,

• EVALUATION : Test types {achievement tests diagnostic test etc., periodicity of testing, scoring, giving feedback etc.,

• ADMINISTRATIVE : Planning, training, framing time- table etc.,

• PROFESSIONAL : Self- growth, desirable attitudes, motivation, leadership etc., We can further narrow down these areas into some major concern which might be hindrances in the smooth functioning of the school /subject let us study the following areas concerning to English language .

� Pronunciation of some letters/ sounds/words clauses etc., � Lack of Reading aloud in a meaningful manner . � Lack of word order in a sentence � Problem in remembering spellings � Performing different functions � Legibility in hand writing � Problem in understanding questions etc.,

42

PIN POINTING THE PROBLEM : A careful study of the above areas will reveal that they are only titles and they do

not specify the subjects, the number of achievers, which group/ standard. Let us now see how as broad area of problem could be made specific. Study the following examples .

BROAD AREA : � Which aspect ? - Reading � Which competency ? Reading aloud in meaning ful manner � How many students ? 10 Students � What mistakes ? Identifying words � Which class - 8th Standard .

Probably, we can think of a small table wherein we enter the kind of mistakes

that these students make over some sessions of reading aloud. Then we will be able

to explain the problem better . The pin pointed problem can be stated as following .

TEN STUDENTS OF CLASS 8TH HAVE PROBLEMS IN IDENTIFYING

AND READING ALOUD IN MEANINGFUL MANNER .

DIAGNOSING THE CAUSES OF THE PROBLEM AND IDENTIFYING THE

MOST PROBABLE CAUSE .

Every problem has a cause to it. As class room learning is such a complex

activity that there could be many causes for the same problem. In every class room there

is direct involvement of students and teachers, then there is head master who

indirectly involve in it. Even the parents who keep influencing the class room process

by their expectations. Problems could be caused by any of these. That is why listing

all possible causes is very important. The causes listed for the above problem are .

• Lack of practice in the early stages of learning.

• Illiterate parents who cannot provide any help

• Problem in the speech mechanisms

• Low level of motivation

• Unfamiliar words .

43

The list could be as exhaustive as possible. .Once the list is ready we should

analysis the possible solutions to these

problems. Some of the causes could be beyond our reach. We need to take up those

causes that we could attend to at our level . We can analyses the above listed causes

as following.

• Lack of practice in the early stages of learning – needs to be given

practice now.

• Illiterate parents who can not provide any help can not do anything

about it.

• Problems in the speech mechanisms – needs to be taken to a speech

therapist.

• Low level of motivation can be given incentive/purpose needs to be

created.

• Unfamiliar words teach and then ask them to read.

Teaching unfamiliar words is a one time programme. We do introduce them before the lesson begins. So taking up this cause would not give as much result. We do not see any problem in their speech mechanisms. They can speak well, and pronounce all sounds properly. Level of motivation is related to the success achieved in learning activities. Probably they are not motivated because they have not had any success. Nor can the illiterate parents help them. We cannot go about teaching English to the parents. So we need to give them practice to make up for the loss of learning in beginning stages and ensure that they also taste success. So, it is better to choose the first cause as the most important cause for the problem . “LACK OF PROPER PRACTICE IN THE EARLY STAGES OF LEARNING IS THE REASON THESE TEN STUDENTS HAVE PROBLEMS IN INDENTIFYING AND READING IN MEANINGFUL MANNER ”

44

WRITING HYPOTHESIS /FORMULATION OF ACTION HYPOTHESIS. In our day today life activities we are often faced with problems. We undertake a number of activities to solve them. First we try to identify possible reasons for the problem. Then we think of possible intervention strategies that would solve this problem. We try to find a solution to the problem through logical learning . These intelligent and logical “guesses ” about possible differences. relationships causes and solutions are called hypotheses. The processes, an investigator may use to examine a problem in the field of education are similar to the once we use to attack our day today problems . Let us look at the above example, lack of practice has to be compensated by giving adequate practice we are actually hypothesizing that giving adequate practice in “Identifying and reading aloud meaning full manner would enable the ten students identify and read meaningful manner ”

CHARACTERISTICS OF A GOOD ACTION HYPOTHESES

• Logically related to the problem

• Testable in class room situation

• Clearly stated without ambiguity should not be generalized statements

• Directly stated in terms of the expected outcome.

• Testable within a considerably short time {maximum of three months}

We can also ask a question about the likely solution to a pinpointed problem based on the most probable causes .

In the above example we can ask a question as follows :

“ Will giving adequate practice in reading word enable the six students read words property ? ” Still this statement is ambiguous, we need to be more specific and our objective should strategic.

The hypothesis formulated in action research are called Action

Hypotheses.

A Hypothesis is a shrewd guess or a tentative solution or an

inference of sub position to be empirical evidences.

45

It would be good if we speak of the strategy itself while writing a hypothesis. Will training in “ look and say words ” enable the six students read words properly ” ? Now there are many aspects of our programme that any one can understand looking at this hypothesis . � The remedial input is going to be training in “look and say word.

� After this programme if students develop word reading skills, we can

confidently say that it is only because of this input that learnt those skills.

Also if they don’t learn, we can also say with equal confidence that look

and say words strategy has not worked with these ten children .

We can early develop some procedure to document the classroom happenings

in this activity, a daily check list, for example, will express the learning that has taken

place in concrete terms .

A hypothesis is like a compass. It helps as to fix our target in observable terms

and pursue the same. In regular research there are different ways of stating a

hypothesis. Here it is stated in a question form because it is quite easy and just an

extension of the natural questions in our minds. The structure for a hypothesis in

question form would be as follows .

Will ‘X’ result in ‘Y’ ?

Here ‘X’ is the intervention programme that we are thinking of in the example

above it is the “ look and say words’ method. ‘Y’ is the expected outcome of the

programme . It is the learning/ behavioral change or any other change that we are

trying to bring in .

DESINGNING THE ACTION PLAN :

For every work, there should be proper planning. As researchers we have to “

PLAN OUR WORK AND WORK OUR PLAN ” So, A plan of action is a diary of

activities for the implementation of a programme. If our hypothesis is right what are

we going to do ? we prepare word cards, we make minor adjustments in the time

table of the class. We may work one hour a day with these children for a week. We need

to conduct a pre test and a post test. All these activities are to be mentioned in the plan

46

of action. The plan of action also provides a time schedule for completing the

intervention in a reasonable period of time. The programme can not go on indefinitely.

You can use the following format to plan the different stages of the proposed

intervention .

ACTIVITIES TIME FRAME

1. PRE-TEST {Period you can mention the date}

2. Analysis of Pre –test scores - 1 Period

3. Activity {mention the activities} - Write the time required

4. Activities - 2 - Write the time required

5. Activities - 3 - --‘’—

6. --‘’-- - 4 - --‘’—

7. --‘’-- - 5 - --‘’—

8. --‘’-- - 6 - --‘’—

9. --‘’-- - 7 - --‘’—

10. --‘’-- - 8 - --‘’—

11. --‘’-- - 9 - --‘’—

12. Post – Test

13. Analysis of post test scores.

Comparison with pre test scores

And drawing conclusions

14. Planning for the second cycle if necessary

We may need to collaborate with other teachers in our programme

WHY PLAN OF ACTION :

• It gives us definiteness to conduct the activities .

• It helps us not to wave in between and change strategies according to our

fancies.

• It helps us to prepare well in advance .

47

While preparing the plan of action, we may have to consult others or take

permission from others /parents /authorities to implement special programmes We

need to take the consent of the concerned persons well in advance .

IMPLEMENTATION OF THE PLAN OF ACTION :

The Action plan should be implemented with miner modifications, especially

in administrative matters such as changing a date etc., could be done. A well planned

programme will help in the smooth running of the whole programme.

ANALYSIS OF DATA AND CONCLUSIONS :

As a part of the programme , we collect data to find out if our interventions

have given expected results the pre-test and post-test scores could be compared

using simple statistical procedures. It is not necessary that we use inferential

statistical procedures to interpret the data we have. What is important to find out if

the programme worked we just need to prepare a table wherein we enter both the test

scores for all the subjects and compare them .

Sometimes we may not conduct tests. Instead we might keep an observation

schedule or a matrix where in we enter the successful behaviour of the students.

Our analysis of data could be as simple as possible . We are not analyzing the

results to convince anyone we ourselves want to be convinced of the effectiveness of

the strategies we planned. Once we are convinced of the outcome, the matter ends there.

It is for us to reflect on our own practices and improve them. After all that is the reason

why the whole exercise was undertaken there is no need for us to tell lies ourselves.

There is no special reward if action research gives a positive result and there is no

punishment if there is a negative result. The purpose of action research is fulfilled if

we are able to be a better professionals than before as a result of the action

research.

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ACTION RESEARCH IS SPIRAL : What should we do if the intervention programme does not yield the expected result ? Can we give up the case, No. we can’t. We undertake the task in order to solve a problem. We should not rest until the problem is solved. If some students failed to achieve the competency, we have to identify the reasons because of which the students might not have learnt reading. This is the beginning of the second cycle of action research. Another hypothesis is built and another plan of action is proposed tried out and the results are analyzed. If the second cycle does not work. then a third cycle is taken up, “ Stop not until the goal is reached !. While planning the subsequent cycles, please keep in mind whatever is done in the earlier cycles this is what actually helps the researcher to grow. After conducting a few action researches we will develop a good set of personalized theories about the learning process that work/do not work in our class room. This also helps in quick decision making in future for knowing what might work. This action research develops a highly scientific bent of mind in us. We are no more teachers. We are teacher researchers, We can make authentic statements about our class rooms, take appropriate decisions when the situation demands, plan learning activities keeping in mind varied needs of students, reflect on ones own practices objectively and bring about positive changes. Only then we can be addressed as a professionals. We teachers are not like labours who just work for a salary. We are professionals, aren’t we ?

ACTION RESEARCH PROPOSAL

Objectives of Action Research Proposals :

1. It helps a researcher to conduct the action research

2. It helps a researcher to keep in mind the proposed action and their clear

pictures.

3. It develops confidence in a researcher to share his plans with his/her

colleagues and get co-operation from them.

4. It contains information regarding the materials, financial assistance,

time bound action, this helps a researcher to carry out the action

research as per his plan .

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PROPOSAL FOR ACTION RESEARCH :

Part – I {Personal information}

g) Name of the researcher - Male / Female

h) Address :

i) Educational Qualification :

j) a) Designation :

b) Pay Scale :

c) Gross Salary :

k) Serving at :

a) Institution name :

b) Govt/Aided/Unaided

c) Address .

l) Block Resource Centre :

m) Block Resource Co-ordinator :

n) Educational District :

o) Date of Submission of Action :

Research Proposal

PART – 2 { INTRODUCTION OF ACTION RESEARCH}

1. Title :

2. Need of the Action Research :

3. Specification of the problem :

4. Objectives of Action Research :

5. Probable reasons for the problem :

1. 2.

2. 4.

6. The Action Hypothesis :

7. Particulars of Action plan

1. Selection Model :

2. Techniques

3. Time Limit

4. Implementation of Action Hypothesis

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8. Verification of Hypothesis :

p) Collection of Data, Classification and Analyses

q) Reference Books .

PART – 3 (BUDGET)

{Generally there is provision to ask grant for the Action Research Internal resources/

real resources can be utilized }

1. Expenditure on, books, journals

News papers and other informative things :

2. Purchase of stationery items :

3. Field tour and Inspection :

4. Expenditure on the preparation of

materials & Printing .

5. Expenditure on Training work shop :

6. D.T.P. Xerox etc.,

7. Publication Expenditure : Total

DECLARATION :-

1. This Action Research is my own problem

2. I Myself have found the remedies.

3. I have not submitted this for any examination

4. I have completed the action research within the fixed time .

5. If Expenditure exceeds I can bear it personally.

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STEPS OF REPORTING FORMAT OF THE ACTION RESEARCH :

1. PRELIMINARIES

2. TITLE PAGE

3. PREFACE OR ACKNOWLEDGEMENT

4. TABLE OF CONTENT

5. LIST OF TABLES

6. LIST OF FIGURES

7. BODY OF THE REPORT :

1. Introduction .

a) Presentation of the problem :

b) Objective of the study :

d) Verification of Hypothesis

e) Probability and Limitation :

f) List of Technical terms used :

2. Study of related literature :

3. Study Format

a) Method used

b) Materials used for research/Reserve after Data :

c) Techniques used for the collection of Data :

d) Description of the Data

4. Clarification of Data and Analyses

a) Analyses of Data

b) Description of the tables

c) Description of pictures / maps etc.,

5. Conclusion :

a) Declaration of result

b) Important remedies/guesses

c) Limitations in implementing remedies

d) Suggestions for further research :

III. Reference Section :

1. Bibliography 2. Appendices 3. Index .

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REPORTING FORMAT

I. Title :

Name of the investigator :

Institution :

II. Introductions Need for the study.

• Research for selecting this problem

• Objectives Probable causes - Specific problems.

• De- limitation of the study .

III. Action Plan : Description of the procedure focus

a) Sample Considered b) Time chart c) Techniques & Tools.

d) Action Hypothesis d) Procedure followed .

IV. Analysis and Interpretation Focus;

a) Tabular/ Schematic Presentation

b) Findings

c) Suggestion.

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“Interdependence is a higher value than independence” This work is a synergistic product of many minds. Many officers and resource

persons involved in making of this product. The English Teachers’ Clubs of Chitradurga

district have been conducting useful workshops to improve techniques of teaching

English. The Clubs have conducted several workshops on Trimester System and

Evaluation.

With best wishes to the Teachers’ of English.

All suggestions to improve this book are always welcome.

Happy Teaching!

English Teachers’ Clubs of Chitradurga District.