EDU516 Handouts Set 2 by VUBuddy

Teaching of English (EDU516) Table of Contents

Lecture No. Lecture Title Pg. No. Reading Skills (Topic 1 to 4) Close Reading (Topic 5 to 7) Teaching of Reading Skills-1 (Topic 8 to 12) Personal Response (Topic 13 to 16) Teaching of Reading Skills -2 (Topic 17 to 24) Writing Skills (Topic 25 to 27) Developing Writing Skills (Topic 28 to 29) Types of Text (Topic 30 to 35) Formal Writing (Topic 36 to 38) Informal Writing (Topic 39 to 42) formal Informative Writing (Topic 43 to 46) Learning OutcomesTypes of Text (Topic 47) Speaking Skills -1 (Topic 48 to 52) Speaking Skills -2 (Topic 53 to 57) Speaking Skills -3 (Topic 58 to 63) Speaking Skills -4 (Topic 64 to 75) Speaking Skills - Learning Outcomes (Topic 76 to 78) Listening Skills (Topic 79 to 80) Methods of Teaching Listening Skills -1 (Topic 81 to 85) Methods of Teaching Listening Skills - 2 (Topic 86 to 90) Grammar Use -1 (Topic 91 to 95) Grammar Use2 (Topic 96 to 100) Planning for different groups1 (Topic 101 to 105) Planning for different groups -2 (Topic 106 to 112) Resources and their use - 1 (Topic 113 to 116) Resources and their use - 2 (Topic 117 to 119) Lesson Delivery -1 (Topic 120 to 125) Lesson Delivery - 2 (Topic 126 to 127) Helpful Tips (Topic 128 to 130) Lesson Planning (Topic 131 to 136) Lesson Stages -1 (Topic 137 to 139) Lesson Stages - 2 (Topic 140 to 142) Classroom Practices -1 (Topic 143 to 150) Classroom Practices -2 (Topic 151 to 156) Classroom Practices - 3 (Topic 157 to 161) Reflective Practices - 1 (Topic 162 to 170) Reflective Practices - 2 (Topic 171 to 174) Reflective Practices - 3(Topic 175 to 183) Feedback (Topic 184 to 196) Pronouns and Adjectives (Topic 197 to 210) Auxiliaries (Topic 211 to 225) Grammar (Topic 226 to 248) Professional Development (Topic 249 to 250) Assessment for Learning Policy (Topic 251 to 264) Second Language Acquisition & Research (Topic 265 to 286)

Lecture 1

Topic 1: Reading Skills - Silent Reading

The habit of silent reading is very important as the student gets familiar with the language, understands the words and letters of the language, mostly, students are visual learners and silent reading helps them. Silent Reading does not embarrass the child as the child reads by himself, the children become used to looking at the articles, words and letters of the language, they learn independently, the teacher just supervises the students.

To help them learn the skill of Silent Reading, we can ask them to underline the words according to their level. In mixed ability class the task can be given according to the ability of students. Silent Reading helps them to develop concepts as students concentrate on the language and its formation rather than just finishing reading and becoming conscious in front of other students.

Topic 2: Loud Reading

It has more disadvantages than advantages.

The advantage is that the teacher gets to know the level of familiarization of the students with the language. However, the disadvantages are that it does not engage other students at all. Usually, the best student is asked to read, who is already at an advantage, and the rest of the class can‟t follow him, they become disinterested. Even the one who is reading does not concentrate on the content but is pressurized to read correctly, well with proper pronunciation so, in fact he does not benefit much either. It is merely a waste of time however; it can benefit if it is timed correctly and carried out at the end of the lesson when everyone has become familiar with the content. It is better if loud reading is done in pairs or groups rather than one student reading and the rest of them getting disengaged. Maybe one student can be asked to read while the others repeat after him.

Topic 3: Skimming

Skimming is done when we just want to get a gist of what is going on, for example we skim through the newspaper to see the headlines or read the news lines on the TV screen. It is not done for any exam preparation or to comprehend any sort of content.

We need to inculcate the skill of skimming in our students so that they know how to go through a content when they do not have enough time to read it thoroughly. It gives students a good idea what they are going to read. It is also called pre-reading. It is also done in brain storming sessions. Some students create new words and ideas come to their mind, it boosts creativity, they make conclusions of what they are reading. An example activity is to give them words and they can go through the words for vocabulary building exercise.

Topic 4: Scanning

When scanning takes place, everything comes in a detailed form. The primary school children can be given to recognize the letters, words, the meaning of the word. Maybe give them words in colours, e.g. R in red colour, E in blue and D in black and ask them to look at the words and tell where they can find R and likewise. Guidance and clear instructions are very important for scanning. Whereas for secondary school students it can be the use of words, meaning of it, spelling of it for even higher level students they may be asked to look for the meaning of words in context, for high achievers it can be to read between the lines. Thus there are levels of scanning according to the level of the students.