(A) Project for Primary classroom

Step 1: Name of Project: Colours in nature.

Colors are in every part of our world. The theme of Colors provides many avenues to explore the mixing and
creation of Colors, as well as to practice classifying and sorting skills.This project will help
students to concentrate on their own individual skills, observations, discoveries and preferences
and will help students to embrace their unique self as well as the diversity among the class.

Step 2: Project Objectives:

1. Identify different Colours in Nature: Students will learn to identify and explore basic
Primary and Secondary colours. This project will provide them avenues to explore the
mixing and creation of Colors. They will

2. Explore the different shades of colours: Students will explore different shades of colours
by mixing different colours. In other words, they will understand how secondary colours
are created when mixed with primary colours. Also they will learn to experiment
different shades by adding White or Black to other colours.

3. Using different techniques for colours experiment: Students may experiment with color
using many different techniques and materials. Children should be able to use colors in a
variety of forms -- including colored paper, crayons, pastels, paint and water colors, clay,
colored cellophone, finger-painting or drawing with sidewalk to reinforce the concept of
colors and other materials, therefore offering students a wide variety of learning
experiences.

4. Sorting objects by Colours: Students will learn to sort and classify various objects by
colour.

5. Do It Yourself Activities: Students will be able to do certain craft works with their
innovative ideas by using different colours and natural objects.

6. Use of Audio Visual Aid- Students will be able to understand the concept about colours
in Nature through the available audio-visual aids
Step 3: Integration of Functional/Academic Skills

In this project students will be learning colors with the integration of following academics skills as
a part of exploring other functional areas in order to explore new and creative things under the topic
of ‘Colors in Nature’.

English Language: Throughout this project, children are going to focus on communication, reading
and writing skills. The students are emergent readers and writers, so we are going to work on
colour-specific sight words using word cards, poems, songs and books. We will also practice our
critical listening skills through listening to stories, instructions, each other, videos and music. We
are also exploring communication through symbols and images through our artworks to be created
during this unit.

Science Language: Exploration and experimentation are key focal points in this project. In this
project students will learn to observe their surroundings and explore what they find. They will also
explore how a rainbow is formed in a rainstorm, and they will experiment to mix primary colours to
form secondary colours and will explore different shades of colours.

Math Language: Children will learn counting and sorting of objects by differentiating in colours.

Arts Education: The big question of this unit is “What are the Colours of our world?”, and this is
the basis of the approach to arts in the classroom. Students will spend time in exploring and
experimenting with colours and how colours can be used aesthetically. Students will be given a full/
half-day to explore questions such as “How do I make the colour pink?”

Audio Visual aids: Multimedia T.V and Laptop with internet connectivity required for playing
rhymes and stories.

Step 4: Materials Required:

A) Books Required:
Color Wonder Hooray for Spring! by Chiêu Anh Urban.
Planting a Rainbow by Lois Ehlert.
Blooming Beneath The Sun by  Emily Calandrelli.

B) Primary colours, containers, Empty containers, water.

C) Beads for colour sorting and counting activity.
D) Observation sheets (Where did student find particular colour while field visit and other is
experiment of mixing of two primary colours give which secondary colour) for each student.
E) Colouring worksheet of 4 seasons for each student.(Sample given below)
F) Rainbow Worksheet for each student. (Sample given below)
G) Stationary Required:
White Chart papers, Craft papers, Crepe paper of various colours, 7 Rainbow poster colours,
Glass paints(for acetate sheets) and Fabric paint or acrylic paint (for fabric) i.e. Violet,
Indigo, blue, green, yellow, orange, red colours), Nature colour Wheel, Real leaves, Pebbles,
Newspaper, Acetate sheets, Cotton, Paint brushes, Black permanent markers, Scissors,
pencil, rubber, Glue.
Step 5: Estimated time for the Project
The time allotted for this project is of 10 days, 45 minutes per day it adjusted depends on the
weightage of the lesson and also depending upon the understanding level of the student on each
activities and outcome performed by the students for each topic like (What are colours? What are
Primary and Secondary Colours? , Mixing of colours and its various shades observation, what is
Rainbow and how it is formed? What are the various Seasons?), including the time to complete
their Observation Sheets and Worksheets.

Step 6: Age and level of students: 5 years to 6 years (class 1)

Step 7: Brief Outline of the Project:

Subject Outline of the Project

Introduction to Topic Students will be first introduced to colours through Books

and Rhymes. (Mentioned Below in teaching aids)

Introduction to the objectives of the
Project ‘Colours in Nature’
1. Exploring and understanding colours in Nature i.e.
the Primary and the Secondary colours.
2. Experimenting with colours like mixing of primary
colours gives secondary colours and other shades of
colours.
3. Sorting and counting the objects by colours.
4. Arranging Collected objects in Nature colour wheel.
5. Filling the Observation sheets
6. Understanding the process behind formation of
Rainbow.
7. Completing the provided Rainbow colouring
worksheet.
8. Completing the provided Seasons Worksheet.
9. Doing some DIY activities through the craft material
which is provided and by the objects collected during
field visits.

Integration of English Student will able to incorporate content – area vocabulary

into creative writing. They will also be able to enhance the
skills of reading, speaking and listening in this Project:

Listening: Instructions of the Teacher, knowledge from

peers, Stories of colours in nature and sound of nature.

Speaking: To the teacher about any Doubts/Answers to the

questions about topic, speaking to the Peers for doing any
activity in group.

Reading: The Books on Colours in Nature by students.

(Books mentioned below)

Writing: The work done in work sheets by students and

recordings in Observation Sheet.
Integration of science Student will able to describe what are colours?
 How many colours you can see near us?
 What are the primary colours and secondary colours?
 They will discuss with teacher about how to get
secondary colours from primary colours?

Students will visit to a open field/garden

The student will make an observation about colours in the
nature. They will bring a notebook and a pencil and as they
walk they will write as many colours they observe in the
field/garden, they might also use drawing or symbols to
represent the shades of the colours.

Students will discuss about what is a Rainbow?

 Teacher will ask the student that how many colours
are there in a rainbow.

 Teacher will led the discussion with students on how

the Rainbow is formed?

Students will discuss about the Four Seasons.

 Teacher will ask the students that how many seasons
are there.
 Teacher will discuss more on differentiation among
the colours in 4 seasons.

Students will visit to laboratory under teacher’s

supervision
 Students will choose the containers having the
primary colours.
 They will take another empty container and they will
fill that container with water.
 They will mix any two primary colours and they will
note that after mixing which secondary colour they
will get.
 They will repeat the same procedure with the other
primary colours as well.
 They will also mix other colours to see various
shades.
 Then they will record their observations in the
observation sheets.
 Students will notice what is happening.

For example:
After mixing the red and yellow colour the secondary
colour will be orange. If student will add more the
ratio of one primary colour differs from the other
that leads to the change in shades.(either light or dark)
 Integration of Math Students will involve in the activity of sorting beads by
colours and counting them on teachers instruction.

Integration of Arts and other Students will do the following activities in Art:
Activities 1. Colouring of Rainbow Worksheet.(Sample given
below)
2. Colouring of 4 Seasons Worksheet.(Sample given
below)
3. Arranging of collected samples from the
field/garden in the Nature colour wheel. (Sample
image given below).
4. Do It Yourself Activities like:
 Make beautiful ‘Leaf prints’ using real leaves.
 Make ‘Rainbow Sun catcher’ to learn the colors
of the rainbow and the basics of color mixing in
this rainbow
 ‘Pebble painting’ using small pebbles.
All the above by using natural colours and available
craft materials as mentioned above (Sample images
given below).

Step 8: Assessment:
All the students will be given grades like (* - Excellent, @- Very good, # -Good) on the basis of
following Worksheets, Observation sheets and DIY activities:
1. Colouring worksheets (Rainbow and 4 Seasons).
2. Observation Sheets (First is: Where did they find the particular colour while field visit and
Second is: experiment by mixing two primary colours gives which secondary colour).
3. Arranging of collected samples from the field/garden in the nature colour wheel.
4. Any one of the above DIY Activity.

Topic of the project Colours in Nature

Class Class 1
Age group 6 years to 7 years

Subject integrated English

Science
Math
Art

Teaching aid used in each subjects: English:

Story Books on colours in Nature:
1. Color Wonder Hooray for Spring! by Chiêu Anh
Urban
 2. Planting a Rainbow by Lois Ehlert
3. Blooming Beneath The Sun by  Emily Calandrelli 

Audio Visual aid for rhymes on colours:

(https://www.youtube.com/watch?v=2aKep6PUFfI)

Science:
Primary Colours containers, empty containers for
mixing colours, water and observation sheets (like
Where did they find particular colour while field visit
and another mixing of two colours gives secondary
colour)

Math: Different colour beads.

Music / Art integrated 1.Colouring worksheet of Rainbow

2.Worksheet on 4 seasons
3.DIY activities

Remark This Project is an open-ended centre for exploration.

Also it will encourage the students to explore and
experiment with colours anytime they can.

Samples of Art and DIY activities:

Rainbow Colouring Sheet

Four Seasons Colouring Sheet

Sample DIY Activities:

Colours Observation Sheet

Tally Mark Where? What?

Colour Keep count of how Record some of the Record the name of
many times you see places where you objects or things
the colour. saw this colour. you saw with this
colour.

Colour Mixing Observation Sheet

C) Research Study

Q3. With reference to the following framework, enumerate with examples the application of
methodologies.

 What is methodology?
Answer: Methodology means the study of pedagogical practices in general, including theoretical
implications and related research.  It includes what is involved in how to teach. It is the rationale
and the philosophical assumptions that underlie a particular study.

Example: Grammar Translation, the Audio lingual Method and the Direct Method are clear
methodologies, with associated practices and procedures, and are each based on different
interpretations of the nature of language and language learning.

 How does methodology operate?

Answer: Methodology operates on beliefs about the nature of language, and how it is learnt (known
as 'Approach'). It operates on:
1. The nature of language,
2. How knowledge of a language is acquired.
3. And the conditions that promote language acquisition.

Example: In the classroom many teachers base their lessons on a mixture of methods and
approaches to meet the different needs of learners and the different aims of lessons or courses.
Factors which decides how to teach include, the age and experience of learners, lesson and course
objectives, expectations and resources.

 Where does methodology derive from?

Answer: Methodology is the study of how one can reach the objective truth. In fact, the English
word method is derived from the Greek word Meta (following) and Hodos (the way). Thus,
"method" implies that in order to attain some purpose, one should follow a certain way. From the
time of ancient Greece until today, many philosophers have developed their own unique
methodologies.

ELT Methodologies:

 Grammar Translation: In Europe, the 16th century saw the foundation of grammar schools,
where pupils were given a rigorous introduction to Latin grammar rules, study of declensions
and conjugations, translation and practice in writing model sentences, mainly by using parallel
bilingual texts and dialogue. This approach remained the only one in use well into the 20th
century and is still prevalent in modified forms in many contexts around the world. The focus in
the classroom was on grammatical rules as the basis for translating from the second to the native
language. The major characteristics of this method are: classes are taught in the mother
tongue with little active use of the target language, vocabulary is taught in the form of lists
of isolated words, elaborate explanations of the intricacies of grammar are given,
instructions focus on the form and inflection of words’ reading of difficult classical text,
little attention is paid to context, drill in disconnected sentences from the target language
into the mother tongue, little or no attention to pronunciation is paid.
 Example: Ask the students to take 5 vocabulary words from their favorite song and
then translate it into English. In teaching a particular lesson in grammar, ask the students to
memorize the rules, and they should give their sentences as samples.

 Direct Method: This method evolved around the end of the 19th and beginning of the 20th
centuries and followed on from the ideas of the Reform Movement led by French and German
linguists in the mid 1800s. The basic premise of the Direct Method was similar that the second
language learning should be more like first language learning – lots of oral interaction,
spontaneous use of language, no translation between first and second language and little or no
analysis of grammatical rules. The principles of the direct method are: classroom
instructions are conducted exclusively in the target language, only everyday vocabulary
and sentences are taught. Oral communication skills are taught through question-answer
exchanges between teacher and students in small classes. Grammar is taught inductively,
new concepts are taught through modeling and practice, concrete vocabulary is taught
with the aid of objects and pictures while abstract vocabulary is taught by association of
ideas, speech, listening comprehension, pronunciation and grammar are emphasized.

Example: By hearing the teacher say “he is a student” to Harry and “they are students” to Chris and
David, students start learning verb conjugations without creating diagrams or having patterns laid
out for them.

 Oral and Situational Language Teaching: This method contains elements of the Direct
Method and evolved from it. During the early part of the 20th century, linguist in Europe
developed the Oral Approach. New language is drilled orally in sentence patterns. Vocabulary
needed for the situation is taught and tested. Oral Approach was based on scientific research.
The main characteristics of this approach are: Language teaching begins with spoken
language. It uses the tried and tested PPP methodology (Presentation, Practice, and
Production). The teacher presents new language introduced and practiced situationally,
learners try it out in controlled practice, such as mechanical drills, followed by so-called
free production, when learners produce their own sentences using the model initially
presented. Vocabulary selection procedures are followed to ensure that an essential
general service vocabulary is covered. Items of grammar are graded following the
principle that simple forms should be taught before complex ones.
Example: The Teacher will show some images to the students and teacher will show some action
that is happening in the pictures. The students have to repeat that at least 2 times. Wash! (Teacher
shows a visual aid demonstrating the action verb).

Wash my hands (shows her hands)

Wash my face (shows her face)
Wash my clothes (shows her clothes)

 Audio-Lingual Method: This method was developed for military purposes by the USA during
World War II. It consists of listening to dialogues on tape and responding accordingly. The aim
was to enable espionage personnel to assimilate spoken language and be able to infiltrate enemy
offices and pass themselves off as native speakers. The courses that were designed were called
the “Army Method”. In all its adaptation and variations the Army Method came to be known as
the Audio lingual Method (ALM). It was firmly grounded in linguistic and psychological
theory. The characteristics of the ALM are: new material is presented in dialogue form,
structures are sequenced and taught one at a time, structural patterns are taught using
 repetitive drills, there is little or no grammatical explanation, vocabulary is limited and
learned in context, a lot of audio – visual aids are used, great importance is given to
pronunciation, successful responses are immediately reinforced and there is a tendency to
manipulate language and disregard content.
Example: Audio-lingual substitution drills are mechanical exercises that reinforce structural
patterns and practice vocabulary. In these drills, students vary the dialogue without altering the
grammar.
The teacher repeats a dialogue sentence, such as "I ate an apple." She then supplies a prompt by
saying "banana" or showing a picture of a banana. Students should respond, "I ate a banana." The
exercise continues with other foods, such as "pear," "orange" and "hamburger." Using the same
sentence, another drill could practice different subjects. For example, the teacher says, "Tom," and
students respond, "Tom ate an apple."

 The Communicative Approach: This approach arose out of the needs within the member
countries of the Council of Europe to find an approach to teaching and learning the major
European languages. This approach emphasised learning language for mainly spoken
communication. Communicative language teaching (CLT) encouraged oral competence
without too much attention to the teaching of structures (grammar rules) and vocabulary.
Foreign language learning in Europe was quite carried away by CLT for much of the 1970s and
80s. Communicative competence was the aim of the method – it did not encompass
academic rigour and examination success. The classroom was to be a rehearsal room for
reallife oral interactions and CLT undoubtedly underpinned some very creative teaching
materials and classroom practices. As with the Direct Method, CLT suited only those learners
whose learning style matched this approach.

Example:
The teacher in a communicative language classroom acts as a guide or facilitator and students
engage in class activities to learn the language. Teacher might set up an activity where she asks
students what their favorite holiday is and why. She can pair the students up and have them talk to
one another about it while the teacher walks around the room and helps the pairs out.
As a result there may be more emphasis on skills than systems, lessons are more learner-centered,
and there may be use of authentic materials.

 Total Physical Response: James Asher developed Total Physical Response in the 1960s but it
was almost a decade before the method was widely discussed in professional circles. Today,
Total Physical Response (TPR), with its simplicity as its most appealing feature is a common
word with language teachers. Principles of child language acquisition were important. Asher
noted that children in learning their first language appear to do a lot of listening before they
speak and that their listening is accompanied by physical responses. So he devised a method
that was as stress free as possible, where the learners would not feel overly self-conscious
and defensive. In the TPR classroom the children did a lot of listening and acting. However
the TPR had its limitations. It seemed to be especially effective in the beginning levels of
language proficiency but lost its distinctiveness as learners advanced in their competence.

Example: The teacher gives a command e.g. ‘Stand up!’ ‘Walk to the door!’ ‘Give the book to
John!’ etc. Thus Students will only do the action when teacher gives them command to do that
particular action and learners have to obey.
 The Silent Way: This is another humanistic approach developed by Gattegno in New York in
the 1970s. In this method learning is facilitated if the learner discovers or creates rather than
remembers and repeats what is to be learned. Learning is facilitated by accompanying physical
objects and by problem solving involving the material to be learned. The Silent Way used
“Discovery learning”, a popular educational trend in the 1960s, advocated less learning by
being told and more by self-discovery of various principles. The learner should develop
independence, autonomy and responsibility. At the same time the learners had to
cooperate with each other in the process of solving language problems. The teacher was
silent much of the time hence the name of the method. The Silent Way was considered too
harsh a method and the teacher too distant to encourage a communicative atmosphere. However,
this theory benefits by providing less teacher talk than we usually do to let the students work
things out on their own.

Example:  The silent way makes use of specialized teaching materials: colored Cuisenaire rods, the
sound-color chart, word charts, and Fidel charts. At the beginning stages they can be used to
practice colors and numbers, and later they can be used in more complex grammar.
For example, to teach prepositions the teacher could use the statement "The blue rod is between the
green one and the yellow one".

 The Natural Approach: The natural approach is a method of language teaching developed

by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It is based on linguist
Stephen Krashen's theory of language acquisition, which assumes that speech emerges in four
stages: (1) preproduction (listening and gestures), (2) early production (short phrases), (3)
speech emergence (long phrases and sentences), and (4) intermediate fluency (conversation). It
aims to foster naturalistic language acquisition in a classroom setting, and to this end it
emphasizes communication, and places decreased importance on conscious grammar study and
explicit correction of student errors. In the natural approach, language output is not forced, but
allowed to emerge spontaneously after students have attended to large amounts of
comprehensible language input.

Example: ‘Harry has the picture of the house; David has the picture of the boat’ etc. Does Susan or
Harry have the picture of the house?’  Again, the students need only produce a name in the
response.

 Suggestopedia: The name of Suggestopedia is from the words “suggestion” and

“pedagogy.” This method is developed by the Bulgarian psychiatrist-educator Georgi Lozanov
contention that the human brain could process great quantities of material if given the right
conditions for learning, among which are a state of relaxation and giving over of control to the
teacher. The most conspicuous characteristics of Suggestopedia are the decoration,
furniture, and arrangement of the classroom, the use of music, and the authoritative
behavior of the teacher.  Music is central to this method as it created the kind of “relaxed
concentration” that led to “super learning”. Activities were carried out in soft comfortable
seats in relaxed states of consciousness. Students were encouraged to be as “childlike” as
possible, yielding all authority to the teacher. Students thus became “suggestible”.

Example: Teacher should act as a real partner to the students, participating in the activities such as
games and songs “naturally” and “genuinely.” In the concert session, they should fully include
classical art into their behaviors.
 Current Trends in ELT:

1. New Technology, Video Platforms and Social Media: With the introduction of user-friendly
apps this trend may see greater expansion in the years to come. Virtual Reality is the perfect
example of a move toward the concept of a global classroom.
 Due to the constant developments in the VR world, a number of well-crafted
applications are already at disposal.
 The capacity for immersive experiences could soon become limitless with the broadening of
VR development.
 It could lead to a real shift in the way we blend tech and education both in and out of school.
 Students will be able to enjoy “native” learning experiences and immersion simply by
downloading the right app and purchasing the correct equipment.
 Mobile phones and devices are going to play an even greater role in the classroom setting.

2. Augmented Reality: By overlaying the natural world with digital enhancement are able to
create an immersive and modern learning experience. With the growth of digital literacy—
especially among younger students—and the coming generations of digital natives, tech-savvy
students in the know will be looking to AR for future language acquisition and supplements to
classroom time.
3. Mindfulness and Social-emotional Teaching: Programs such as the ‘Mindfulness in Schools
Project' have realized the necessity of mindfulness and its importance in an educational context.
Implementing some mindfulness activities in classroom may just lead to better outcomes and
happier students. It’s entirely possible to blend both ESL and mindfulness into the curriculum,
and it can be done by taking some simple activities and tweaking them for class. For example
watching clouds, Happy Bubble, Strong Tree etc.
4. Task-based Learning: Task-based learning is based on a simple premise that students learn
when they collaborate on meaningful and communication-based tasks. The students should be
encouraged to consider their own areas of interest and how this may fit within the task-based
learning context.
5. Translanguaging: This means the use of various language skills to designate meaning in a
language class. Students will be able to retain a component of their identity through a shared
language and a classroom becomes a space of global communication. Translanguaging reflects
the diversity of culture and society. A translanguaging class, for example, may see students
write an essay or discuss a topic in their shared native tongue(s) before grouping with the class
and presenting their findings in English.
6. DIY Learning: Do-it-yourself learning is set to become a major trend as we move to a more
independent and interest-based learning style. Students should be encouraged to follow
particular areas of interest to promote engagement and enjoyment in the classroom and home.
By exploring the needs of the children and their particular areas of interest, teacher will become
more aware of the students’ personalities and potential learning direction. Using this
information, it’s up to the teacher to devise interest-based activities.
7. TPRS: Teaching Proficiency through Reading and Storytelling stems from the concept of
comprehensible input. The idea is that context and meaning play an important role in the
acquisition of new language and native phrases. By presenting tasks based on storytelling
and reading in a highly contextualized setting, teachers are able to teach vocabulary, phrases
and large chunks of language. It’s a move away from traditional textbook-based
learning and relies heavily on the competencies of the teacher. It’s necessary to be up to date
with the latest in TPRS methodologies and strategies.

Q4. How is the role of a student in CLT different from that in the Audio-lingual method?

Answer: The Audio Lingual Method, or the Army method, is the mode of language instruction
based on behaviorist ideology, which professes that certain traits of living things could be trained
through a system of reinforcement. The instructor would present the correct model of a sentence
and the students would have to repeat it. The teacher would then continue by presenting new words
for the students to sample in the same structure. There is no explicit grammar instruction everything
is simply memorized in form. The idea is for the students to practice the particular construction
until they can use it spontaneously. In this manner, the lessons are built on static drills in which the
students have little or no control on their own output.

The Communicative Language Teaching is the approach to teaching of second and foreign
languages that emphasizes communication or interaction as both the means and the ultimate goal of
learning a language. The CLT was the product of educators and linguists who had grown
dissatisfied with earlier Grammar Translation and Audio Lingual Methods, where students were not
learning enough realistic, socially necessary language. Therefore they became interested in the
development of communicative style teaching in the 1970s, focusing on authentic language use and
classroom exchanges where students engaged in real communication with one another. The goal of
CLT is of creating communicative competence in the learners. It makes use of real life situations.

There are differences within communicative language teaching and audio-lingual methods in
courses of the positions of teacher and learner. In the audio-lingual approach, the teacher’s role
is central and dynamic; it is a teacher-dominated program. The teacher guides the target
communication controls the administration and pace of training, and counselors and corrects the
students’ accomplishment. Language learning is perceived to result from effective verbal
communication among teachers and learners. On the other hand, in communicative language
instruction, the learner performs the fundamental role and the teacher acts as an arbitrator.