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World of Self, Family and Friends
the human race. especially in relation to persons or things outside oneself or itself. abilities. a great quantity or amount • Self one's identity. human society.• World the inhabitants of the earth. . character. and attitudes.
. an acquaintance. A group of persons sharing common ancestry. • Friends A person whom one knows.• Family All the members of a household under one roof.
communication and interpersonal skills.• promotes bonding and helps to build your relationship • social. . their ability to express themselves verbally. It enhances the development of their spoken language skills. • Reading stories exposes children to proper grammar and phrasing.
• can open up new worlds and enrich children's lives. • As mentioned above. . reading opens doors doors to factual information about any subject on earth. practical or theoretical.
. contributes towards our sense that we truly live in a "global village" and may help us bring about a more peaceful future for everyone. improving their understanding of and concern for all of humanity. • This can happen through nonfiction but. in turn. • This.• Through stories . children can also learn about people and places from other parts of the world. reading novels that are set in other places and time periods can give children a deeper understanding of others through identification with individual characters and their plights. perhaps even more importantly.
• Through stories children can vicariously try out new experiences and test new ideas. . with no negative consequences in their real lives. • They can meet characters who they'll enjoy returning to for comforting and satisfying visits when they reread a cherished book or discover a sequel.
• enhance children's social skills. conflict resolution. .• give kids the opportunity to flex their critical thinking skills in such areas as problem solving. • Children are influenced by and imitate the world around them. the concepts of cause and effect. and acceptance of responsibility for one's actions.
Guidelines for devising activities for young learners .
so activities need to be planned according to goals and sub-goals. and terminal 2 skills and sub-skills.Activities should be well-planned • Learning takes place in stages. .
and meaning.Activities should be authentic. language learning should also lay stress on this factor. • Classroom activities should thus be contextualized so that they acquire greater authenticity. meaningful and communicative • It is important that the learner realizes the relevance of what he is learning. whatever he has learnt should play a meaningful role in his life. and help him attain the goals that he has set for himself. . Since language is a tool for communication.
it may even be possible to allow him to determine what he wants to learn. this might provide him with the commitment and intrinsic motivation that is so crucial to effective learning/education. • At times. the learner should be allowed to assume a dominant participatory role in the learning process. .Activities should be learner-centred • As far as possible.
group and class work. Another way is to create opportunities for individual.Activities should be varied • A good way to make provisions for these factors is to build in variety as an active ingredient during class activities. speaking and writing) within the same lesson. paired. • One way of doing this is to design activities which would enable a child to use more than one of the four language skills (listening. . reading.
it leads to more effective learning because it is conducive to the inclusion of variety in language teaching. it facilitates the reinforcement of learning since a particular discourse or sub-skill can be taught by using more than one mode.Activities should be integrated and interactive • The rationale for adopting the integrated or multi-skills approach in any ELT methodology is that this approach reflects authentic language use. • Moreover. . where more than one skill is employed. • Also.
or has to be learnt by the passive pupil). and she has this awful hold over the academic future of the child in the classroom .The teacher should be the facilitator of learning • The traditional educational system in this country has always seen the teacher as the central figure in the classroom – she is the dispenser of knowledge which she keeps in a vast storehouse within her. • She determines what is to be taught (this need not necessarily coincide with what is.