view - National Center for Education Development
view - National Center for Education Development view - National Center for Education Development
iii) Recombination The third stage of writing is recombination. She/he reproduces minor changes on what s/he has learned previously i.e. matching questions with answers and copying them on to a page, correcting mistakes in given sentences, transforming sentences into questions, into dialogues, into passive, etc, filling in the gaps, expanding sentences by adding phrases, clauses, qualifying words, etc. rearranging, sequenced questions which, in turn, will form a description. iv) Guided writing Exercises at this stage are very strictly guided and controlled. The students are given outlines, clues, skeletons and they have to write them with understanding. Exercises like outline developing, rewriting dialogues in a narrative form, retelling a story, describing persons, place, objects or pictures, note taking and writing summary or parallel writing, translation, etc come under guided writing. For example, Write a story on the basis of the following outlines. A villager found a snake……..frozen by cold….. took it home….put it near the fire…….warm it…….began to move……darted at children……villagers angry…..killed it. v) Free writing This is the final stage of writing. In this stage, students are free to express their ideas on any topic they are given to write. The outlines of the topic should be given. Teaching vocabulary Several techniques are used to teach vocabulary. Selection of a good technique to teach the meaning of words helps the students to understand them easily and quickly. Here are some ways of teaching the meaning of words : a) Using Realia Realia means real objects, rather than pictures or descriptions of the objects. Words like 'spoon', 'fork', 'book', pencil' can easily be taught by bringing them into the classroom. This is a very direct way of teaching word meaning and is usually more successful than discussions or abstract explanations of them. Concrete words can be taught through realia. b) Pointing Things that are nearby or that can easily be seen should be taught by pointing at them. The words like „blackboard', 'ceiling', 'tree', 'student' and 'house', etc can be taught in this way. 46
c) Using pictures, photographs or drawings It is not always possible to bring real objects into the classroom. In such cases, photographs or drawings of items (for example - animals, plants, machinery or tools) can be used. d) Demonstration Some words, especially verbs and action words are best taught by mimes, gestures, actions or demonstrations. We can easily teach words like 'walk', 'hop' 'laugh' 'weep' 'touch' through this method. e) Self-defining contexts Some words, especially feelings and emotion can be taught by giving self-defining contexts. The context makes the situation clear and this in turn indicates the meaning of the raw word. For example : late : The class is at 10:00. Prem comes at 10:15. He is late. early : The class is at 10:00. Ramesh comes at 9:45. He is early. on time : The class is at 10:00. Gita comes at 10:00. She is on time f) Definition Some words need to be specifically defined in order to make their meaning clear. For example, 'astronaut', 'passengers' or 'worship'. A specific definition of the word may be more helpful than pictures, pointing or other methods. The word 'astronaut' can be taught giving its definition "a person who travels into the space by spacecrafts or rockets.' g) Enumeration To enumerate is to give specific instances or examples of a general term. For example, we can define 'clothes' by giving various examples of clothes: shirt, trousers, vest, briefs, coat, suit, blouse, frock, sari, skirt, socks etc. The same can be done with vegetables, furniture, vehicles, etc. h) Antonyms and synonyms Giving antonyms (opposite words) and synonyms (similar words) for new words can help to explain their meanings. For examples: Antonyms Synonyms rich - poor rich - wealthy cruel - kind remote - distant, far away i) Translation Translation into the student's mother tongue should be the last effort for teaching meaning of vocabulary. We should use it only when all those techniques and nothing else will work. Translation is most often used for abstract and theoretical words. 47
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iii) Recombination<br />
The third stage of writing is recombination. She/he reproduces minor changes on<br />
what s/he has learned previously i.e. matching questions with answers and<br />
copying them on to a page, correcting mistakes in given sentences, trans<strong>for</strong>ming<br />
sentences into questions, into dialogues, into passive, etc, filling in the gaps,<br />
expanding sentences by adding phrases, clauses, qualifying words, etc.<br />
rearranging, sequenced questions which, in turn, will <strong>for</strong>m a description.<br />
iv) Guided writing<br />
Exercises at this stage are very strictly guided and controlled. The students are<br />
given outlines, clues, skeletons and they have to write them with understanding.<br />
Exercises like outline developing, rewriting dialogues in a narrative <strong>for</strong>m,<br />
retelling a story, describing persons, place, objects or pictures, note taking and<br />
writing summary or parallel writing, translation, etc come under guided writing.<br />
For example,<br />
Write a story on the basis of the following outlines.<br />
A villager found a snake……..frozen by cold….. took it home….put it near<br />
the fire…….warm it…….began to move……darted at children……villagers<br />
angry…..killed it.<br />
v) Free writing<br />
This is the final stage of writing. In this stage, students are free to express their<br />
ideas on any topic they are given to write. The outlines of the topic should be<br />
given.<br />
Teaching vocabulary<br />
Several techniques are used to teach vocabulary. Selection of a good technique to teach<br />
the meaning of words helps the students to understand them easily and quickly.<br />
Here are some ways of teaching the meaning of words :<br />
a) Using Realia<br />
Realia means real objects, rather than pictures or descriptions of the objects. Words<br />
like 'spoon', '<strong>for</strong>k', 'book', pencil' can easily be taught by bringing them into the<br />
classroom. This is a very direct way of teaching word meaning and is usually more<br />
successful than discussions or abstract explanations of them. Concrete words can be<br />
taught through realia.<br />
b) Pointing<br />
Things that are nearby or that can easily be seen should be taught by pointing at<br />
them. The words like „blackboard', 'ceiling', 'tree', 'student' and 'house', etc can be<br />
taught in this way.<br />
46
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