ppt on different strategies of teaching English language in a classroom.

1. TEENA M S

2. Narration
 Narration means giving oral accounts of events for
information of others.
 The purpose of narration is to present a clear, vivid,
interesting and ordered sequence of events to the
pupils.
 The chief form of narration is telling story. The story
for narration has to be selected in the contest of the
curriculum material being transacted. The teacher
should be able to tell stories in an interesting manner.

3. Narration cntd…
 To be a good narrator, he should know the
skillful use of language and speech; he should
know the use of metaphors and similes relating
to experiences familiar to pupils. The use of
suitable verbal illustrations involving familiar
experiences, Catchy words and phrases should
be used to create vivid images.

4. Description
 Description is the portrayal in words, of a person,
object, thing, phenomenon or object.
 The purpose is to give a mental picture of the
same to the pupils.
 As in good narration, in description also the
language used should be sufficiently vivid, lucid
and interesting enough to hold the attention of
children.
 But the words chosen should also be exact and
precise so that only correct images of what is
being described are visualized or mentally
perceived.

5. Exposition
 Exposition is a time honoured technique
particularly employed at the presentation
stage of a lesson.
 It is a technique of giving new
information initially and then clarifying
it in detail.
 The purpose of exposition is to promote
thinking among the pupils and thus to
enable them to grasp the meanings of the
subject matter presented in an intelligible
manner.

6. Review
 It is the mental process of going through some
material after its initial learning.
 Review is an intelligent re-examination of
something learnt with a view to enrich the
acquisition, Clarify ideas or to reorganize the
material and register it appropriately in the
cognitive stricture.
 Such review involves recall, renewal as well as
establishment of new relations through reflective
thinking.

7. Group discussion
 A group discussion is an exchange of ideas
with all the members of the group
participating in it, accompanied by active
learning. It is the free interchange of facts,
Concepts, information, viewpoints, data, etc
regarding a topic by a group.
 Spontaneous discussion generally results from
doubts raised by students about current events
related to the topics under study. In planned
discussion, the activities are planned in
advance.

8. Group discussion cntd…
A structure of a group consists of a
leader, other members of the group as
well as the topic of discussion. Usually in
classroom situations, the teacher acts as
the leader. But in normal situations one of
the group members acts as the leader. The
leader of the group is responsible for
directing the discussion.

9. Role playing
 Role playing is a task in which an individual or a group
enacts the roles of others. It is an excellent strategy
helpful for studying social behaviors and language
learning.
 In structured role playing, the teacher selects the
situations to be enacted in advance and specifies the
goals of the activity. Proper planning is required for
this. In some cases, written materials which describes
the role and situations is also presented in advance.
Spontaneous role playing arises in the midst of a
discussion.

10. Dramatization
 Dramatization is the natural and systematic
enaction of life situations with a view to give
realistic and meaningful understanding and
appreciation.
 life situations are depicted in the form of a drama
 the ideas to be presented are revealed through
the action, conversation and behavioral
patterns of the characters.
 Dramatization is different from role playing in that
the former is based on a story and the latter is
based on a situation. Role playing does not
require a story.

11. Brain storming
 It is a form of discussion which enables the
group to do collective creative thinking.
 The emphasis in brain storming is upon
eliciting from the students as many
different ideas as possible concerning a
situation.
 The suggestions are taken for comment and
close scrutiny subsequently. Everyone is
allowed to comment upon, to adopt and to
elaborate the ideas suggested by others.

12. Brain storming cntd…
Under brainstorming, the mind is
stimulated to think without any
inhibition whatsoever. The ideas
expressed are just accepted as they are.
The time for a person is limited to
three to five minutes.

13. Buzz session
 In buzz session, the students are split into
small groups for a specific period of time
and are made to discuss a given issue or
topic.
 Reports on the result of the discussion of
various buzz groups are then presented to
the entire class and thorough discussion is
stimulated.

14. Simulation
 Simulation technique is relatively a new approach
introduced in the field of education.
 It is the strategy of presenting a problem or an
event in an artificially created situation similar
to the real ones.
 while teaching English language, the teacher can
set an artificial situation of an English speech, a
debate in English etc in the school and can give
training to the students.

15. Debate
In this technique the teacher selects the
speakers to speak ‘for’ and ‘against’ an
issue, guides and prepares them and finally
gets it staged for providing realistic
experiences to the rest of the students.
Discipline and decorum must be maintained
throughout the debate. Occasional use of
humour will considerably enhance the
effectiveness of the debate.

16. Debate cntd….
 Debate is not possible on every topic of study
because this technique can be employed
successfully only for teaching topics involving
controversies, where views can be expressed
both for and against the issue to be discussed.
 Topic and date of the debate must be informed
in advance so that the participants get sufficient
time for preparation.

17. Symposium
 A symposium is a kind of discussion in which a
number of speakers speak on the same topic,
emphasizing different aspects.
 It is desirable that the total number of speakers do
not exceed five besides the chairman.
 The audience very seldom talks, as the chairman
and speakers anticipate possible questions and
doubts and clarify these during the presentation
itself. It is in this aspect that a symposium differs
mainly from a panel discussion or seminar

18. Symposium [cntd….]
 There are four components involved in a
symposium. The theme is the topic on which
the presentations are to be made. The
chairman is the person responsible for
organizing and presiding over the symposium.
The speakers are responsible for presenting
views in a clear and concise way. The audience
is usually composed of interested individuals
who want to attend the meeting. In a school
situation, it is the pupils of the class.

19. Seminar
 In this technique a person presents a readymade
paper or lecture on a specific subject before a group.
 Now a day, audio visual aids are also used while
presenting the matter
 Sometimes, copies of the paper or the abstracts of the
presented matter are distributed to the audience in
advance.
 After the presentation, there is a general discussion
in which all participants can get involved. At this stage,
they get an opportunity to clear their doubts and to
highlight their specific viewpoints.

20. Seminar[contd….]
 On the basis of the scope and level of organization, a
seminar is of three types. They are:
 Mini seminar- a seminar organized to discuss a topic
in a class
 Major seminar- a seminar which is organized at the
departmental level or the institutional level on a major
theme
 State/national/ international seminar- a
governmental or nongovernmental organization or
international agencies occasionally organize seminars
on these levels.

21. STRATEGIES
Brain
storming debate
Group
discussion
Role play
Dramatization
Simulation
reviewSeminar
Buzz
session
symposium
Exposition
Description
narration