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Management of English Medium Schools A short introductory Application training Programme at DSD |Unit No. 3 | Spoken English This unit consists of the following contents: • Introduction to Spoken English and its need in today’s developing world • Seven Rules to Learning English and 3000 commonly used words • Commonly Used Expressions ,questions and phrases • Everyday used questions and sentences • Accent Reduction, Vowels and Phonemes • A Teacher’s 5 Golden Rules • Ways to praise students • Lesson Planning • Classroom Management • Taming Inattentive Students Encouraging Good Behavior • Using volunteers and thanking them • Child Friendly School • Classroom Language Management of English Medium Schools A short introductory application training Programme at DSD 2009 |Seven Rules to Learn English | |This section of the course is designed to teach the participants how to learn English as a second language in the shortest possible| |time. To learn to speak English you must use it. You have to try even if it seems difficult and frustrating at times.
Taking the | |responsibility is the next important thing. The old saying, practice makes perfect is the best saying in this case. Remembering | |that different people learn in different ways is as important as learning itself. | Objective: The instructor will explain the difference between teaching English in a classroom to school students, and learning English as a second language (Spoken English). Procedure: • The Seven Rules will help the participants understand, that the old fashioned way of learning grammar and vocabulary is not helpful in speaking.
Instead, listening, using phrasal and simple sentences help improve fluency. • Explaining step by step what the participant is supposed to do on a daily basis. • Where to find 3000 most commonly used English vocabulary words that are used to speak English fluently. • What is deep learning? The participants engage in a conversational story and then give answers to a comprehension passage. • Where to find real English material. Outcome: After completion of this section the participants will have the knowledge to apply the procedures and ways to learn English on their own, without any instructors help.
They will realize they already know the vocabulary needed to speak and just need to build up their confidence to fluently use it in sentences. On a daily basis they will take words from the 3000 vocabulary list and make stories out of them in the different tenses and situations. My seven rules to learn English 1. Learn Phrases not individual words 2. Don’t Study Grammar 3. Focus On Listening 4. Learn Deeply (Repeat A Lot) 5. Use Point of View Stories 6. Use Only Real English Materials 7. Use Listen & Answer Stories Your First Suggestion Imagine speaking English automatically… without thinking.
The words come out of your mouth easily, and fast. You understand instantly. To do this, you must change the way you study English. Your first action is to stop studying English words. What? Stop studying English words. That’s right, do not memorize words. Native speakers do not learn English by remembering single words. Native speakers learn phrases. Phrases are GROUPS of words that naturally go together. RULE 1: Always Study and Review Phrases, Not Individual Words Never study a single, individual word. Never. When you find a new word, always write down The Phrase it is in. Always.
When you review, always review the entire phrase, not the word. Collect phrases. Your speaking and grammar will improve 4-5 times faster. Always write the complete phrase. Never again study a single word. Never write a single word in your notebook, Learn Phrases Only RULE 2: Don’t Study Grammar Right now. Stop. Put away your grammar books and textbooks. Grammar rules teach you to think about English, you want to speak automatically– without thinking! With Effortless English, you learn English without grammar study. Your speaking improves quickly. You succeed. You speak English naturally.
So Rule 2 is: Don’t Study Grammar! RULE 3: The Most Important Rule– Listen First Simple. The rule is listening. Listening, listening, listening. You must listen to UNDERSTANDABLE English. You must listen to English EVERYDAY. Don’t read textbooks. Listen to English. Its simple. That is the key to your English success. Stop reading textbooks. Start listening everyday Learn With Your Ears, Not Your Eyes In most schools, you learn English with your eyes. You read textbooks. You study grammar rules. Effortless English is a listening system. You learn English with your ears, not your eyes.
You listen 1-3 hours every day. Your speaking improves quickly. You speak English easily–Spend most of your study time listening- that is the key to great speaking. RULE 4: Slow, Deep Learning Is Best The secret to speaking easily is to learn every word & phrase DEEPLY. Its not enough to know a definition. Its not enough to remember for a test. You must put the word deep into your brain. To speak English easily, you must repeat each lesson many times. You must learn English deeply. Learn deeply, speak easily. How do you learn deeply? Easy– just repeat all lessons or listening many times.
For example, if you have an audio book, listen to the first chapter 30 times before you go to the second chapter. You could listen to the first chapter 3 times each day, for 10 days. RULE 5: Use Point Of View Mini-Stories I call these stories “Point Of View Mini-Stories”. They are the most powerful way to learn and use English grammar automatically. Use Point of View Stories for Automatic Grammar You must learn grammar by listening to real English. The best way is to listen to the same story… told in different times (points of view): Past, Perfect, Present, Future. How do you do this?
Easy! Find a story or article in the present tense. Then ask your native speaker tutor to write it again in the Past, with Perfect tenses, and in the Future. Finally, ask him to read and record these stories for you. Then you can listen to stories with many different kinds of grammar. You don’t need to know the grammar rules. Just listen to the Point of View stories and you will improve grammar automatically! It is powerful. It is simple. It is successful. You will succeed. You will use correct grammar naturally and automatically. RULE 6: Only Use Real English Lessons & Materials
You learn real English if you want to understand native speakers and speak easily. Use real magazines, audio articles, TV shows, movies, radio talk shows, and audio books. Learn Real English, Not Textbook English Stop Learning Textbook English If you want to understand native speakers, you must stop learning English from textbook tapes and CDs. To learn real English, you must listen to English that native speakers listen to. You must watch what they watch. You must read what they read. Listen only to real English How do you learn Real English? It’s easy. Stop using textbooks.
Instead, listen only to real English movies, TV shows, audio books, audio articles, stories, and talk radio shows. Use real English materials. . RULE 7: Listen and Answer, not Listen and Repeat Use Listen & Answer Mini-Story Lessons In each Mini-Story Lesson, a speaker tells a short simple story. He also asks a lot of easy questions. Every time you hear a question, you pause and answer it. You learn to answer questions quickly– without thinking. Your English becomes automatic. How can you use Listen & Answer Stories? Easy! Find a native speaker tutor. Ask him to use this method:
Ask him to tell a story… and to constantly ask you easy questions about it. This will teach you to think quickly in English! Management of English Medium Schools A short introductory application training Programme at DSD 2009 |Commonly Used Expressions, Questions and Phrases | |Keeping in mind the sudden change from Urdu to English Medium system may have caused a lot of stress to many, we at the DSD have | |taken every possible daily situation and found a proper sentence to either explain or say the appropriate answer.
The simplicity of| |English language words and sentences are our first priority. | Objective: The object of this section is to make the participants feel very easy to explain any daily routine or situation or be able to ask or participate in any family/official matter whatsoever. It also deals with questions that a person asks on a daily basis and how to answer with simple sentences and very commonly used phrases. The participants will be able to apply these phrases with ease because of their simplicity in understanding. Procedure: • The instructor gives the participants, everyday expressions from greetings like: “How are you…? to condolences like, “Sorry to hear about…” etc. • The participants also give answers and help with completing the everyday expressions. • The answers are given and shared to the participants for all the expressions. • The participants engage in conversations with the instructor and among themselves to improve their ability to speak. • The instructor explains the meaning of the phrase and how it is used. The participants use the phrases in their own sentences. Outcome: The completion of this section helps the participants understand how to talk in any given situation.
With the use of very simple English sentences the participant realizes that their confidence to speak English is increasing without them even knowing it. Any and every possible situation is described and understood by the participants. The participants have the confidence and ability to use and understand any English conversations, movies or talk shows and apply them on a daily basis at their school or institutions. Some commonly used expressions….. Greetings… 1. Hello, how do you do…. 2. It’s nice to see you…. 3. Good morning or afternoon or evening…. 4. How are you doing……? 5. Hey, what’s new….. 6. How are things going……?
Introductions… 1. May I introduce myself as…? 2. Let me introduce….. 3. Have you met…..? 4. This is Mr. or Mrs. …… or yourself on the phone… 5. Please meet my friend…… Invitations… 1. Would you like to …. 2. May I invite you to…..? 3. We would like to have you for….. 4. It would be a pleasure to invite you …. 5. Thank you, it’s a pleasure to accept ….. 6. Ok, I will be with you at…. 7. I am very happy to accept…. 8. I am afraid it would not be possible…. 9. It’s very kind of you, but…. 10. It will be an honor…. Advice… 1. Would you advice me…… 2. It would give me great pleasure to get your advice on… 3.
Can you advise me on…..? 4. If I were you …. 5. It would be a good idea if… 6. In my opinion you could or should….. 7. My advice would be….. 8. I advise you to… 9. You better not….. 10. You are the better judge, but I would like to… 11. If I were you, I’d think twice about it…. 12. We don’t think it is…. Request… 1. May I request you…..? 2. If you don’t mind could you please…? 3. Could you possibly help…? 4. Would you be kind enough to…? 5. I am sorry to trouble you… Assistance… 1. What can I do for you……? Please could you 2. May I help you…? 3. Would you like me to help you…? 4. Do you think I can be of any assistance…? . Thank you very much. 6. If you don’t mind… 7. Thank you; don’t take the trouble to… 8. No, thank you… 9. Don’t worry. I can manage… Condolence… 1. I am sorry to hear that… 2. Is it true that… 3. It’s really distressing to hear…. 4. You must be feeling terribly unhappy… 5. I can understand your feelings… Congratulations… 1. I would like to congratulate you on… 2. May I compliment you on…? 3. How great of you to… 4. I sure like to compliment you on… 5. It gives me great pleasure to offer my congratulations… Permission… 1. Can I, Please…. 2. Would you permit me to…? 3. May I …. 4. Do you mind if I …. 5.
Do you have any objection if…? 6. Yes, of course you may… 7. It’s kind of you to permit… 8. Go ahead. I have no objection… 9. Certainly. You may… 10. By all means… Complaints… 1. I am sorry to bring to your notice… 2. I am sorry to have to tell you… 3. I am afraid I have a complaint to make… 4. Would you mind not doing…? 5. Could you do anything about…? 6. It doesn’t give me any satisfaction to say… 7. I strongly object to your… Apology… May I apologies to you for……………. – I am sorry that ………………………. I am extremely sorry to ……………………… Excuse Me for………………………. Please Pardon me ……………………. Please don’t worry about it. …………………….
Let’s forget the whole thing……………………. Suggestions and warnings. May I suggest to you. ……………………. Why don’t you. ……………………. Shall we ……………………. How about……………………. Be careful……………………. Let me warn you. ……………………. You would better not……………………. If I were in your position, I wouldn’t……………………. Isn’t it a mistake to……………………. Meetings. Excuse Me, Pardon Me Sir, If you don’t mind please……………………. Sorry to trouble you sir……………………. I hope you don’t mind if I……………………. Isn’t it good weather today……………………. Pardon me for asking Sir, but……………………. Interruptions Excuse Me for Interrupting You. ……………………. Would you excuse me for a moment? …………………….
If you don’t mind I will be back in a minute……………………. Would you please hold on ……………………. I am afraid I have to leave you. ……………………. Excuse me I have to attend a phone call……………………. I am afraid I must go now. ……………………. It’s time to go. …………………… Information Can you tell me……………………. Would you be kind enough to tell me? ……………………. May I trouble you, Sir……………………. Would you mind me asking you if……………………. I wonder if you could inform me. ……………………. May I know when……………………. I should be thank full to know……………………. I would like to know ……………………. Have you and idea……………………. Do you know……………………. Opinions 1. What is you opinion about. …………………. 2. Do you think that ……………………. 3. What would be your reaction too……………………. 4. What do you feel about……………………. 5. As far as I am concerned. ……………………. 6. In my opinion……………………. 7. I believe……………………. 8. It’s my opinion that ……………………. 9. I am afraid I can’t express my opinion……………………. 10. I am not very sure ……………………. Possibility 1. Is it likely to……………………. 2. Could it happen like this……………………. 3. Can he do it……………………. 4. I think its going to ……………………. 5. It probably will……………………. 6. It may ……………………. 7. We can’t rule out the possibility of ……………………. 8. It would not surprise me……………………. 9. I don’t think it’s possible. …………………. 10. Its quite impossible……………………. 11. It’s very doubtful……………………. 12. I think it’s out of question……………………. Miscellaneous 1. Do you prefer……………………. 2. Which would you prefer……………………. 3. Which would you rather like better? 4. We could either choose this or that……………………. 5. You may choose either 6. If possible I would prefer. ……………………. 7. I enjoy this better than that. ……………………. 8. It would be a better choice……………………. 9. Can you do something for me ……………………. 10. Does he know how to ……………………. 11. Do you think he is up to the task ……………………. 12. Is she capable of ……………………. 13. I| know I can ……………………. 14.
It isn’t impossible for me ……………………. 15. I may/might do it ……………………. 16. Suddenly sure ……………………. 17. He is pretty good at ……………………. 18. I don’t know how to ……………………. 19. I don’t have any idea how ……………………. 20. I am afraid I can’t manage ……………………. 21. I don’t have any experience of ……………………. 22. Is that ok with you ……………………. 23. Do you agree ……………………. 24. Don’t you think so ……………………. 25. Would you agree with me ……………………. 26. I hope you agree with me ……………………. 27. Quite right I agree ……………………. 28. I agree with you entirely ……………………. 29. Yes I agree ……………………. 30. Its absolute right ……………………. 31. I don’t think I agree with ……………………. 2. Do you really mean it ……………………. 33. I am afraid I have to disagree with ……………………. 34. I feel I can’t accept it ……………………. 35. My opinion is ……………………. 36. Personally I don’t agree with ……………………. 37. Is it necessary to do so ……………………. 38. Is he required to ……………………. 39. I don’t think its necessary ……………………. 40. You have to ……………………. Simple everyday expressions……. 1. What is your name? 2. What is your age? 3. What is your qualification? 4. What is he/she to you? 5. What is the time? 6. What is the day today? 7. What month is this? 8. When is your birthday? 9. Where is your book? 10. Where is your house? 11. Who are you? 12.
Who is your friend? 13. Why is she/he angry with you? 14. Which is your bag? 15. How is she now? 16. How much is it? 17. Where are you going? 18. When will you be back? 19. What would you like to eat? 20. How is your family? 21. How are you? 22. I am as happy as ever. 23. Are you in your office? 24. He is coming on foot. 25. She is busy with her work. 26. They are doing there best. 27. He comes from a noble family. 28. I have one book for you. 29. These people are being called for the meeting. 30. He did nothing. 31. I know how to write. 32. She can write well. 33. Where do you live? 34. I have to travel a long distance. 5. I will see you later. 36. They couldn’t reach in time. 37. Who is on the phone? 38. No more excuses. 39. It is entirely up to you. 40. First of all learn these words. 41. She does not know these people. 42. Call me at 8 tonight. 43. You are very sharp. 44. Use these words in your sentences. 45. Is anybody home? 46. Is there something else you want to ask? 47. Do not tease others. 48. The baby is stuck in the swing. 49. I have done my task. 50. The sky is like a tent. 51. I requested thee. 52. Scientific theories change time to time. 53. I’ll write on this topic tonight. 54. The tower is so high. 55.
The transportation system needs more funds. 56. Do not try to trick me. 57. Underline the difficult words. 58. Do not mingle with unknown people. 59. We have no time to waste. 60. Wherever you go, you will find us. 61. He is willing to be a pilot. 62. Do not worry. 63. Youth is the future of a notion. 64. Those are noble people. 65. Always be neat and clean. 66. The bridge looked so beautiful last night. 67. Show your identity please. 68. We have a large play ground in school. 69. I met him after class. 70. We will do it together. 71. I asked for a cup of tea. 72. My house is on the main road. 73. Do not be silly. 74.
The world is so beautiful. 75. I am going to right a letter. 76. I want some rest. 77. Put the books in the back of the table. 78. Think of a good and new idea. 79. I met a man twice the same day. 80. You look so happy. 81. He is a teacher but also a preacher. 82. He came in time for the party. 83. Will you come on time? 84. Do the written work 3 times. 85. He failed because he did not work. 86. You must do some work. 87. Transfer is a part of service. 88. He does his work well in time. 89. Why are you in such a hurry? 90. Do not take interest in useless things. 91. Help the needy. 92. Put the things in order. 93.
Years just pass away. 94. He has a different idea. 95. You must try again. 96. Switch off the light please. 97. He went yesterday. 98. Old is gold. 99. What is your cell number? 100. Tell me the truth. 101. They are men of their words. 102. Small groups make big groups. 103. I have still not found the solution. 104. What is the difference between this and that? 105. What is your good name? 106. You should pray to God. 107. Mr. Ali is a nice man. 108. Home sweet home. 109. Please give me a glass of water. 110. The air smells fresh. 111. A straight line never bends. 112. Always think positively. 113. Deliver your own ideas. 114.
Under age cannot apply. 115. Read the last line. 116. Never say CAN’T, always say CAN. 117. Let us have fun. 118. Pick up the left end of the table. 119. Walk along the river to refresh yourself. 120. I cannot speak while offering prayers. 121. Might is right is a wrong saying. 122. What is the next activity? 123. It sounds good. 124. Below average students learn slowly. 125. I saw nothing in the garden. 126. Do something valuable. 127. Both the teachers are excellent. 128. Today is a good day. 129. I will be the first one to join. 130. Good bye. MOST COMMON PHRASES 1. Bored to death 2. You’ve got to be kidding 3. Sick and Tired . Call it a day 5. Get on one’s nerves 6. Couch potato 7. Read one’s mind 8. Feel blue 9. Fender bender 10. Get foot in the door 11. Chicken 12. Give somebody a hard time 13. Make up one’s mind 14. Go Dutch 15. Throw in the towel 16. Goose bumps 17. Stay in touch 18. Have the guts 19. Rain or Shine 20. I’m beat 21. Easier said than done 22. It’s about time 23. Jump to conclusions 24. Keep an eye on 25. Out of the blue 26. Know something inside out 27. Give someone a hand 28. Now and then 29. Nuke – Microwave 30. On the dot 31. Sooner or later 32. Pull someone’s leg 33. Put oneself in one’s place 34. I can eat a horse 5. Read between the lines 36. Don’t sweat it 37. Keeping my fingers crossed 38. Out of this world 39. Over one’s head 40. Pain in the neck 41. Piece of cake 42. Rings a bell 43. Bug 44. Sleep on it 45. Play it by ear 46. Speak of the devil 47. Grab a bite 48. By all means 49. Grab a bit 50. Are you nuts Management of English Medium Schools A short introductory application training Programme at DSD 2009 |Vowels /Accent Reduction | |The need for phonics has brought about the need to explain the importance of vowels.
Nowadays with the competition of keeping up | |with the pace of the fast changing and developing world, we do not want to be left behind. A good accent and perfect pronunciation | |is half of the confidence needed to speak fluently. Technology is best explained in the language it is discovered in. Therefore to | |understand the correct accent of the native English speaker, one must learn to understand and speak like them. | Objective: Accent reduction and vowels are the basics of learning to speak and teach. Teaching phonics in schools has become a necessity. Procedure: • The instructor will explain the importance of Phonics and Vowels. The correct pronunciation of all sounds of a, e, i, o, u and y will be explained. • The accent of the participants will improve with special guidance and help from the instructor. • A guidance of all the phonemes is given and explained to the participants. • Each and every participant is asked to repeat alphabets and words after the instructor and with the correct position of the tongue, jaw and teeth, he/she is taught the basic pronunciations. Outcome: The participants will be able to train their teachers on how to correctly speak and teach correct pronunciation of Phonics.
Their own ability to speak English will improve considerably. They will be able to read the dictionary and the entire pronunciation guide given in it. The new generation will grow to speak with confidence and face challenges of the ever changing technological world. Short one week accent reduction course 1. INTRODUCTION: Teacher to student and vice versa. 2. Teaching the significance of how a simple wrong pronunciation of a letter can change the meaning of a thing or product. The problems Pakistanis face in pronunciations. 3. What is the role of vowel in a word and the different sounds of vowels and their combinations. . The proper pronunciation of ‘TH’ sound. What is the difference between voiced and voiceless ‘TH’ sound. Exercises with ‘TH’ words and sentences. 5. The proper pronunciation of ‘V’ sound. Exercises with ‘V’ words and sentences. 6. The proper pronunciation of ‘W’ sound. Exercises with ‘W’ words and sentences. 7. The proper pronunciation of ‘C, P, T’ sounds. Exercises with ‘C, P, T’ words and sentences. 8. Reading and speaking practice using common reduced forms and phrases. 5 VOWELS (A-E-I-O-U) A has 3 different sounds. 1. Here the sound is long similar to ‘aw’ as in law or flaw or raw. For example father, tall.
All, mall, fall, ball, call etc. 2. Here the sound is flat as in bay, lay, day, May. For example mate, plate, date, rate, late, gate, etc. 3. Here the sound is short as in bat, rat, cat and fat. For example family, rather, dance, man, tan, ran, romance etc. E has 3 different sounds. Here it has a long sound ‘ee’ as in meet, feet, and bee. Examples are me, theme, we, be, breed etc. Here it has short sound as in bet, set, get. Examples are red, bed, mess, men, tent, umbrella etc. Here it sounds like the ‘ur’ as in the words stir or fur. For example bigger, bitter, her, mother, sister, rather, number etc.
I has 2 different sounds. 1. Here it has a short sound as in the word ‘igloo’. Examples are sit, bit, hit, shin, tin, flip, clip, slip etc. 2. Here it has the long sound as in the words pie and sky. Examples are nice, ice, kind, mine, line, nine, pine, shine etc. O has 3 different sounds. 1. Here it has the long sound as in ‘lone ‘. Examples are home, cone, bone, mown, dome, clone etc. 2. Here it has a short sound as in the word ‘one’. Examples are come, some, none, won, glove etc. 3. Here the ‘o’ sounds like ‘au’ as in the word ‘taught ‘. Examples are hot, cot, plot, and rot, got, slot, shot, pot etc.
U has 2 different sounds. 1. Here it has short sounds as in ‘gun’. For example fun, sun, run, bun, album etc. 2. Here it has the long sound as in ‘cute’ for example use, university, human, punitive, tune, June, prune etc. VOWEL COMBINATIONS AI- This vowel combo has a long ‘a sound as in ‘sane’ and ‘male’. Examples are rain, wait, sail, fail, mail, etc. AU- This vowel combo is usually before ‘ght’ and sounds like ‘aw’. For example caught, slaughter, haughty, taught, daughter etc. EA- here the ‘ea’ combo has a short ‘e’ sounds as in ‘let’, the exception is in the word ‘great’ where the ‘ea’ has the long sound.
Examples for the short ‘ea’ combo are dead, lead, head, read, etc. EA- here it sounds like a long ‘ee’ as in ‘feet’. Examples are read, leave, meat, treat etc. EE- here the ‘ee’ has a long sound as in the word ‘treat’. For example feet, sheet, heel, meet, knee etc. OA- This vowel combo has a long ‘o’ sound as in ‘toe’. Examples are goal, load, road, moat, goat etc; the only exception is ‘broad’ where the ‘oa’ sounds more like ‘aw’ as in ‘raw’. OO- This combo has the ‘u’ sound as in ‘tune’ and ‘dune ‘. Examples are food, moon, soon, cool, tool, pool, etc. OI and OY both these combos sound the same.
Examples for OI are poise, noise, soil, foil, toil etc. Examples for OY are toy, boy, decoy, joy, alloy etc. OU- In most cases the OU combo has a sound similar to ‘ow’ as in ‘how’ or ‘now ‘. For example house, hour, foul, mouse, sour etc. OU- here ‘ou’ in front of ‘gh’ has the ‘uff’ sound as in ‘cuff’ . Examples are enough, rough, tough etc. OU- here is some exceptions of ‘ou’. In the words bough and dough the ‘ou ‘in front if ‘gh ‘has a long ‘o’ sound as in ‘toe’. In the word ‘cough’ the sound is broad as in ‘au’ in ‘taught’. In the word ‘through’ the sound is of a long ‘oo’ sound as in ‘tool ‘. [TH] Voiceless |Bath |Voiced |Feather | |Death |Edith |That |Rather | |Synthetic |Smith |Their |Another | |Fourteenth |Birth |Them |Farther | |Throw |Theme |Than |Though | |Thought |Cloth |Then | | |Thread |Fourth |This |Exceptions | |Threat |Mouth |There |Thames | |Through |Path These |Thomas | |Theatre |South |They |Theresa | |Theft |Teeth |Smooth |Thompson | |Theory |Breath |Smoother |Thailand | |Thief |Growth |soothe |Beethoven | |Thin |Faith |With | | |38th |Strength |Father | | |Earth |Truth |Further | | |Thunder |Earthquake |Other | | |Hypothesis |Everything |Mother | | |Bathtub |Nothing |Than | | |Truthful |Author |Nevertheless | | |Anything |83 |Although | | |Ether |Both |Leather | | |Myth |Ruth |Seaworthy | | |Thesis |Worth |Brother | | |Atheist |Birthday |Either | | |Elizabeth |Threw | | | | | | | | Sentences with th 1- Call them up. 2- Was this the one? 3- Is this the way out? 4- She has the place this summer. 5- I see them all the time. 6- Tell that to your friends. 7- Will that be all the information you need? – Can you fool them into thinking you will buy the land? 9- They will earn their money if they can listen thoroughly to the report. 10-It was a synthesis of all the information on synthetic materials. 11-It bothered me that Cynthia and Samantha didn’t think through the whole thing. 12-That girl bought golden things, even though she was through with spending money. 13-Was that the only thing? 14-That cat in the hat sat back in the chair. 15-When was the last time that they saw the movie? 16-The exam was about the ethics of the islanders. 17- Listen to the rhythm of the falling rain. 18-The other books on the shelves were about the ex-wives of the Englishmen. 9-The onion and the apples, as well as the herbs, went into the salad. 20-We went to the opera to see the British singer perform the Italian arias. [W] |West |Weather |Worthy |Wine | |Wax |Wave |Wallace |Wild | |Water |War |Walk |Tidal Wave | |Walter |World |Woodpecker |One |Worth |Wide |Willing |Worn out | |Wash |Anyway |Ward |Wall | |Wire |Wait |Worship |Worldwide | |Well |Wood |Washington |Warship | |Worn |Watch |Worthwhile |Walkway | |Wear |Woman |With |Waitress | |Whether |Women |Word |Wing | |Wedding |Wonder |Widespread |Waffle | |Walkman |Warning |Wage |Wall street | |Warrior |Wagon |Wallpaper |Boardwalk | |Waist |Walnut |Waste |Waiver | |Wand |Watermelon |Wake |Wannabe | |Watson |Waldo |Warden |Way | |Walkathon |Wardrobe |Wedlock |Walker | |Warehouse |Weed |Walkie-talkie |Weekly | | | | | | Sentences with W The weaver liked to create warm blankets in a western style.
She was concerned about her wonderful and wistful cousin who was about to wed. The settlement concerning Owens’s warranty was generally considered to be equitable. Warren wanted to withdraw his equation from the contest on Wednesday. Wet woolen socks caused her to weep while weird whistle continued whine. The dripping water warped the floor and left her worried about her deposit. To wander in the wild, away from people, and with the wildlife, makes me weep with Joy. In order to get off welfare, you need to make a reasonable wage while you are working. Are you aware of the waste created by that liquid from Wales? Owen lay awake trying to equate his life with the wages he earned weaving woolen rugs. [V] Vest |Vietnam |Virginia |Vivacious | |Video |Voiceless |Victoria |Vacation | |Valid |Vast |Vital |Vibration | |Victim |Vent |Vienna |Value | |Via |Void |Vegetarian |Verb | |Volume |Vote |Venice |Vehicle | |Voice |Vary |Valentine Vacuum | |Vulture |Venus |Vampire |Visitor | |Visual |Variety |Venom |Victorious | |Very |Valley |Victor |Village | |Vision |Vicarious |Visible |Verbal | |Vatican |Vain |Ventilate |Vermont | |Valuable |Virtual |Van |Vocabulary | |Vapourize |Vault |Vendetta |Venue | |Variable |Veal |Venezuela |Verify | |Variant |Vector |Vengeance |Verse | |Variation |Vegetable |Vertical |Versus | |Varnish |Violin |Vantage |Veterinarian | |Varsity |Veil |Ventricle |Vial | |Vascular |Velociraptor |Ventriloquist |Viceroy | |Vaseline |Velocity |Venture |Victimize | |Vasectomy |Velvet |Veranda |Viewpoint |
SENTENCES WITH V Are the variations very important? The vibrations shattered the windows and ruined the view. May I have a preview? We received the gavel during the military review. We had a great view of the vegetation in the valley. I have an invitation for Victor. Can you pole-vault over the vanity table? Ludwig von Beethoven traveled by van, looked through the vents, and took a voyage. The violinist accompanied her shrill, vibrato voice with a vague tune. While they were paving the road in Venice, I realized that the van driver was a very loving and giving man. She did some very vicious things with the velvet. We put the Venetian blinds in the vault.
Viola gave me good vibes when we were living in Vienna. The Vile-smelling man climbed the vine. The veiled princess did not reveal herself. During the interview, he revealed that he spilled the varnish into the river in Vancouver. We revoked their license to make vats and vases. Ava said that the Riviera is one of the most civilized places. David advised Eva to cover the Chevrolet with a canvas covering. The invitation should be arriving over the next few days. Beverly spoke to seventy-seven privates from the Vietnamese army. PRACTICING THE LETTER C COME CAT CUT COUPLE COMPUTER COCONUT CUCUMBER CROCODILE
CRY COOK CONTAIN CURTAIN CRACK CRICKET COSTUME CAR CAN YOU COME TO CUT THE CAKE IN THE CAMP OF MY COUSIN? COME ON! CATCH THE CAT TO CATCH THE MOUSE. I CAN’T CROSS THE CANAL WITH COINS AND CAMERA, CAREFULLY. PRACTICING THE LETTER P PAKISTAN PLAY POLICE PUT PERSONAL PEOPLE PUPIL POT PRINCIPAL PLACE PIN PINK PARROT PARK PRINCESS PURPLE PEOPLE PLAY PING-PONG IN THE PORCH OF THEIR PALACE. PLEASE PUT PEN, PENCIL AND PACKET IN YOUR PERSONAL PURSE. PLEASE PUT PEPSI IN THE PROPER PEPSI GLASS. PRACTICING THE LETTER T
TOTAL TITANIC TRUST TOLERATE TOY TONIC TRAIN TEST TOUCH TASTE TABLE TUB TAMATOE TEACHER TIME TROUBLE TELL TOM AND TED TO TAKE A TICKET FROM THE TICKET-WINDOW. ME TOO, WILL COME AT TWO TO TWO. TOM HAS A TOY TRUCK TO PLAY TOMORROW IN THE AFTERNOON. |Vowel Phonemes |Consonant Phonemes | |01 | Objective:
Whether the teacher has a PhD or a Masters’ degree, the objective is that he or she should be able to teach a class and have an everlasting impact on the student. The meaning of education is explained in this section. Procedure: • The instructor will explain the importance of an effective teacher. • The 5 Golden Rules will be explained in detail. • The participants will give their opinion on each Golden Rule and give creative ideas on how their own method of teaching is successful. • Encouraging techniques of praising students on their everyday achievement of different work is taught. • The participants are divided into small groups of 5 or 6 persons and each group is given a golden rule to write their own ways of teaching a class. Outcome:
The best teachers and teaching techniques are evolved. The participants are ready to apply the methods to their schools and teachers. The participants feel a 100% boost of their confidence and apply The 5 Golden Rules right away in their institutions. The participants learn that it is not how well to teach a class but how well the students learn the lesson. A Teacher’s 5 Golden Rules “Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn’t imagine doing anything else. ” [pic] Great teachers neither mock nor underestimate their students, ever. By, Dolores Mir FACTS TO SUCCESSFUL TEACHING: Always expect a bit more of a student than he expects of himself. • Accentuate the positive; be careful always to praise good work. No one learns anything faster than when he feels he is successful. • Always insisting on the reasons for things — in class and out — and always taking time, one’s self, to give reasons. This takes patience. A good teacher always has patience. • Knowing the difference between asking students to listen to you and to hear you – and acting upon it. • “Hearing” students, and questioning them thoroughly enough to know just how they see or are confused by an issue. • Showing that you can change your mind, even when evidence and logic suggest it. • Being on he edge of your subject and interests; exhibiting the same questing in your field that you would have your students feel. • A student’s encouragement only comes from a good teacher: Help students set achievable goals for themselves. • Failure to attain unrealistic goals can disappoint and frustrate students. • Encourage students to focus on their continued improvement, not just on their grade or any one test or assignment. • Help students evaluate their progress by encouraging them to critique their own work. • Analyze their strengths, and work on their weaknesses. [pic] It’s all about Expressing! [pic] ~ Ideas ~ Techniques ~ Experiences ~ Cause ~ Effect Rule One~ Good teaching is as much about passion as it is about reason. It’s about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. Write 3 experiences that your student has learned a lesson and it is memorable to him/her. Subject: ______________ 1. ____________________________________________________________ ______ 2. ____________________________________________________________ ______ 3. ____________________________________________________________ ______ [pic] Rule Two~ Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel; at the same time, it’s about being human, respecting others, and being professional at all times. Write 3 effective ways on “how you listen to the student” on the subject that you teach. Subject: ______________ 1. ____________________________________________________________ ______ 2. ____________________________________________________________ ______ 3. ____________________________________________________________ _____ [pic] [pic] • Rule Three~ Good teaching is about mentoring (an experienced and trusted adviser) between senior and junior faculty, teamwork, and being recognized and promoted by one’s peers. Effective teaching should also be rewarded. Write 3 techniques on “how you would apply mentoring” on the subject that you teach with other faculty members. Subject: ______________ 1. ____________________________________________________________ __________ 2. ____________________________________________________________ __________ 3. ____________________________________________________________ __________ [pic] Rule Four~ At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards … like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Write 3 experiences on “how you have received your reward” on the subject that you teach below. Subject: ______________ 1. ____________________________________________________________ __________ 2. ____________________________________________________________ __________ 3. ____________________________________________________________ __________ [pic] [pic] Rule Five~ Ability to communicate with the young is the fifth basic characteristic of good teaching. It means, obviously, liking young people, enjoying their noisy exuberance and intense questioning, which is their process of growing up. It means the ability to empathize, to see a situation as the student sees it. A good teacher must be, obviously, a compulsive listener. It means the skill of provoking more out of a student than he believed possible, of knowing the tests to which to put a young scholar in order that he be convinced of his own learning and to lure him into further learning. It means a belief in the dignity of young people and in the stage of life at which they now find themselves.
Write 3 techniques on “how to provoke a student into learning more” on the subject that you teach below. Subject: ______________ 1. ____________________________________________________________ __________ 2. ____________________________________________________________ __________ 3. ____________________________________________________________ __________ [pic] [pic] [pic] Ways to Praise Students! • That’s Incredible! • How Extraordinary! • You’re Very Talented! • Outstanding Performance! • Great! • Very Brave! • Marvelous! • Wonderful! • You Figured It Out! • You Should Be Proud! • Amazing Effort! • Unbelievable Work! • You’re the Greatest! Phenomenal! • You’ve Got It! • Superb! • How Original! • Excellent! • Congratulations! • Way to Go! • You’ve Outdone Yourself! • You’re super! • Thumbs Up! • What a Great Listener! • Your Help Counts! • You Make Me Smile! • You Came Through! • Terrific! • You Tried Hard! • You’re A Pleasure to Know! • Fabulous! • Your Effort Really Shows! • You Made It Happen! • Bravo! • You’re A Champ! • Exceptional! • You Set A Good Example! • Right On! • Fantastic Work! • Breathtaking! • Keep Up The Good Work! • Awesome! • I Knew You Had It In You! • You’ve Made Progress! • Magnificent! • Your Work Is Out of Sight! • What an Imagination! • Brilliant! • Stupendous! You’re Sensational! • Very Good! • You Made The Difference! • Good for You! • You’re So Kind! • Super Job! • How Thoughtful of You! • Nice Going! • Well Done! • Thanks for Helping! • You’re Inspiring! • How Artistic! • You Go The Extra Mile! • You’ve Earned My Respect! • Hooray for You! • You’re A Joy! • You’re A Shining Star! • You’re Amazing! • What a Great Idea! • Great Answer! • Great Discovery! • Extra Special Work! • You’re Getting Better! • Wow! • You’re Tops! • You’re Catching On! • You’re neat! • You’re Very Responsible! • You’ve Got What It Takes! • Spectacular Work! • You’re A Winner! • Thanks for Caring! • Beautiful! 100 commonly used praises • Way to Go |• You Light Up My Life |• A+ Job | |• Outstanding |• Artistic |• You Make Me Smile | |• Wow |• That’s Incredible |• You Belong | |• Super Job |• Great Work |• You’re so enthusiastic | |• You Look Stunning |• I Like You |• There’s nobody like you | |• Awesome |• You’re Unique |• You Mean a Lot to Me | |• Good for You |• Good Listener |• I Respect You | |• Right On |• Nothing Can Stop You Now |• Spectacular | |• Excellent |• Spectacular Job |• You’re a Treasure | |• I Knew You Could Do It |• You’re precious |• You’re Wonderful | |• Impressive Job |• Far Out |• You’re A-Okay | |• Well Done |• Magnificent |• You Make Me Laugh | |• Neat |• Good Discovery |• Keep up the Good Work | |• I’m Proud of You |• Super • You Shine | |• Remarkable |• You Figured It Out |• What Radiance | |• Made My Day |• You Brighten My Day |• You’re growing up | |• Fantastic |• You Mean the World to Me |• You’re My Buddy | |• Nice Work |• Good Thinking |• I Trust You | |• Looking Good |• Exceptional Performance |• I Admire You | |• You’re Beautiful |• Cool |• Brilliant Idea | |• It’s Great to Know You |• I Care |• How Lovely You Look | |• Bravo |• You’re a Joy |• You’ve Got Spirit All Right | |• Now you’ve got It |• You’re Exciting |• That’s the Way | |• Wonderful |• What an Imagination |• You’re Amazing | |• You’re Special |• Hip Hip Hooray |• It Wouldn’t Be Fun without You | |• You’re catching On |• Three Cheers for You |• You’re so responsible | |•You Did It |• Creative Job |• You’re so funny | |• Bingo |• You’re Fun to Be With |• Thanks for Your Help | |• Hooray for You |• You Tried Your Best |• Marvelous | |• Far Out |• A Big Hug |• I Love You | |• You’re on Target |• You’re Important |• Phenomenal | |• Dynamite |• You’ll go far |• Super Work | |• You’re On Your Way |• What a Big Help You Are | | |• How Smart of You | | | Management of English Medium Schools A short introductory application training Programme at DSD 2009 | Successful School/Classroom Management | |With the help of trained instructors the management of successful schools depends on the teachers and heads.
Topics like describing| |a school, a child friendly school, praising students, class room planning, report writing, lesson planning, taming students, | |encouraging good behavior and rewarding volunteers in class. All these are essential elements of a good school. | Objective: This section deals with various areas of the school management. Whether it is the landscape, facade, discipline, good behavior or good students, if good management is in control of the school then automatically it is a successful school. Procedure: • The instructor gives complete guidance on how to run a good and successful school. • Explaining each topic in detail and with everyday examples. • The participants try to act out different situations to understand the solutions to each problem. • A complete guide is given on what a child friendly school is. How to encourage a student on good behavior and how to control a misbehaved student. • Report writing methodology Outcome: The participants are well prepared and ready to face the new challenges. They are now up to date with the new techniques to be applied in their own institutions. The full knowledge of the latest ways to teach has been given to the participants at the end of this section. CLASSROOM MANAGEMENT LESSON OUTCOMES • Say classroom rules in English • Request help from the students in the running of the classroom • Indicate changes from one activity to another in the lesson in English Activity 1 • Describe your classroom Rules • Classroom rules • You should speak English You shouldn’t make a lot of noise • You must arrive on time • You mustn’t shout in the class • If you want to go to the toilet, you must ask for permission Activity 2 • Write 3 rules that you have for your classrooms. Managing rules in the classroom • Rule • You should always speak English • Requests to follow that rule • Please speak in English • Please use English • Would you mind speaking English • Can you use English, please Activity 3 • Make requests for the 3 rules that you have written Asking learners to help in the classroom • Purpose • How to make a request to a learner to do something? • Use of please, would you mind, can you… • Please turn off the lights Would you mind standing up • Would you mind cleaning the board • Can you close the door, please • Activity 4 • Make 3 requests using the classroom drawing. English phrases to indicate changes from one activity to another in a lesson: • Purpose Activity 5 Describe whether the following phrases are used in the start or at the end, • One or two more minutes. • Ok, lets discuss together what you wrote. • Finish the sentence you are writing now. • Two more minutes to finish the task. • Right, we’ll stop there now. • Now we are going to do something different. • You’ve all done that activity very well. • Let’s go on to a listening activity now. Stop there, don’t worry if you haven’t finished. • Could you quickly compare your answers with your partner Learnt Today… • Importance of handling a classroom using English language • Practice English vocabulary and sentence structures used for classroom management (Classroom rules, change in activity, requesting assistance from students) • ” In my end, is my beginning…” ____________________________________________________________ _________ Describing School ABC International is a school with a different vision. We aspire to achieve not only academic growth of a child but we take care of character building who can face challenges of life. Each learner is treated as an individual.
We create interest in learning by stimulating curiosity. Since its inception in the year 2005 the school has proved its excellence in academics as well as co-curricular activities, excelling and bringing laurels to its name. Our aim is to lead our students from self- centered approach to selfless achievements. Faculty The head of the school is very energetic and has a more dynamic approach. Teachers of great potential are the lifelines of the school. Academics This is K-12, C. B. S. E. (Central Board of Secondary Education) affiliated English medium school. Each class has 3-4 sections. We have separate Pre-Primary wing designed well to suit the aesthetic needs of young learners.
The activity room is equipped with extensive and colourful games and toys and other audio-visual aids. The tiny tots enjoy sand pit and splash pool. We train our students to integrate knowledge in classroom with its application in their lives. We prepare our students for Board Examination through rigorous testing and examination confirming to Board Standards. Classroom teaching Classroom teaching is interactive and appropriately supported by multimedia and teaching aids. Our curriculum includes research projects, practical knowledge and feedback through worksheets and assignments which make learning interesting. Cultural, sports, group discussions and educational tours form an integral part of learning. Infrastructure
A modern building comprises of well-ventilated classrooms with all necessary equipments for day to day educational requirements. Students are made to learn Mathematics through specially designed models and activities in Math Lab. Our Science Lab is well equipped to enable students to learn through some hand on activities to satisfy the puzzling minds, especially our junior scientists. Computer Lab with internet facilities ensures that students are quite aware of technology. The school library has a precious collection of books, encyclopedias and reference material on a wide range of subjects. Sports We prepare a structured programme for our young learners.
We provide many indoor and outdoor games like Football, Cricket, Kho-Kho, Badminton, Table-Tennis, taekwondo, Chess, Carrom, Basketball and Athletics etc. Taekwondo is the unique feature of our school. We train every child for self defence. Yoga and Meditation The day at ABC begins with yogic exercises and meditation where a child learns to keep fit. Along with that we stress upon developing each student’s spiritual qualities and virtues giving a capacity to the service of humanity. Co-curricular Activities We aim to achieve a building personality of a child through an intensive program me of well planned co-curricular activities as they give vent to release the tremendous store-house.
Students are exposed to a variety of self-developmental activities like art and craft, fine arts, oratory skills and quizzing etc. The school stands committed to develop academically sound, morally upright and socially well integrated students. Basic Concepts:Lesson Planning A Lesson Plan is simply a step-by-step guide to what an EFL teacher plans to do in the classroom on a given day. The more detailed the step-by-step, the better. Ideally, you could not go to work on a given day and another teacher could read your lesson plan and know exactly how to teach your class on that day. a good lesson plan might even include specific gestures and cues used for various parts of the lesson. That’s how detailed your plan should be.
There are literally hundreds of types of lesson plans, but there is not one format accepted by all schools. Many schools have their own set format, others will let you use whatever format you like. There is; however, some general agreement about what should be included in a good lesson plan. Generally agreed components of a lesson plan include: Day/Date: Lesson Name: What will you call the lesson? Class/Level: Age, topic, skill level, class name Materials: List everything you need to teach this lesson. List every possible thing you will need to take to the classroom, and/or obtain from the school to complete the lesson. This list can help you make sure you don’t forget any handouts or special materials that you need to take to the class.
Textbook/Course book name: From what book are you working – or drawing the lesson from? Unit—title—page number: Specifically where in that book? Goal/Aim: What are we working towards today. Describe the final result of the lesson in this format – The students will be able to ___(do what? )________. Example: The students will be able to ask and answer questions about their hobbies and interests Grammar Structures Employed: (How a