This book helps to know the proficiency of the English language, by which we can communicate in a language one needs to be skillful in listening, speaking, reading, and writing (LSRW) in the language and being well-versed in the grammar and vocabulary of the language.
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6. fo"k;&lwph English Language Proficiency UNIT PAGE NO. UNIT-1 01-06 ENGLISH IN INDIA Why English in India? How Learning first language different from learning second language Challenges of learning/teaching English as a second language Langauge Acquisition and second Language Learning UNIT-2 07-52 LEARNING LSRW SKILLS THROUGH THE FOLLOWING LANGUAGE Greeting Taking leave Enquiring, giving information Apologizing Appreciating Giving directions UNIT-3 53-92 STUDY SKILLS Dictionary skills Note Making Information transfer Interpretation of data UNIT-4 93-111 APPROACHES AND METHODS OF SECOND LANGUAGE TEACHING Approaches and methods of teaching English as second language Recent Developments Classroom management The English Language Teacher as an Innovator
7. UNIT- 5 112-132 good test items Preparing test items analysis and preparation of blue print Internal Assessment 20 marks Internal Assessment will be based on assessment of listening (5 marks), speaking (5 marks) reading aloud (5 marks) writing ( 5 marks) -------000------
8. D.El.Ed. (First Year) UNIT-1 LEARNING ENGLISH AS SECOND LANGUAGE IN INDIA 1.0 Introduction What a tremendous journey English Language has made in our multilingual India! Once it was a foreign language; it has now been crowned as the second language (L2) of the country in spite of so many well-established Indian languages. Though English has acquired a prestigious position in our society, its learning and teaching has always been challenging. If the learners are enabled to learn English almost in the same way which they used in acquiring the mother tongue, they will naturally have a pretty good command of English as well. 1.1After going through this unit we will be able to discuss why learning English is so important in India. express the challenges of learning and teaching of English as L2 in India. state how learning the mother tongue/first language is different from learning L2. enable the learners to ‘acquire’ English as a second language. 1.2 Why English in India? Is there any province in India where English is not introduced as the second language in Hindi/regional language medium school right from class -1? India has the third largest english - using population in the world, after the USA and the UK. English will continue to enjoy its prestigious position as the L2 because it is Recognized in the Indian Constitution as the associated subsidiary official language a link/service for inter - province communication a library language 1
9. D.El.Ed. (First Year) a language of science and technology a language of more and better opportunities a language of trade and commerce a global language (international language) Explain the statements given below: English is an international language. English is a link (service) language English is a library language. 1. Make a list of the 10 languages used by the highest number of people. Should we have any of these languages in the school syllabus? Give your opinion. 1.2.3 Review Questions Would it be a good idea to remove English Language from the school syllabus? 1.3 What does learning a language basically mean? Learning a language basically means learning to communicate in the target language. To communicate in a language one needs to be skillful in listening, speaking, reading and writing (LSRW) in the language and be well-versed grammar and vocabulary of the language. Objectives of learning English as L2 at the school level To enable the learners to listen to English and to understand it (Listening Skills). speak English with working command (Speaking Skills). read and understand English : reading aloud at the primary level and then gradually move towards silent reading ( Reading Skills). write English on their own with relevance and clarity (Writing Skills). understand enjoy and appreciate English poems (Literary Skills). have a working command of grammar. use vocabulary (words) appropriately. 2
10. D.El.Ed. (First Year) become self-dependent in learning English (Study Skills). Challenges of learning/teaching English as L2 o limited time: how much time does the child get to learn the mother tongue and how much for English. o meager exposure to English. o untrained / Inadequately qualified teachers of English. o lack of motivation. o the structure of English is different from that of the mother tongue. 1.3.1Reflection: 1. What can you do to get more exposure to English? 1.3.2 Assignment: 1. Would you like to communicate fluently in English? What stops you from fulfilling this desire? Talk to at least 10 classmates. Write down your observations. 1.3.3 Review Questions: In 1.3 challenges of teaching and learning English are given. Share some tips to overcome these challenges. 1.4 How learning the mother tongue/first language is different from learning L2 Human beings alone have the ability to use language. One of the marvels of creation is how a child acquires the ability to speak his/her mother tongue so fluently and accurately. First Language Acquisition It is very interesting for us, as teachers, to observe children acquiring their mother tongue. Have we noticed the basic requirements for mother tongue acquisition? The basic requirements essential for mother tongue acquisition are as follows: 3
11. D.El.Ed. (First Year) o Ability to hear o Interaction in mother tongue Difference between Language Acquisition and Language Learning The term ‘acquisition’ is associated with L1 (the mother tongue or the regional language) and the term ‘learning’ is used for L2. The distinction between these two terms may be tabulated as follows: Table 1.1 Acquisition Learning informal Formal subconscious (unaware of Conscious (direct instruction in the grammatical rules) rules of language) implicit explicit effortless requires effort picked up ' learnt ' always successful Not very successful Picking up a language Studying a language The working definition of acquisition and Learning is as follows: A working definition of Language Learning and Language Acquisition: Language Learning is a formal and a conscious process which is very less successful. Language acquisition is an informal and a non-conscious process which is always successful. Language acquisition is the gradual development of ability in a language by using it naturally in communicative situations. 1.4.1 Reflective Questions: 1. You were able to express your ideas in mother tongue even before you joined school. Who taught you to use your mother tongue? 2. Had you a textbook then? 3. Did someone give you grades on the performance of the mother tongue? 4
12. D.El.Ed. (First Year) 4. Do children feel any strain at all while acquiring the mother tongue? Give your opinion. 1.4.2 Assignments: Discuss with your parents about some memories that they have about your mother tongue learning when you were a kid. Write them down. Share them with your classmates. Discuss about the similarities and some marked dissimilarities. 14.3 Review Questions: 1. What difference do you find between the objectives of teaching the first language and the second language? 2. How can we as teachers, borrow the learners’ L1 acquiring strategies for teaching English as L2 to our learners? 1.4.4 Reflective Questions 1. Did you learn your mother tongue intentionally (in well planned steps)? 2. What is the difference between first Language acquisition and second language learning? 3. Discuss table 1.1. 1.5How can we help learners to acquire L2? Our learners can acquire L2 if certain insights from the L1 context are adopted in L2 context. L2 acquisition can facilitate the procedures given below - o by providing more and more exposure to L2 (English) so that learners have more opportunities for communication . o by creating an informal atmosphere as against the formality of an L2 Classroom o by encouraging learners to focus on the meaning, not the form (grammar) o by adopting a tolerant attitude to errors and mistakes made by learners. 5
13. D.El.Ed. (First Year) o Providing a pleasant and stress - free environment to L2 Learners. o by respecting the learner's freedom to be silent unfit (s) he is ready to communicate. o by motivating the learners for genuine, authentic and real - life communication. 1.5.1 Reflection: 1. Give examples of classroom practices that show how acquiring English can be similar to acquiring Hindi. 1.5.2 Assignment: 1. Design some activities to help student of class-1 to be able to communicate with each other in English. 1.5.3 Review Questions: 1. What is the need of English language in our society? 2. What are the objectives of teaching English in our schools? 3. How is acquiring the first language different from the acquiring of second language? 4. A student tells you, “Madam/Sir, I get very good marks in English tests, but I am not able to speak English well.” What is the reason for scoring good marks in tests, yet not being able to speak in English? 6
14. D.El.Ed. (First Year) Unit – 2 Learning Langauge Skills through Language Functions 2.0 What are language functions? When you are trying to choose the best way to express yourself in a particular situation, you must keep in mind what you are doing with your language. Are you introducing someone, describing something, (dis) agreeing with someone, asking for/giving permission or what? These are called language functions. Language functions, in other words, are the purposes for which we speak or write. A context plays a very important role in learning a concept. To enable the learners to understand the use of a language function, it is generally presented through a dialogue, and then the practice of that particular language function is given. How to classify the expressions under a language function? The expressions under a language function are classified according to the three levels of formality: neutral, informal and formal. We can, however, for our school learners, just maintain two levels: formal and informal. 2.1 Objectives: By the end of this unit, you will be able to : 7
15. D.El.Ed. (First Year) Be use some language functions with greater efficiency Acquainted with various strategies to practice and learn language functions. 2.2 Greeting and Taking Leave It is important to know how to use English to greet people politely when we meet them and how to end the conversation when we take leave of them. The way this is done is slightly different in formal situations (when, you are talking to a person whom you do not know very well, to a very senior person, to your teacher or your boss, for example) and in informal situations (when the person you are speaking to is a friend or a close relative). Listen to a formal dialogue between two persons and follow the dialogue in the book. You can use the words in bold when you need to greet someone in English or to end a conversation. ACTIVITY 1 Read aloud the dialogues given below DIALOGUE 1 (FORMAL) (Gita Soni and Madhu Kamar meet at the chaupal. They stay in the village, but do not know each other very well. It’s three o’clock in the afternoon.) Madhu : Good afternoon, Mrs Soni. Gita : Good afternoon, Mr Kamar. How are you? Madhu : I’m very well, thank you. And how're you, Mrs Soni? Gita : I’m fine, thanks. I came to buy some stamps and inland letters. 8
16. D.El.Ed. (First Year) Madhu : I must send this card to my friend. It’s her birthday next week. Have a nice day, Mrs Soni. Gita : Thanks, and you too. Bye! Madhu : Goodbye! 2.2.1 Reflection 1. Specific The two persons in the dialogue you listened to are neighbours, but they do not know each other very well. So, (a) they address each other by their titles, not by their first names: Mrs Naidu, not Gita, and never Mrs Gita, and (b) they say Good afternoon to greet each other, not Hello or Hi. When we talk, we usually say I’m … , It’s … , How’re … instead of I am … , It is … , How are … . We usually say Good morning up to twelve o’clock midday, Good afternoon between midday and five o’clock in the evening, and Good evening after five. We never say Good night to greet a person. Make sure to say Bye or Goodbye like the speakers you heard on the CD, with the voice moving from low to high. 9
17. D.El.Ed. (First Year) ACTIVITY 2 PAIR WORK Take turns to enact the roles of Mrs Kamar and Mrs Soni with a partner. DIALOGUE 2 (INFORMAL) (Laskshman and Sukhram are good friends. They meet outside a restaurant after a Sukhram : Hello, Lakshman! Lakshman : Hi, Sukhi! I haven’t seen you for a long time. Where were Sukhram : I was busy in school, practicing for Sports Day. I was in the Lakshman : How wonderful! You must’ve won many prizes. Sukhram : Not many. Only three. Lakshman : That’s great, Sukhi. Congratulations! Sukhram : Thanks. And what have you been doing? Come, let’s have some coffee. We haven’t met in a long time. Lakshman : Wish I could have stayed, but I’m really late for college. Let’s meet on Sunday. Sukhram : We’ll do that. Bye, bye! Lakshman : See you! 10
18. D.El.Ed. (First Year) 2.2.2 Reflection: 1. Specific Lakshman and Sukhram know each other very well. So: Sukhram addresses Lakshman by his first name. Sometimes we call our friends by their pet names, just as Lakshman addresses Sukhram by his pet name, Sukhi. They say Hello and Hi to greet each other, not Good morning or Good afternoon. They say Thanks instead of Thank you. 2. General When speaking, we say: haven’t for have not that’s for that is we’re for we are ACTIVITY 3 PAIR WORK Read the dialogue again and repeat each line. ACTIVITY 4 Take turns to enact the roles of Lakshman and Sukhram with a partner. 11
19. D.El.Ed. (First Year) (a) Given below are some greetings suitable for different occasions of national, religious and social importance. Dear Fellow Citizens engaged in the task of nation building My greetings to you as we complete 70 years of our Independence. “I firmly believe that the festival that celebrates humanity and goodness will bolster peace, brotherhood and happiness.” “On the auspicious occasion of Idu’l Fitr, I extend greetings and good wishes to all my fellow citizens, particularly my Muslim brothers and sisters, in India and “Felicitations to you and the friendly people of the State of Israel on the occasion of your National Day.” “I convey my heartiest greetings and good wishes to the people of our country on the joyous occasion of Shankranti.” “May the noble ideals associated with celebration of Gandhi Jayanti enrich our lives with peace, harmony and the spirit of humanity!” (b) From the greetings given above, make a list of words used for greetings each other on different occassoins. 2.2.4 Review Questions: 1. Complete the following dialogue. 12
20. D.El.Ed. (First Year) (Shankar Sharma meets Manoj Tirki, who has recently moved in as his neighbour.) Shankar Sharma: Good morning, Mr Tirki. How … …? Manoj Tirki : Very well. How ……., Mr Sharma? Shankar Rao : I’m ……….. We’re happy to have you as our neighbor. Do come home sometime. Manoj Tirki : We certainly will. Thank ………… See you then. Shankar Rao : ………………......... . Note that we say Mr Sharma, not Mr Shankar. 2. From the two expressions in brackets, choose one that would be suitable in informal spoken English and fill in the blanks in the dialogue. After you finish, read the dialogue and practice it with a partner. (Manju meets her friend Parvati after school, and they walk home together.) Manju : Hi, Parvati! Are you in the play for Parents’ Day? Parvati : Hi, Manju! No, our class is presenting a group song. ……………. A Chhattisgarhi folk song. (It is/It’s) Manju : Wonderful! …. Glad. You have a great voice. (I am/I’m) Parvati : …………. What’s you class doing? (Thank you/Thanks) Manju : ……. doing, ‘Bhima and Draupadi.’ I’m Bhim’s mother.. (We’re/We are) Parvati : Then, ….. have to wear a sari, won’t you? (you will/ you’ll) Manju : …., I hope I can manage that. (Yes/No) 13
21. D.El.Ed. (First Year) Parvati : Oh, you will. …….. worry (Do not/Don’t) Manju : ……………, Parvati. Bye. (Thanks / Thank you) Parvati : …………… (Goodbye / Bye) 3. Mr Kumar meets Ms Rahman, his son’s teacher, at the school. Write a dialogue between them, using the outline below. Mr Kumar greets Ms Rahman. Ms Rahman returns the greeting and asks him how his son, Kiran, is. Mr Kumar says that Kiran is much better but that he has to rest for a week. Ms Rahman says she hopes Kiran will get well soon. Mr Kumar thanks her. They take leave of each other. (b)Enact the conversation you have written with a partner. 4. Given below are some useful expressions to take leave. Add more expressions to the list. a) Excuse me a moment/minute b) Excuse me I’ll be back in a minute/moment. c) I wonder if youre’d excuse me (for a moment/ a minute) d) Excuse me; I’ll be back in a moment. e) Would you excuse for me (for a while/two minutes), dear? f) Han on, a second/moment/while. g) I’ll be right back. h) Do proceed. I’ll catch you up. i) Well, I’m afraid I must go now. j) I hope you don’t mind, but I really have to go /must be going now. 14
22. D.El.Ed. (First Year) 5. Write a dialogue based on the following guidelines and enact it. (You can change items b-d.) a. Exchange greeting. b. Ask you partner about what happened in office that day. (You were on leave and did not attend office.) c. She/he tells you that it was a quiet day at the office. The director left for Kolkata. d. Thank her and say you will be in office the next day. e. Take leave of each other. 6. Given below are some greetings suitable for different occasions of national, religious and social importance. Dear Fellow Citizens engaged in the task of nation building My greetings to you as we complete 70 years of our Independence. “I firmly believe that the festival that celebrates humanity and goodness will bolster peace, brotherhood and happiness.” “On the auspicious occasion of Idu’l Fitr, I extend greetings and good wishes to all my fellow citizens, particularly my Muslim brothers and sisters, in India and “Felicitations to you and the friendly people of the State of Israel on the occasion of your National Day.” 15
23. D.El.Ed. (First Year) “I convey my heartiest greetings and good wishes to the people of our country on the joyous occasion of Shankranti.” “May the noble ideals associated with celebration of Gandhi Jayanti enrich our lives with peace, harmony and the spirit of humanity.” 2.3 ENQUIRING AND GIVING INFORMATION It is important to know how to ask for information politely and to thank people for it afterwards. ‘Excuse me …’ and ‘please’ are the two most important phrases in this unit. Informal questions can be asked directly, but in formal situations a longer ‘preamble’ to the question is used: ‘I was wondering if you could tell me …’ or ‘I hope you don’t mind my asking …..’ Read the given dialogues in pairs. 1 Amit :Excuse me. Could you tell me the way to the library, please? Babli : Sure. Go straight ahead and then turn left. There will be a large notice on the door. Amit : Thanks. 2 Ganesh : Would you mind telling me when the next bus for Chandigarh leaves? Rohan : I’m sorry, I don’t know. You’d better ask at the information counter. 3 Deepti : Would you be kind enough to tell me where I could get my watch 16
24. D.El.Ed. (First Year) Leena : Yes, certainly, sir. Here’s a list of all our authorized dealers who will accept you watch for servicing and repair. 4 Charan : D’you happen to know where I left car keys, Sheila? Beni : I’ve no idea, dear. 5 Bharati: I’d like to see the latest models you’ve got in television sets, please. Santosh : Definitely, sir. Please come this way. 6 Jitesh : Know anything about gems? I want to buy my wife a bracelet for her Hiralal : I’m afraid I don’t know much about precious stones. We could ask at the Government Emporium, though. They have a reliable jewellery shop. 7 Rani : Sorry to trouble your, but could you tell me if Mr Kapoor has vacated this flat? Devi : I’m sorry, I don’t know. Perhaps you could ask the lady upstairs. I’m new here. MAKING INQUIRIES ON THE PHONE You often need to use the telephone to get some information or make an inquiry to find out, for example, the time of arrival of a train or the last date for the sale of application forms or whether classes will be held on a particular day. In doing this, you have to be clear, brief and polite. This will make it easy for you go get the information you want. The unit will help you learn how to use English to make inquiries. Listen to the dialogues below and follow them in you book. Activity -2 DIALOGUE 1 (The phone rings in a railway inquiry office.) Railway inquiry : Good afternoon. Railway inquiry. 17
25. D.El.Ed. (First Year) Caller : Could you tell me when the Rajdhani Express to Delhi Leaves, please. Railway inquiry : At 7.10 in the morning ma’am. Caller : Is it a daily train? Railway inquiry : No, ma’am. It runs five days a week. Monday to Friday. Caller : Thank you very much. Railway inquiry : My pleasure, ma’am. DIALOGUE 2 (The phone rings in the office of Yatri Nivas. The receptionist takes the call.) Receptionist : Good morning. Yatri Nivas. Caller : What time does the Volvo coach leave for Shridi, please? Receptionist : There are two coaches to Shirdi every Friday. One at 16 hundred hours and the other at 18 hundred hours 9.2. Caller : Could you reserve ten seats on the 6 p.m. coach, please. Receptionist : In whose name should I make the booking, sir? Caller : It’s for Harish Jain and family. Receptionist : Yes, sir. I’ll repeat that. Ten seats for Mr Harish Jain and family on the 6 o’clock, Volvo. Caller : That’s right. Thank you. Receptionist : You’re welcome, sir. 18
26. D.El.Ed. (First Year) DIALOGUE 3 (The phone rings in the Railway inquiry office.) Railway inquiry : Hello. Railway inquiry. Caller : Good morning. Could you please tell me what the fare to Baikunthpur is? I’d like to travel by the express train. Railway inquiry : It’s Rs 400. Caller : Pardon? Could you repeat that, please. Railway inquiry : The fare is rupees four hundred. Note that the 12-hour system of expressing time uses the numerals 1-12 followed by a.m. (from midnight until before noon) and p.m. (from noon until before midnight). Thus, 12 a.m. represents midnight, and 12 p.m. noon. Under the 24-hour system of expressing time, usually used by people, for e.g., in the travel and tourism industries, the hours are numbered from 0000 hours (spoken as zero zero zero zero hours) for midnight to 2359 hours (spoken as twenty-three fifty-nine hours) for 11.59 p.m. Caller : Thank you very much. Railway inquiry : You’re welcome, ma’am. DIALOUGE 4 (The phone rings in the Government Science College.) Office assistant : Hello. GSC. Caller :Good afternoon. Could you tell me when you’ll begin issuing application forms for the BA first year course, please? Office assistant : From Thursday, 20th April. Caller : What would be the price of a form? 19
27. D.El.Ed. (First Year) Office assistant : Fifty rupees, ma’am. Caller : What’re your timings for the sale of the forms, Office assistant : Ten to four every day, from Monday to Friday. Caller : I would also like to know the last date for the issue of the forms, please. Office assistant : 12th May, ma’am. Caller : Thank you. Office assistant : Most welcome, ma’am. ACTIVITY -3 PAIR WORK Read the dialogues above again and repeat the lines spoken by the person making inquiries. ACTIVITY- 4 Enact the dialogues with a partner. Take turns so that each of you gets a chance to play the roles of the person answering the call and the person making inquiries. ACTIVITY- 5 GROUP WORK 1. Form groups of ten. 20
28. D.El.Ed. (First Year) 2. On sheets of paper, write down five dialogues for different situations where inquiries are made on the telephone. 3. Fold the sheets of paper and jumble them up. 4. Now choose a partner and pick up one of the folded sheets. 5. Each pair can practice its dialogue and them enact it before the group. 2.3.1 Reflection: 1 (a) Given below are some expressions for enquiring. Informal Anytime/Anywhere Formal Could anyone tell Can/Could you tell Sorry to trouble you, me ……………………….…? Me please, ………………..? but ………………………….? Know (anything about) Excuse me. D’you know Would you be king enough to ………………………………? if/when/where/why/anything please ………..………? about ……………………..? I hope you don’t mind my Have you (got) any idea about D’ you happen to know asking …………………..? ……………………………...?/ if/why/where/when/what/anything (Got) Any idea about …………………………? Any clue (to/about) I’d like to know ………………, I wonder if you could please tell ……………………………..? please. me …………? Could you please give me any information about …………....? (b) Add more expressions to this list. (c) Responding to queries about information 21
29. D.El.Ed. (First Year) Informal Anytime/Anywhere Formal Yeah! Sure Yes/Of course. Definitely/Certainly/Gladly. ………………… . Sure. I shall be delighted to. Er, yes/A bit. I’m not sure. but I’m afraid I don’t have that Why not? ……………. . information. I’m sorry, I don’t know. Sorry, I don’t know. I’m afraid I don’t know Sorry, no idea. anything/ much about …………………. . I’ve no idea. (b) Add more expressions to this list. 3. You are a new student in college and wish to apply for a change of subjects. You ask different people. What would be the response of the following people: (a) a senior student-in the canteen (b) your English teacher-at his home (c) the college clerk-in the office 4. You have just bought a new mobile phone and don’t know how to operate it. you go over to your neighbour’s house to seek his help. He is not at home. You talk to his mother. Complete the conversation below: 22
30. D.El.Ed. (First Year) You : Good morning, Mrs Sharma. Mrs Sharma : Hello, Rahul! No, I’m afraid Sudhir isn’t home. You : ……………………………………………………………………? Mrs Sharma : He said he was going o visit Pradeep and then they would both sit and work in the library. You :……………………………………………………………………? Mrs Sharma : I couldn’t say for sure, but he’s usually home by six o’clock. Can I do anything to help You : I was wondering if Sudhir could take a look at my new mobile. I don’t know to operate it. Mrs Sharma : ......................................................................................... You : ………………….. . 5. Working in pairs, complete the telephone conversations below using some of the expressions given above. Enact them with you partner before the whole a. A: Hello. Raipur Online Shopping. B: Good evening. I have not yet received the delivery which was supposed to be made yesterday. 23
31. D.El.Ed. (First Year) A : ………………………………………………………………… ……………….? B: My order number is ………………………………………………… A: We have dispatched your order …………………………………………………. B: ………………………………… . A: You will definitely get it by 11 am tomorrow. Sorry for the inconvenience caused. b. A: Hello. Railway inquiries. B: …………………… the Ahmedabad Express leaves Bilaspur station, ……….. . A: At 7.15 in the evening, sir. B: …………………… . A: You’re welcome. c. A: Good morning. Railway inquiries. B: …………….….. . How many …………………… the Vishakapattanam Express go through , ……? A: Daily, ma’am. B: ………………… . 24
32. D.El.Ed. (First Year) A: You’re welcome, ma’am. d. A: Hello. Panther Travels. B: I’d ……………… four seats on the Deluxe bus to Bijapur, ………….. .? A: Could you give me the date of journey, please. B: ……………………… . A: The seats have been reserved, sir. You could pick up the tickets tomorrow evening. B: ……………. . A: Glad to be of service, sir. e. A: Hello. Swift Travels. B: Good afternoon. Could …………….. from Baikunthpur to Ambikapur, …………. . A: It’s Rs 550 for the non-A/C coach. B: ……………………….. much. A: You’re welcome, ma’am. 2.3.2 Make a list of things you would like to know about 3 of your classmates with whom you have interacted very little. Take the information you want from them. Record your interaction. 2.3.3Review Questions 25
33. D.El.Ed. (First Year) 1. To whom would you say this: ‘I wonder if you could tell me the principal’s telephone number.’ (a) to your English teacher? (b) To a fellow-student? (c) To the president of the student’s union? Could you use it with the others as well? If not how would you reword the question in the two other contexts? 2. You are visiting Jaipur for the first time and want to find a good place to stay for a few days. How will you ask for this information from: (a) your fellow passenger on the train to Jaipur? (b) a stranger at the station? (c) the Tourist Information Office in Jaipur? 3. To whom would you say this: ‘Didn’t you know I was going to Bombay next Monday?’ (a) to your English teacher who wants to take an extra class on Monday? (b) to a friend who has invited you and some other friends to dinner at his house next Monday? (c) to the manager of a firm who has called you for an interview the following Monday? (d) to your secretary who has fixed an appointment for you on Monday morning at eleven o’clock. Why can’t you say it to the others? 26
34. D.El.Ed. (First Year) 8 You have been rehearsing the annual play for some time. One day, in the corridor, the college principal asks you when the play will be pout p. Which of the following responses would you make and why: (a) Don’t know. (b) I’m sorry sir, but, I don’t know. (c) Sorry, no idea. (d) I wish I knew. (e) Go and ask the English teacher 2.5 APOLOGISING AND RESPONDING TO AN APOLOGY When we apologise to someone, we tell them that we are sorry for doing something we ought not to have done, or for hurting them, or for causing them to be bothered or troubled. In this part of the unit you will learn to use different expressions to say sorry. Read carefully the dialogues below. The situations in which the dialogues take place are formal. DIALOGUE 1 (FORMAL) (Satish apologises to his teacher for talking in class.) Satish (at the staff room) : Excuse me, ma’am. 27
35. D.El.Ed. (First Year) Teacher : Yes, Satish. What is it? Satish : Ma’am I’m really Sorry for talking in class. Suman wanted to know what we did in the class she missed yesterday. But I know I shouldn’t have been talking. Teacher : Satish, you know how annoying it is when you don’t pay attention. Satish : Yes, ma’am, I realize that. I won’t do it again. Teacher : It’s OK, Satish. Let it not happen again. Satish : Thank you, ma’am. DIALOGUE 2 (FORMAL) (Sirish apologises to his boss for reaching office late.) Boss : Where’s Sirish? Rani : He hasn’t come in yet, sir. (pause). Oh, here he is. Sirish : Excuse me for being late, sir. The bus didn’t turn up, and I had to look for an auto. Boss : That’s okay. But please be on time in future. 28
36. D.El.Ed. (First Year) Sirish : I will, sir. ACTIVITY 1 Read aloud dialogues 1 and 2 for practice. 1. PAIR WORK Enact the sample dialogues with a partner. Read carefully the dialogues given below. The situations in the dialogues are informal. DIALOGUE 3 (INFORMAL) (Sheetal has to meet her friend Ruhi, who is coming from Janjgir Champa, at the railway station. But Sheetal is late by ten minutes.) Ruhi : Here you are at last, Sheetal! Hi! I was beginning to get worried. Sheetal : Hi! Look I’m really sorry I’m late. I was caught in a traffic jam. Arati : No problem. It’s good to see you. DIALOGUE 4 (INFORMAL) (Sharan apologises to his aunt for not getting her a book she wanted.) 29
37. D.El.Ed. (First Year) Aunt : Have you got me a copy of the ‘The Adventures of Hingra’? Sharan : I’m really feeling bad I haven’t been able to, aunty. Actually it’s in short supply. Aunt : Don’t let it bother you, Sharan. Notice that there is no significant difference between the language used for apologizing in formal and in informal situations. ACTIVITY 3 Read aloud dialogues 3 and 4for practice. ACTIVITY 4 Enact the sample dialogues with a partner. Making a written apology 1. Expression of regret — where you say how terrible you feel about what you did. 2. Explanation of what went wrong — where you say why and how it 3. Acknowledgment of responsibility — where you take full responsibility for what happened. Here don’t try to defend yourself. 4. Declaration of repentance — where you say you know what you did was wrong and won’t do it again. 5. Offer of repair — where you offer to try to make it up to the victim. 30
38. D.El.Ed. (First Year) 6. Request for forgiveness — where you ask the victim to pardon your (Adapted from: https://www.apologyletters.net/) Read the email sent to a teacher for apologizing for a mistake done by a Respected Madam I deeply regret my behavior in the class. I offer my sincere apologies. What I did caused distraction in the class. I realize that I should behave according to the decorum of the place. I promise not to repeat such behavior in future. I am sorry for the incident. Hope my behavior has not caused any damage to our relationship. I will continue to grow under your guidance. Sincerely Tikeshwar Paikra Pick up sentences from the letter and write them in column B to match them with the thoughts in column A. Expression of regret 31
39. D.El.Ed. (First Year) Explanation of what went wrong Acknowledgment of responsibility Declaration of repentance Offer of repair Request for forgiveness 2.5.1 Reflection Would an email sent to a friend have all the six features given in column A of the table given above? Would the language in coumn B be similar? Discuss in groups and share your thoughts with other groups. Read the two messages sent on mobile to two different persons for the same mistake. What do you think is the relationship between the sender of the apology and the receiver?: The following expressions are commonly used to apologise or express regret: - I must apologise for … ing ….. - I’m sorry for (also, about) … ing …. - Excuse me for … ing … - I’m really feeling bad.. Sometimes, after apologizing, we accept the blame for the mistake. - I know I shouldn’t have …. - I realize that it is my fault, but ….. Then the reason for something happening for which the apology is being made, is given or a promise made not to repeat an action. - I was unwell. 32
40. D.El.Ed. (First Year) - Suman wanted to know what you were teaching us. - The bus didn’t turn up on time. - I won’t do it again. The following Expressions are commonly used to accept an apology. - That’s okay. But ….. (suggesting that something should not happen again). - That’s all right. These things happen. - Don’t worry about it. Some other expressions you can use to: make an apology accept an apology (I’m) Sorry. Oh, that’s fine. Don’ let it bother you. Please forgive me. /I understand. Forget about it. /Never mind. / It doesn’t I really feel bad about …… matter. 2.5.2 Assignments 1. Make a list of expressions used for making an apology. Categorise them into those which you would use for communicating with your friends only, those you would use for your teacher only and those you would use for your friends as well as your teacher. 2.5.3 Review Questions 1. Mention 10 different expressions which can be used to apologise. 2. Rudra took home Sashi’s book. He forgot to give it back. Write a dialogue between them, using the outline below. Ask Rudra for the book 33
41. D.El.Ed. (First Year) Say that you have forgotten to bring it. Apologise. Respond to the apology. 3. Complete the given dialogue: Teacher : Mr Chumanlal, please show me your assignment. Student : ………………………………………………………………… Teacher : That’s all right. But do complete it by Saturday. Student : I certainly will. 4. You promised your mother to bring vegetables on your way back home. But you forgot. How will you apologize to her? 5. You are in a hurry and as you come round the corner you bump into someone and knock him down. What will you say to him? 6. Write a letter of apology to your father for a mistake you have done. 7. Read the two messages sent on mobile to two different persons for the same mistake. What do you think is the relationship between the sender of the apology and the receiver? (a) father-daughter (b) teaher-student) (c) manager-assistant (d) friend-friend. Discuss in groups. I have proved myself a fool again, Bittu. I shouted at you thinking that you had shut down the computer without saving the changes. It was my mistake, dear. I need to control my anger. Please forgive me forget it, buddy. I am sorry Sir for shouting at my friend in the computer lab. I thought he had shut down the computer before I could save the changes. I should have behaved in the manner expected of me in the lab. I will take care not to repeat such mistakes. I apologise sincerely for my mistake. 34
42. D.El.Ed. (First Year) 2.6 APPRECIATING “Appreciating,” refers to an objective admiration for something’s basic value, sentiment, or nature. For example, you may not like to wear syour uniform everyday, but you can appreciate the need for doing it. One of the functions of language is to make others around us feel good about themselves by praising them, or saying something nice about them such as, for example, that somebody looks good or that he/she does something well. Responding appropriately to compliments is a part of using language well. Similarly, it helps if you are able to express the pleasure you feel when something is well done, good or useful and also to encourage others so that they feel inspired to perform better. This part of the unit will help you learn how to do all this confidently and fluently. Activity-1 Read carefully the dialogues given below. Notice the expressions used to compliment people on their appearance, clothes and talents. Enact the dialogues. DIALOGUE 1 (Pratima meets Sudha at a wedding. Pratima praises Sudha’s appearance. ) Pratima : Sudha, you look lovely. I like you in a long plait with flowers in your hair. Sudha : Thanks, Pratima. You look great too. I’m glad you’ve put up your hair. The style suits you. Pratima : Had to. My hair’s not very thick. Sudha : But you really look good with your hair put up. Pratima : Thanks, Sudha. DIALOGUE 2 35
43. D.El.Ed. (First Year) (Arjun sees Nikhil in his new scooter outside a bank.) Arjun : Wow, your new scooter looks good! Nikhil : Thanks. I’m glad you like it. Arjun : I think it’s very smart, particularly the colour. The deep purple looks much better than the usual black. Nikhil : Yes ,I too love the colour. DIALOGUE 3 (Surender submits a project report to his boss, who compliments him for doing the work well.) Boss : (going through the report) You’ve done a good job, Surinder.I knew I could depend on you. Surinder : Thank you very much, sir. Your compliment means a lot to me. Boss : I also appreciate your finishing the project on time. Surinder : Thank you, sir. I owe it to the training the company has given us. Boss : It’s nice of you to say that, Surinder. DIALOGUE 4 (Jeevan sees a man whom he knows carrying a smart briefcase at the bus stop.) Jeevan : I’ve been admiring your briefcase. It looks so smart. Acquaintance : Oh, thank you. Jeevan : Would you mind telling me 36
44. D.El.Ed. (First Year) where you bought it? I’d like to buy one too. Acquaintance : These bags have been on sale at Lepakshi since Friday. Jeevan : Thank you. I’ll go there right away. DIALOGUE 5 (Rekha has been helping David to work out problems in geometry.) David : Rekha, I can’t tell you how grateful I am to you for helping me solve these problems. You explained them so clearly. I wouldn’t have been able t understand them on my own. Thank you so very much. Rekha : You’re welcome, David. It was a pleasure to work out the sums with you. DIALOGUE 5 (Girja looks after Sashikala’s children for the day.) Sashikala : I really appreciate you kindness in sending lunch to school for my children. It make it possible for me to be with my mother during her surgery. Thank you very much. Girja : What are friends for, sashikal? You have helped me too, haven’t you? DIALOGUE 7 (Sagar manages to sort out a misunderstanding between two of his friends. His father appreciates him for it.) 37
45. D.El.Ed. (First Year) Father : I liked the point you made about trying to see each other’s point of view, Sagar. also, you spoke to them quietly when they were angry. I think it helped calm them. Sagar : Thanks, father. They’re good friends of Mine, and I can’t to see them quarrelling. DIALOGUE 8 (Vinod appreciates Kiran’s painting.) Vinod : (looking at the painting of a landscape) That’s a clever way of drawing trees, Kiran. I like how you’ve blended Different shades of green with white. Kiran : Thanks for appreciating my painting, Vinod. Your comment means so much to me because you’re an artist yourself. Written Appreciation Being able to write polished and sincere letters of appreciation is a basic element of common courtesy and etiquette. So, when someone has made a great contribution or played an important role in doing something good, or done a favour for you, it is important to let them know that you appreciate their kindness or good deed. While writing an appreciation for a person’s good deeds, remember to write it without any delay. Given below is a letter of appreciation sent by email. Read it. Dear Mr Naidu, 38
46. D.El.Ed. (First Year) I am writing this to thank you for your kind cooperation for organizing the blood donation camp held by our DIET yesterday. I am really excited that you have provided us with all the equipments and specialists needed for the camp. Your cooperation has not only helped us collect blood but it has also spread the awareness about blood donation. Now the people of the village adopted by our DIET know that blood donation does not cause any harm and they will willingly do it when need arises. I hope we will have more opportunities to work together. AS the Head- Boy of our DIET, I assure you all cooperation in health awareness drives or any such social activity for which you might need our services. Sunil Rathor Put a tick mark on the features of a letter of appreciation that you find in the email given above. Tell your partner which sentence has that feature. Features Put tick mark on features found. Elaborate on the deed that you appreciate. Mention the importance of the deed done by the recipient 39
47. D.El.Ed. (First Year) Mention the good deeds that you have done in your life. Send the appreciation without delay. Mention the deed which you appreciate. Compare the recipient to other such persons. Express your willingness to cooperate whenever there is need to do any such good deed. Point out the recipient’s weaknesses also. Add a line welcoming the recipient to take your help if needed. 2.6.1 Reflection We show appreciation - when we are grateful for someone’s help. - when we admire someone’s abilities. We can show appreciation by - using a general expression of appreciation: That’s a clever way of ………… - giving a specific reason for the appreciation: I like how you’ve blended ….. When someone appreciates us, we respond in the same way as when we are given a compliment, by thanking the person and suggesting how important the appreciation is to us. We can compliment people on their appearance, as in You look lovely. We may refer to a particular aspect we find attractive, as in …. a long plait 40
48. D.El.Ed. (First Year) We can respond to compliments with simply Thanks/Thank you. We can also respond by returning the compliment, as in You look good too. While responding to a compliment, we may sometimes want to be modest as in, I had to (put up my hair). My hair’s not very thick. We can give a general compliment and follow it with a specific one, as in Wow, that looks good. Particularly the colour. We can compliment people saying that we would like to have something they have. However, though we can ask where something was bought, it is not polite to ask its price. Here are a few other sample compliments and responses to them. Situation Compliment Response 1. At a meal 1. a. The meal was delicious, 1. a. Thanks. It wasn’t especially the laddus. You much trouble. It’s a must’ve taken a lot of pleasure to have you trouble over them. over, and anyway, I love cooking b. I just love your kheer. Can b. Sure. That’s the best I have some more? compliment you can pay me. Thank you. 2. At a house – 2. What a beautiful house! 2. Thank you. It’s all warming You’ve planned it very because of your well. I like the courtyard advice and support. at the back. 3. On seeing a 3. Oh, how cute she is! Such 3. Thanks. Yes, she’s a baby a sweet smile! very friendly baby. 4. On a painting 4. That’s a lovely painting! 4. Thank. I’m happy done by a Your sister’s really gifted. you think so. friend’s sister 5. 41
49. D.El.Ed. (First Year) 2.6.2 Assignments: 1. Prepare a list of expressions for appreciating. 2.Prepare exercises for practice of expressing appreciation for the students of class- 2.6.3 Review Questions: 1. Write appropriate responses to the compliment below. a) Sujay : You have beautiful handwriting. How I wish I could write like you! Niranjan : ……………………………………………………………………. . b) Mohsin : You’ve brought up your children very well, Sarita. It’s a pleasue to them. Sarita : ……………………………………………………………………. . c) Roy : I’d like to compliment you on your daughter’s performance. You must be proud of her. Mrs Rajan : ……………………………………………………………………. . d) Patient : Doctor, I really admire your patience and commitment towards you work. Doctor : ……………………………………………………………………. . 2. Write compliments to go with the following responses using the expressions that suit the a. You : Excuse me, where did you buy your kurta? ……………………………………………………………………... Stranger : Thanks, I bought it at Pandri. 42
50. D.El.Ed. (First Year) b. Teacher : …………………………………………………… at the debat. I knew you’d get a prize. Student : Thank you, sir. It’s nice of you to say so. I wouldn’t have been able to do it without your help with the points. c. Keerti : I like you mother’s cooking, Ranjit. …………................................................... Ranjit : Thanks. Yes, I love her chappatis too. d. Manoj : Your story is ………………………………….. . I read it three times. Rahul : Thanks. I’m glad you liked it so much. e. Director : You played the role of Azad ……………………….. . It brought tears to people’s eyes. Actor : Thank you very much for the compliment. I think it must have been all the rehearsals we did. 3. Fill in the blanks in the table. Situation Compliment Response a. At the fruit stall a. The mangoes I bought at a. ……………………………. your stall yesterday were Can I give you five kilos? very sweet. b. At the doctor’s clinic b. ……………….. the way b. ………………………… . you give injections, sister. You’re also a good patient. They don’t hurt at all. c. At the Shishu Vihar c. I think you’re …………..... c. ………………………….., nursery school My daughter simply loves ma’am. I’m also fond of you. her. 4. Complete the dialogues with suitable expressions of appreciation chosen from those in the box below. 43
51. D.El.Ed. (First Year) I wouldn’t have managed I’m happy you make it was kind of you I appreciate a. Teacher : ………………………………………………… the trouble you’ve taken you. Sir. your appreciation means a lot to me. Stephen : Thank you, sir. Your appreciation means a lot to me. b. Mrs Naidu : …………………………………………… if you hadn’t helped me with all the arrangements for Sita’s wedding. Mrs Das : I enjoyed doing it. I think of Sita as my ‘own daughter’ don’t I? c. Guest : I must say that . …………................. to spend a whole day with me at the Salar Jung museum. Host : It was my pleasure. I enjoyed showing you the treasures of the museum. d. headmistress : Ms Mohan ………………………. The children speak in English to each other. That’s good way to help them use the language. Teacher : Thank you, ma’am. 5. Fill in the blanks with expressions of appreciation or encouragement that you would use in the given situations. You can choose from among the expressions that appear in the unit. The first blank is filled for you as an example. After you finis, listen to the CD to check you situation Expressions for appreciation 1. Your mother knits a beautiful ------------------------------------- sweater for you. 2. Your grandfather teaches you --------------------------------------- to water the rice fields. 3. You little sister has cleaned --------------------------------------- up her shelf on her own. 6. You have qualified to participate in an inter-college quiz competition and are leaving to take part in it. You’re the Principal, class-teacher, best friend and a student whom you don’t 44
52. D.El.Ed. (First Year) know very well appreciate you for having got good name for the institution. What would they say to you and how would you respond to each of them? 7. Complete the table given below. You may refer to the table given in ‘reflection’. 8. Which one of the following five expressions of gratitude would you use for your Situation Compliment Response Great work! You’ve put in a lot of efforts. Your voice is very good. I enjoyed your singing. How kind of you to take my class! I feel much better after resting this afternoon. What a great help you were! I liked the way you rearranged my room. classmate and good fried as you leave her/his house after a dinner you have enjoyed very much? Explain your choice and state your reasons for rejecting the other four options: (a) That was a lovely meal. (b) It was really nice of you to have asked me. (c) I am obliged to you for the dinner. (d) I should like to express my gratitude for the excellent meal. (e) Hey! That was great. Thanks a lot. I really enjoyed myself. 45
53. D.El.Ed. (First Year) 2.7 ASKING FOR DIRECTIONS AND GIVING DIRECTIONS If you do not know the way to a place, you usually ask someone how to get there. You also have to explain how to reach a place if someone asks you the way. This part of the unit will help you learn how to ask politely for and give clear directions in English. Note that whether you are talking to complete strangers or to people whom you know, there is not much difference in the kind of language you will use to ask for and give directions. Activity-1 Read carefully the dialogues below and practice them in pairs. DIALOGUE 1 (Ratan is a new student in the college. He asks Varun for directions to the Library.) Ratan : Excuse me, could you tell me the way to the Library? Varun : Sure. Go straight down this part and you’ll reach the new block. To the left of the reception desk is a staircase. Go up the stairs to the second floor and turn right. You will find the library at the end of the floor. Ratan : Thanks a lot. Varun : You’re welcome DIALOGUE 2 (Asma calls Bharat from the bus depot, asking for direction to his house.) Asma : (on the phone) Hi, Bharat. Bharat : Oh, hi, Asma! Where’re you calling from? Asma : From the Saket bus depot. How do I get to your house? Bharat : First, turn right, then turn left and Walk down 14.2 the road until you come to the traffic lights at 46
54. D.El.Ed. (First Year) the crossroads. There, take the right turn. Got it? Asma : Yes. And then? Bharat : Keep walking till you see the Shubham Hotel on your left. Right opposite the hotel is a lane leading to my house. It’s the second house in the lane. There’s a big mango tree in the garden. Okay? Asma : Yes, thanks. I’ll be there soon. See you. DIALOGUE 3 (Paul asks a passerby where he can find a stationer shop.) Paul :Excuse me, would you mind telling me where I can find a stationery shop here? Passerby :Not at all. Turn left at the chemist’s, go down the road and take the second Right. Walk on till you reach Ganesh department store. The stationer’s is the third shop from the department store. Paul : Third shop from the department store? The sentences Walk up the road and walk down the road do not always mean that the road is sloping up or down. We usually use the sentences to mean walk along the road. Passerby : Yes, that’s right. Paul : Thank you so much. Passerby : You’re welcome. DIALOGUE 4 (Reena wants Suma to work with her on a project at the weekend. But Suma does not know the way to Reena’s house.) Reena : Could you come home on Saturday, Shalu? We can work on the science project. Shalu : I can come, Reena, but I don’t know the way. 47
55. D.El.Ed. (First Year) Reena : I’ll tell you how to get here. Take bus number 9 from Ramnaka. Get off at Raj Talkies. Right opposite the cinema is Sai Temple. Walk into the third street. Our house number is 11 D. Shalu : That’s easy. See you at ten, then. Reena : Okay. 48
56. D.El.Ed. (First Year) Directions to follow a map Study the given map carefully. Trace the route by following the instructions given below it. Then compare it with your classmates. from http://learnenglishteens.britishcouncil.org Go straight on. Then take the first left on to Green Street. Walk past the library and it’s the building next to the library on the left. 49
57. D.El.Ed. (First Year) Go straight on. Go past the traffic lights. You will see a shop on the right. Go past that and it’s on the right next to the shop. C. Go straight on. Go past the traffic lights and go straight on until you get to the roundabout. At the roundabout turn left. Go past the theatre. It’s the building next to the theatre, opposite the hospital. D. Go straight on. Go past the traffic lights and take the second right on to King’s Road. Go past the bookshop. It’s the building next to the bookshop opposite the café. Activity -3 Directions to Use a Product Pair Work: Here are directions for using a moisturizer. Read and enact as given. 1. Apply: Dab the moisturizer on face and then gently and spread it evenly on your face and neck in upward and outward movements. 2. Massage: Starting from the center of your chin, massage slowly up your jaw line in gentle, circular motions, ending at the lower ear. ... 3. Activate : Press the energy points. 2.7.1 Reflection: Here are some more expressions you can use to ask direction and to give them: Asking for direction Giving directions 1. Can you tell me where the Bata 1. It’s opposite the State Bank of Hyderabad, next to the shoe shop is? Kamath Hotel. 2. Could you direct me to the 2. Go along the corridor and turn left. It’s just round principal’s office, please? the corner. 3. How far is the Navrang theatre 3. It’s about a three – minute walk from here. Cross the form here road and go straight on. 4. Can you help me find the bus 4. It’s on the other side (of this bus stand), near the pass counter, please? main entrance, facing the fresh fruit juice stall. You can’t miss it. 50
58. D.El.Ed. (First Year) 5. Can you show me the way to 5. It’s in Basheer Bagh. From the crossing, go towards the Skyline cinema? Hussain Sagar. On you right, you’ll see the Shanbagh. Take the lane next to the hotel and walk down it about ten yards. You’ll see Skyline on your left. You can’t miss it. 6. Excuse me, is this Shivaji Park? 6. No, I’m afraid you’ve come to the wrong place . this is Shivaji Nagar. Shivaji park is at the other end of the city, near the Secretariat. 2.7.2 Assignments: 1. Prepare a list of expressions for giving directions and the appropriate response. 2.7.3 Review Questions: 1. You don’t know where the local post office is. When a stranger asks you for directions to the post office, what will you say? 2. Complete the dialogue Ratan : Excuse me, could you tell me the way to the Primary School? Varun :……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Ratan : ……………………………………………… Varun : ……………………………………………… 3. Prepare a message to be sent on a mobile phone to give directions to help the recipient find the way from the railway station/ the bus stand to our training institution. 4. Pair Work : With a pencil, trace a route on the map given below. Give oral directions to your partner to follow the same route in her textbook with a pencil. Compare the two routes. 51
59. D.El.Ed. (First Year) 5. Your friend has arrived at the bus stop in your village/town. She asks different people the route to your house. How will the following people respond? (Take hints from the table given above.) (a) a stranger on the road. (b) a woman at the bus-stop. (c) a traffic policeman. 52
60. D.El.Ed. (First Year) Unit - 3 STUDY SKILLS 3.1 Introduction The real aim of teaching is teaching learners how to learn. A learner cannot always depend upon the teacher to teach everything, nor is it possible for a teacher to teach everything. Hence there is a need for cultivating the skills of self study among the learners. Study skills on the whole are academic skills. They help you to organize your studies effectively and make you efficient and self –reliant. Study skills, academic skills, or study strategies equip the the learner to study effectively. Study skills are fundamental to academic competence. There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue that every subject that you have to take is going to be so interesting that studying it is not work but pleasure. We can only wish for it. Success depends on the ability to study effectively and efficiently. “It is not enough to simply "think about" studying; you have to actually do it and use that information to get better.” This unit is designed to help you develop effective study skills. It is not a magic formula for success in preparing for tests, or written or oral assignments. However, by applying the techniques discussed, you can gain a valuable edge in understanding material, and learning it. 3.2 Objectives After completing this unit, the participants will be able to: 1. learn and use a wide range of studying and learning strategies. 2. demonstrate the ability to summarize a brief reading passage in a very short time. 3. improve academic reading skills. 4. get acquainted with different tools available for reference. 5. simplify study and learning processes. 6. maximize the effectiveness of time spent on academic activities. 53
61. D.El.Ed. (First Year) 7. understand the importance of study skills. 3.3 Concept: Study skills are skills which help us learn to locate (find), gather, store and retrieve information. Firstly, study skills are essential to select the proper source of information. These are skills which help us identify the sources which can give us the required information. For instance we will know whether the information should be taken from a dictionary, the internet, the thesaurus, the globe, the encyclopedia, the grammar book, the atlas or from any other source. Secondly, study skills help us to gather information. These skills help identify and collect significant thoughts or information in a passage or any reference book. Thirdly, study skills help us tackle the process of organizing or arranging systematically the information that we gather. Thus study skills help us to record or make notes in such a manner that it is very easy for us to use the information later. Fourthly study skills help use the information to retrieve the information. For example, a person having good study skills will be able to use the notes later to write an essay, a paragraph, a summary etc. Thus study skills enable the learners to develop effective strategies of learning and accepting information in least duration of time. Study skills are applicable to almost all disciplines. Hence there is a need for cultivating the skills of self-study among learners. Therefore exercises to develop study – skills have been included in the English textbooks of class IX & X (CG Board). 54
62. D.El.Ed. (First Year) 4. RETRIEVING INFORMATION 2. GATHERING INFORMATION 1.LOCATING INFORMATION Study skills Figure 3.1 - Study skills 3.3.1 Reflective Exercise: e: 1. If you are asked to write an article on say ‘Lesson Planning’, what would be the procedure that you would follow? o two people study the same way, and it is a near certainty that what works 2. ‘No for one person may not work for another’. Justify. Justify 3.3.2 Assignment: 1. What is the importance of study tudy skills in day to day life of a student? 3.3.3 Review Questions: 1.. What do you understand by study skills? 2. ‘Study skills enable the learners to develop effective strategies of learning’. Discuss. 55
63. D.El.Ed. (First Year) 3. How important are study skills in the life of a student? Justify your answer giving example. 3.4 Locating Information: A. Reference Skills We use reference books to locate information. information Figure 3.2 - Reference Skills There are different kinds of reference books. Some of them are been given below: 56
64. D.El.Ed. (First Year) REFERENCE BOOKS ‘WORD’ SOURCES OF DICTIONARIES OTHERS BOOKS KNOWLEDGE MONOLINGUAL ON LEXICONS ENCYCLOPEDIA DIRECTORIES ON IDIOMS & BILINGUAL ATLASES TIME TABLES PHRASES TRILINGUAL ON SYNONYMS YEAR BOOKS CATALOGUES PRONOUNCING ON ANTONYMS PROFESSIONAL ON USAGE REVERSE ON SLANG DICTIONARY THESAURUS Figure 3.3 - Reference Books 57
65. D.El.Ed. (First Year) Types of Reference Books TERMS: DEFINITIONS: EXAMPLES Almanacs Factual and statistical Vyavasaya Panchangam (agriculture information almanac)- The Acharya N.G. Ranga Agricultural University Atlases Topographic and Times Atlas of the World; Historical geographic information Atlas of the U.S. Navy Bibliographies List of sources on specific American Naval Bibliography topic. May also appear at the end of books and as titles in the general collection Biographical Information about the lives 14 Indian Scientists Who Changed The Sources of individuals World. And Things You Probably Didn’t Know About Them! Shreya Pathak Chronologies Dates and timelines for Timetables of History topics and events Compilations Collections of documents Panchatantra Tales-Pandit Vishnu or excerpts of texts Sharma Dictionaries Definitions or meanings of Webster's Third New International words or terms; can be Dictionary; American Dictionary of general or specific Campaigns and Election,LDOCE Directories Address and phone number Telephone Directory information Encyclopedias Overview source. May be Encyclopedia Britannica; Britannica very general or on a Online; Encyclopedia of the specific subject and may American Presidency be one volume or many volumes Handbooks Collections of useful Handbook of Campaign Spending, information about a Manorama hand book subject Indexes Lists of citations to Humanities and Social Sciences articles or newspapers; Index may be general or very specialized 58
66. D.El.Ed. (First Year) Statistical Numbers and statistics Statistical Year Book India 2017- Sources Ministry of Statistics and Programme Implementation-Govt of India Table 3.1 -Types of Reference Skills 1. Encyclopedia: The New Encyclopedia Britannica, Volume III page 258. Cross-Cousin- First cousin who is the child of a mother’s brother, or of a father’s sister. Cross head- steam engine component that connects the piston to the connecting rod and is guided so as to move in a straight line. 2. Dictionary: A Dictionary of Ecomics and Commerce: by J.L Hanson, ELBS, IV Edition Ex-factory: As a price quotation, it is the amount payable at the factory, that is, excluding the cost of delivery from the factory to the buyer’s premises. 3.4A.1 Reflective Exercises: 1. What are the reference books that you have referred to till now? For what did you refer to these books? 3.4A.2 Assignments: 1. Where does an individual learner go to gain knowledge/ information? 2. What do you mean by reference books? 3. List out the reference books that you have come across ? 59
67. D.El.Ed. (First Year) 4. Browse the internet and complete the table given below. Give at least five wesites for each kind of reference. Websites for Reference TERMS: DEFINITIONS Examples of Websites Almanacs Factual and statistical information Atlases Topographic and geographic information Bibliographies List of sources on specific topic. May also appear at the end of books and as titles in the general collection Biographical Information about the lives of individuals Sources Chronologies Dates and timelines for topics and events Compilations Collections of documents or excerpts of texts Dictionaries Definitions or meanings of words or terms; can be general or specific Directories Address and phone number information Encyclopedias Overview source. May be very general or on a specific subject and may be one volume or many volumes Handbooks Collections of useful information about a subject Indexes Lists of citations to articles or newspapers; may be general or very specialized Statistical Numbers and statistics Sources 60
68. D.El.Ed. (First Year) 61
69. D.El.Ed. (First Year) 3.4A.3 Review Questions: 1. Write the name of the reference books (s) which can be used for gathering information about each of the following items. The purpose in each case is given in brackets. a. Practice or Practise (spelling)……………………. b. Plan-chette (pronunciation)………………………. c. Silver Strand (waterfalls)……………………….. d. Telephone number(you need to ring up)-------------------------- 2. The following words and phrases occur in the passage for intensive study by your pupils in class X. You would like the pupils to gather information about each of them. Which reference book would you ask them to use in each case? a. Practice or Practise (spelling)…………………... b. Dhamtari (Location) c. USESCO (full form). ……………………… d. Forger- Forgeries (difference)…………………….. e. National parks & sanctuaries in Chhattisgarh – f. 54281 (train name)…………………….. B. Dictionary skills: 1. What is a dictionary? - study aid 2. What does a dictionary contain? ------------------------------ 62
70. D.El.Ed. (First Year) ------------------------------ ------------------------------ ------------------------------ ------------------------------ The dictionary is the most important study aid. Teachers as well as the students must train themselves in making the fullest use of dictionary. Most users of the dictionary refer to it for meaning. But a good dictionary gives much more information. To make the fullest use of dictionary, the user should know (a) what the dictionary contains, and (b) how to use it effectively. Example: Let us look at the Longman Dictionary of Contemporary English, Third Edition. The important parts of the dictionary are: 1. Inside covers 2. Content page 3. Preface 4. Introduction 5. Explanatory Chart 6. Guide to the Dictionary 7. The Dictionary 8. Table Inside covers The inside covers contain 1. A list of short forms used in the dictionary 2. Labels used in the dictionary 3. The pronunciation chart Introduction 63
71. D.El.Ed. (First Year) The general introduction highlights some of the salient features of this dictionary such as: a. Different definition b. American and British English (Spelling & Pronunciation) c. Frequency of the word- This tells which words are usual and which are unusual. d. Phrases and collocations Explanatory Chart: Explains how the entry (word) is dealt in the dictionary. For each word first of all the pronunciation is given in International Phonetic Alphabet, followed by word class (i.e grammar of the word) homographs, British and American spellings, usage, phrasal words, compound words, grammatical in square brackets, phrases and idioms and their meaning sign posts to know the meaning that you need etc. Guide to the Dictionary: The guide to the dictionary helps us to use the dictionary in the best possible way. It gives information about: a. Order of entries b. Syllable division c. Variants a. Spelling b. British & American Differences c. Word Differences d. Pronunciation e. Stress f. Inflections The Dictionary: 64
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