KENDRIYA VIDYALAYA SANGATHAN

1
KENDRIYA VIDYALAYA SANGATHAN
THREE DAY WORKSHOP
ON
COMMUNICATIVE ENGLISH
6 MAY 07 TO 8 MAY 207
Venue KV PARADIP PORT
2

• What is communicative approach in English
  teaching?

It does not mean teaching conversation based
English

• But it actually means

• Laying emphasis upon language meaning and not
  language form.

• How to use English as a tool for communication
  -and the rules or principles that represent it

3

• A Teacher may teach structural content and how
  to learn in English. But the teacher should not
  restrict himself only in to that activity

4

• Communication is a process for exchanging
  information.

• True communication A transmission of thoughts,
  ideas and feelings from one mind to another gt
  Information

5
Core skills
listening
speaking
decoder
encoder
receiver
O
ƒ
sender

Information
LANGUAGE
Listening
Hearing
produce voice
voluntary
Involuntary
Ability to detect
6
Input
Out put
From
To understand topics and main points
INFORMATION

• Spoken discourse
• Familiar social situation
• Inter-personal messages conveyed through person
  or telephone

Distinguish main points from supporting details
To respond to directive lanuages
To interpret what is heard key words,
intonation, gesture, background noises and stress
Non-verbal
Verbal
7
Aim and objective of this workshop

• We have certain invisible enemies because of
  globalization
• This has impact on education
• Hence, we have to deliver superior services
  relative to customers expectation.

Dimension of quality

• Reliability Accuracy
• Responsiveness
• Assurance To inspire trust and confidence
• Empathy Feeling difficulties for others
• Tangibility Visible evidence

8
How to maintain quality

• SWOT analysis Strength gt Weakness gt
  Opportunities and Threats

9
How to implement in schools
10
Bilingual Education

• Bilingualism in two senses
• receptive bilingualism read and listen to
  English
• Reading of literature, listen to lectures in
  English
• Monolingual standard, i.e. to master English as a
  native speaker as an aim
• Courses given in English, substitute courses
  previous given in Hindi
• No alternatives to English in the
  study/programms/courses.
• Conclusion bilingualism at an interaction level
• English supplies and sometimes substitutes Hindi.

11
Foundation Stage

• Voluntary (the law only requires that children
  should begin full time education on the term
  after their fifth birthday)

Our Target is Teaching Communicative English
through English for enhancing life skills such as

• Personal, social and emotional development
• Communication, language and literacy
• Mathematical development
• Knowledge and understanding of the world
• Physical development
• Creative development
• Decision making and critical thinking
• Strong interpersonal relationship

12
Diversity of Indian Students

• Degree of acculturalation, language fluency, and
  geographical location are some determining
  factors
• Language fluency
• -Monolingual in Native language
• -Monolingual in English
• -Bilingual
• -More Native language and less English
• -More English and less Native, etc.
• Each has an impact on student readiness skills
  and requires different teaching skills

RESULT
Poor communication
Fear
Poor comprehension
Poor Listening
Poor Vocabulary
Poor Expression
13
Activities to be undertaken

• Pronouncing new sound
• Carefully chosen vocabulary items producing
  grammatical structure
• Using devices for managing conversation
• Creating real life situations
• Expressing views, reaction
• Giving instructions
• Talking over phones

Classroom situation

• Asking and answering questions
• Narrating events
• Describing people

14
Classroom situation

• Describing place
• Making extempore speech
• Debating and anchoring
• Talking about a topic of interest
• Expressing need for something

Outside Classroom situation

• Greetings Formal and informal
• Taking leave
• Exchanging news
• Sharing opinion, Jokes and likes and dislikes
• Personal pleasure and plain (Emotional feelings)
• Carrying out a friendly conversation
• Accepting, extending and rejecting invitation.

15
How to catch the attention

• Body language Eye contact
• Smile and expression
• Pace and speed of delivery of speech
• Totally democratic approach- no threat
• Moving around the class room
• Working in pair, Group of 4 and group of 6
• Posture of the body
• Pleasing personality Hide restlessness and
  emotions of anger

16
Characteristics of an Effective Teacher of Indian
Students

• Abilities to use non-verbal communication to
  establish positive learning environments in the
  classroom. These are not emphasized in most
  teacher training programs in terms of its impact
  on Indian students.
• - Proximity teachers who stand in front of the
  classroom and lecture to their students often
  establish barriers to learning. In contrast,
  teachers who move about the room among their
  students tend to be much more effective.
• - Smile teachers who are personable and
  friendly put their students at ease, which
  facilitates learning.

17
Effective Teacher

• - Warmth caring Indian students almost
  always respond to teachers who are warm and
  caring. Studies indicate that the absence of
  warmth causes emotional distance and hostility
  from Indian students.
• - Emotional Closeness Indian students must
  often be close to their teachers before they are
  willing to respond to instruction. Studies
  indicate that students will more likely learn to
  please the teacher than to learn for themselves

18
Effective Teacher

• - Out of class relationships Teachers who
  welcome out-of-class interactions tend to be more
  effective than teachers who insist on
  professional distance. The implication for
  students I can trust this teacher.
• - Embarrassment When teachers use
  embarrassment as a motivational or disciplinary
  tactic, many Indian students withdraw. Rather
  than embarrass, while requiring overt behavior
  from students so as to encourage participation
  and promote learning, teachers must explain to
  students who do not get it right away that I
  will come back to you, and move to other
  students for answers.

19
Effective Teacher

• - High expectations The most consistent
  characteristic of effective teachers of Indian
  learners is having high personal and academic
  expectations. At the same time, teachers must
  make sure students clearly understand what those
  expectations are, and what is expected of them.
• - Personal vs. task orientation Teachers are
  much more effective with Indian students when
  they encourage students to learn for them then
  when they use task-oriented approaches. Students
  feel valued and respected.

20
Let us be more successful as a teacher

• All forms of cultural responsiveness teaching
• Multiple approaches to teaching reading
  specifically language development
• Accuracy in diagnosing learning skills
• How to promote student interaction
  responsibility
• Personal counseling
• How to recognize mismatches between curriculum,
  standardized tests and student abilities
• Classroom management and all forms of rewards and
  praises