Classroom Transaction and Steps in Teaching English, SCERT Hyderabad has issued guidelines on Classroom Transaction and Steps in Teaching English to teachers. Ultimate goal of teaching English: To help the learners think independently and use English creatively and spontaneously as needed in the real life situations.
Role of Grammar and Vocabulary: These are essential but cannot be treated as discrete and independent entities. Grammatical awareness and vocabulary expansion takes place not by teaching these separately but through the entire classroom process; this is further strengthened by editing activities.
- Interact with the learners based on the trigger picture.
- Ask questions in additions to what has been given in TB.
- Use well-framed questions.
- Allow the learners to respond in mother tongue.
- Megaphone the children’s responses in English.
- Elicit and accept the divergent responses from the learners.
- Elicit relevant responses (words and sentences) and write on the BB/chart.
- Utter the word holistically but not letter by letter.
- Ask the learners to read the words and sentences from the BB / chart.
- Specify which part of the reading passage is to be read
- Ask the learners read individually.
- Give proper instructions such as the following.
- Tick the sentences /words you are able to read.
- Identify the characters/ location, events / dialogues in the story.
- Give further support to low-proficient learners in the following manner.
- Interact with the low- proficient learners to generate a subtext.
- Write the sub text on BB / on chart / in the notebook of the learner.
- Ask the learners to associate the sub text with the reading text.
- Put the learners in groups for sharing their reading experience.
- Give proper instructions for sharing the reading experience.
- Monitor the group activity (i.e., check whether the instructions are being followed).
- Facilitate sharing of reading experience between the groups.
- Make use of a glossary. (The glossary given in the TB and developed by the teacher additionally)
- Pose some questions to check comprehension.
- Ask some analytical questions to extrapolate the text.
- Make use of a concept mapping activity.
- Read the text aloud with proper voice modulation.
- Give chance to the learners to read aloud.
- Give proper feedback while the learners are reading aloud.
- Invite feedback from other learners on loud reading.
- The post-reading activities:
- Identify a discourse and assign a task to construct it.
- Write the targeted discourse on BB and ask children to copy it.
- Write down the questions and answers.
- Follow the process for the construction of discourse individually.
- Interact to make the context of the discourse (available from the reading passage).
- Ask questions to help the learners get ideas such as events, characters, location, etc.
- Ask questions to sensitize the learners on some features of the discourse.
- Give support to low –proficient learners.
- Provide opportunity for individual presentation.
- Give feedback on the presentation.
- Invite feedback from the other learners.
- Provide slot for refining the individual work in groups.
- Give proper instructions regarding the following.
How to share the written work
- What are the things to be taken care of while writing ( checking missing words, excess words, proper word forms, using proper punctuations, other writing conventions)
- whether all members are writing down the group product in their notebooks on a separate page
Who will present the work in the whole class?
- Monitor the group work to ensure proper collaboration.
- Provide slot for presentation by the groups.
- Give feedback.
- Present your version of the discourse.
- Conduct the editing as a whole class activity through interaction.
- Thematic editing and checking discourse features
- Editing the well-formedness of the sentence (sentence structure) – word order, excess words, missing words
- Editing the errors related to word forms (tense forms, prefixes, suffixes, agreement, etc.)
- Editing punctuations
- Editing spelling errors
- Check the remaining groups’ products undertaken by the groups.
- Let the learners refine their individual work based on these inputs on a separate page.
- Compile the refined works together to make the big book.
- Download the ZIP File from here