About Language Learning

1. II M.A. ENGLISH
ENGLISH LANGUAGE TEACHING
IV SEMESTER
prepared by
U. FARIDA USMAN

2.  UNIT-1 GRAMMAR AND GRAMMAR
 UNIT-2 ENGLISH PHONETICS
 UNIT-3 TRENDS IN ENGLISH LANGUAGE TEACHING
 UNIT-4 PSYCHOLOGY OF LANGUAGE LEARNING
 UNIT-5 METHOD AND TEACHING EVALUATION

3.  UNIT-3
 TRENDS OF ENGLISH LANGUAGE TEACHING
 APPROACHES AND METHODS OF TEACHING ENGLISH
METHODS OF TEACHING ENGLISH:-
A METHOD DETERMINES WHEN AND HOW MUCH IS TO BE TAUGHT.
METHOD DEALS WITH SELECTION,GRADATION ,PRESENTATION AND REPETITION.
 GRAMMAR TRANSLATION METHOD IS THE OLDEST METHOD OF TEACHING ENGLISH .
 IN THIS METHOD THE ENGLISH TEACHER TRANSLATES EACH AND EVERY WORD ,PHRASE AND SENTENCE OF ENGLISH INTO THE MOTHER
TONGUE OF THE STUDENTS.
 MORE IMPORTANCE FOR GRAMMAR WAS GIVEN IN THIS METHOD.
 IT IS MOST WIDELY USED METHOD AS WELL AS THE CRITICISED METHOD.
 IT IS STILL HAS STRONG HOLD IN MANY SCHOOLS.
 MOTHER TONGUE DOMINATES AND IT IS GIVEN DUE RESPECT
 THE STUDY OF GRAMMATICAL ASPECTS IS STRESSED IN THIS METHOD.
 GRAMMATICAL RULES ARE TAUGHT AND CLEARLY DEFINED.
 THE TEACHING BEGINS WITH THE SOUNDS OF ALPHABET ,THEN WORDS AND PROCEEDS TO SENTENCES.


4. ADVANTAGES OF GRAMMAR TRANSLATION METHOD
 THIS IS THE EASIEST AND QUICKEST METHOD OF LANGUAGE TEACHING.
 IT HELPS TO EXPAND THE VOCABULARY OF STUDENTS RAPIDLY.
 TEACHERS TIME AND LABOUR ARE SAVED.
 ABSTRACT WORDS AND PHRASES CAN BE EXPLAINED WELL.
 IT IS VERY SUCCESSFUL IN THE PRESENT DAY CLASSROOM SITUATIONS WHERE LARGE STUDENTS
ARE STUDYING IN A CLASS.
 IT IS VERY RELIABLE FOR GIVING PRACTICE OF READING.
 THE LEARNERS ABLE TO LEARN MANYASPECTS IN ENGLISH.

5. DISADVANTAGES OF GRAMMAR TRANSLATION METHOD
 IN THIS. METHOD SPEECH AND PRONOUNCIATION IS NEGLECTED.
 THIS METHOD LAYS MORE EMPHASIS ON GRAMMAR RULES WHICH IS NOT VERY SOUND IN THE
TEACHING LEARNING OF A LANGUAGE’
 THIS METHOD WASTES A LOT OF TIME OF STUDENTS AS EVERYTHING WAS TRANSLATED’
 READING IS STARTED FIRST WHICH MAKES THE METHOD UNNATURAL..
 THIS METHOD IGNORES THE PRACTICE OF ORAL PRACTICES TO THE LEARNERS .
 STUDENTS ARE PASSIVE LEARNERS AND NOT ACTIVE LEARNERS WHICH MAKES IT DULL AND
UNINTERESTING.

6. BILINGUAL METHOD
 BILINGUAL METHOD MEANS A METHOD IN WHICH TWO LANGUAGES THE LANGUAGE TO BE LEARNT AND
THE MOTHER TONGUE ARE USED.
 THE CHILD LEARNS THE MOTHER TONGUE AND LEARNS THE FOREIGN LANGUAGE.
 THE TEACHER DOES NOT USE MOTHER TONGUE CONTINUOUSLY BUT USES IT ONLY FOR EXPLAINING THE
MEANING OF DIFFICULT WORDS.
 STUDENTS ARE GIVEN A LOT OF PRACTICE IN THE DRILL OF SENTENCES.
 THE USE OF MOTHER TONGUE IS LIMITED TO NECESSARY PURPOSES.
 THE TEACHER NEED NOT CREATE SITUATIONS FOR MAKING THE MEANING OF ENGLISH SENTENCES AND
WORDS CLEAR TO THE STUDENTS.
 THE TIME IS SAVED FROM CREATING SITUATIONS.
 IT IS ONLY THE TEACHER WHO USES THE MOTHER TONGUE .
 THE STUDENTS PRACTICE PATTERNS OF ENGLISH.

7. MERITS OF BILINGUAL METHOD
 THIS METHOD MAKES USE OF LINGUISTIC HABITS FORMED
 IT SAVES TIME BY EXPLAINING THE MEANING IN MOTHER TONGUE.
 AS IT IS CLEAR IT ENSURES ACCURACY.
 PRACTICE WERE GIVEN IN SPEAKING ENGLISH.
 AN AVERAGE TEACHER CAN ALSO TEACH ENGLISH WELL.
 IT NEED A LOT OF ILLUSTRATIVE MATERIAL FOR CREATING SITUATIONS.

8. DEMERITS OF BILINGUAL METHOD
 TEACHING TWO LANGUAGES MAY CONFUSE THE STUDENTS.
 IT IS NOT USEFUL FOR SENIOR LEVEL STUDENTS.
 IF THIS METHOD IS NOT USED PROPERLY THE USE OF MOTHER TONGUE MAY BE
TURNED INTO TRANSLTION METHOD.
 PRONOUNCIATION MAY BECOME DEFECTIVE BY USING MOTHER TONGUE.
 USE OF MOTHER TONGUE SPOILS THE CONTINUITY AND FLUENCY OF LANGUAGE.

9. DIRECT METHOD
 DIRECT METHOD IS CALLED AS NATURAL METHOD.
 TEACHING ENGLISH IS DIRECTLY MADE THROUGH ENGLISH MEDIUM .
 THERE IS NO PLACE FOR MOTHER TONGUE IN THIS METHOD.
 THE LEARNERS SPEAK AND THINK IN THE SAME LANGUAGE.
 A LOT OF ORAL PRACTICE IS A MUST FOR EVERYONE.
 STRESS IS LAID ON FUNCTIONAL GRAMMAR AND NOT ON THEORITICAL GRAMMAR.
 IT FAVOURS THE PRESENTATION OF LIMITED VOCABULARY BASED ON THE EXPERIENCES OF THE
LEARNERS .

10. MERITS OF DIRECT METHOD
 IT LAYS MORE EMPHASIS ON ORAL WORK.IT ENSURES GOOD
PRONOUNCIATION TO THE LEARNERS.
 THERE IS DIRECT BOND BETWEEN THOUGHT AND EXPRESSION.
 IT HELPS THE LEARNERS HAVE GOOD COMMAND OVER LANGUAGE .
 THIS METHOD IS MORE SUITABLE FOR THE TEACHINF OF IDIOMS OF
ENGLISH.
 IT MAKES THE LANGUAGE TEACHING EASY AND PLEASANT.
 IT HELPS TO COVER UP MORE SYLLABUS IN LESS TIME.

11. DEMERITS OF DIRECT METHOD
 THERE IS A GREAT NEED OF REALLY COMPETENT TEACHERS FOR TEACHING ENGLISH.
 LESS ATTENTION WAS GIVEN TO READING AND WRITING ASPECTS.
 FOR AVERAGE AND BELOW AVERAGE STUDENTS THIS METHOD CANNOT BE USED SUCCESSFULLY.
 IT IS AN EXPENSIVE METHOD AND AT EARLY STAGES STUDENTS CANNOT ABLE TO LEARN ANYTHING.
 IT DOES NOT GIVE IMPORTANCE FOR GRADATION AND SELECTION OF LANGUAGE MATERIAL.

12. DR.WEST METHOD
 THIS METHOD IS KNOWN S TEXT BOOK METHOD.
 DR.MICHAEL WEST PROPOUNDED THIS METHOD.IT CAME AS A REACTION AGAINST THE DIRECT
METHOD.
 READING IS STRESSED THAN SPEAKING.
 THIS METHOD IS WIDELY USED IN SCHOOLS.
 THE STUDENTS ARE ASKED TO READ LOUD ONE BY ONE AND THE TEACHER CORRECTS THE
MISTAKES IN READING.
 THIS LEARNING PROCESS IS BASED ON TEXT BOOK.

13. MERITS OF WEST’S METHOD
 IT HELPS IN DEVELOPING THE READING ABILITIES OF THE STUDENTS.
 THE ABILITY OF THE LEARNERS TO INTERPRET IS ENHANCED.
 BOTH THE TEACHERS AND THE STUDENTS ARE ABLE TO CONCENTRATE COMPLETELY.
 THE TEACHER IS ABLE TO PLAN HIS TEACHING WELL.
 IT HELP THE TEACHERS TO GIVE HOME ASSIGNMENTS.

14. DEMERITS OF WEST METHOD
 IT COMPLETELY NEGLECTS ORAL WORK.
 THERE IS OVER EMPHASIS ON PASSIVE SKILLS THAACTIVE SKILLS.
 GRAMMAR AND COMPOSITION WORK ARE ALSO NEGLECTED.
 THIS METHOD REMAINS INCOMPLETE AS IT GIVES IMPORTANCE TO ONE SKILL.
 TEACHER HOLDS THE BOOK AND GOES ON READING IT AND EXPLAINS IT.

15. APPROACHES OF TEACHING ENGLISH
 STRUCTURAL APPROACH:-
 APPROACHING ENGLISH ON THE BASIS OF STRUCTURES.
 STRUCTURES ARE MORE IMPORTANT THAN THE ACQUISITION OF VOCABULARY.
 STRUCTURES ARE SENTENCE PATTERNS,PHRASE PATTERNS,IDIOMS AND FORMULAE LIKE
GOOD MORNING AND THANK U ETC.,
 ITS AIM IS TO LAY THE FOUNDATION OF ENGLISH,SPEECH IS GIVEN MORE
IMPORTANCE,LEARNERS ACTIVITY,TO TEACH THE FUNDAMENTAL SKILLS
UNDERSTANDING,SPEAKING ,READING AND WRITING.
 MEANINGFUL SITUATIONS ARE CREATED BY TEACHERS
 ONLY ONE ITEM IS TAUGHT AND THE SECOND STRUCTURE IS TAUGHT AFTER HE GETS
THOROUGH IN FIRST STRUCTURE.

16.  MERITS OF STRUCTURAL APPROACH:
 STUDENTS EASILY UNDERSTAND AS TEACHING IS CONDUCTED IN MEANINGFUL
SITUATIONS.
 IT ACQUIRE FLUENCY IN SPOKEN ENGLISH.
 AS THEY HAVE CREATIVE MIND THEY THINK ABOUT THE LARGE NUMBER OF
SENTENCES OF SIMILAR TYPES.

17.  DEMERITS OF STRUCTURAL APPROACH:-
 TEACHING-LEARNING PROCESS BECOME DULL AND MECHANICAL FOR A FEW
LEARNERS.
 IT LAYS OVER EMPHASIS ON ORAL PRESENTATION.
 READING AND EXPANSION OF VOCABULARY IS IGNORED.
 HIS MOTHER TONGUE IS NOT UTILISED

18.  SITUATIONAL APPROACH :-
 IN THIS APPROACH ENGLISH IS BASICALLY TAUGHT IN THE SAME WAY IN WHICH THE
CHILD LEARNS HIS OWN MOTHER TONGUE.
 EVERY ITEM IS LEARNT IN REAL SITUATION.
 THE SITUATIONS IN WHICH THE CHILD LEARNS THE MOTHER TONGUE ARE REPEATED.
 PPROPRIATE MATERIALS ARE USED TO CREATE PROPER SITUATIONS.
 THE TEACHING PROCESS IS ACTION ORIENTED.
 CONSTANT REPETITION IS DONE HERE.

19.  MERITS OF SITUATIONALAPPROACH:-
 LEARNING IS CARRIED OUT IN MEANINGFUL SITUATIONS.
 ACTION CHAIN IS FOLLOWED AND IT IS ACTIVITY BASED.
 LEARNING REMAINS STABLE IN THE MINDS OF STUDENTS.

20.  DEMERITS OF SITUATIONALAPPROACH:-
 IT IS USED TO TEACH ONLY SELECTED WORDS AND SENTENCE PATTERNS.
 IT SUITS ONLY TO LOWER CLASSES.
 THE CLASS BECOME MONOTONOUS.
 IT IS NOT POSSIBLE TO TEACH TEXT BOOKS .
 IT IS TIME CONSUMING.

21.  COMMUNICATIVE APPROACH:-
 LANGUAGE IS FOR COMMUNICATION..IT IS THE LATEST APPROACH FOLLOWED TO TEACH ENGLISH..
 ITS AIM TO DEVELOP THE COMMUNICATIVE COMPETENCE OF THE LEARNERS.
 IT IS A LEARNER –CENTRED APPROACH.
 PAIR WORK AND GROUP WORK ARE ENCOURAGED.THE TEACHER PRESENTS A BRIEF DIALOGUE PRECEDED BY
MOTIVATION AND DISCUSSION.
 IT IS SITUATIONAL,MEANINGFUL,MOTIVATING OTHERS AND IS SELF-REWARDING.
 LANGUAGE IS LEARNT IN A NATURAL SETTING.
 THE TEACHER MAKE THE STUDENTS SPEAK ON VARIOUS SUBJECTS .
 THE TEACHER SETS QUESTIONS BASED ON DIALOGUE PRACTICED AND ELICITS ANSWERS.
 THE TEACHER MAKES THE STUDENTS RECOGNIZE AND INTERPRET THE UTTERANCES.

22.  MERITS OF COMMUNICATIVE APPROACH:-
 IT DEVELOPS CONFIDENCE IN THE COMMUNICATOR.
 IT IS ACTIVITY –CENTRED AND IT IS MORE PRACTICAL.
 IT RECOGNISES THE NEEDS OF LANGUAGE LEARNERS
 AUDIO VISUAL AIDS CAN BE UTILISED WELLIT DOES NOT ENCOURAGE RIGID SYSTEM OF TESTS
AND EXAMINATIONS.

23.  DEMERITS OF COMMUNICATIVE APPROACH:-
 AN AVERAGE TEACHER WITH LIMITED SKILLS CANNOT MAKE A SUCCESS.
 IT LOOKS IDEAL AND IT IS BEYOND THE CAPACITY OF AVERAGE TEACHER.
 IT IS DIFFICULT TO ENSURE QUALITY LEARNING.
 TEACHING PROSE,POETRY AND COMPOSITION IS NOT SUFFICIENT.

24.  ORALAPPROACH:-
 SPEECH IS THE BEGINNING SKILL.
 IT IS BASED ON THE FACT THAT MOTHER TONGUE BEGINS WITH SPEECH.
 IT HELPS THE LEARNER TO FOLLOW THE PATTERN .
 IT MAKE THE LEARNER ABLE TO COMMUNICATE IN THE LANGUAGE ORALLY.


25.  MERITS OF ORAL SPEECH:-
 IT MOTIVATES THE SLOW LEARNERS
 IT IS THE BEST APPROACH FOR THE BEGINNERS
 IT GIVES WAYS TO INSTANT CORRECTION AND IS EASIER TO EVALUATE.
 IT HELPS THE LEARNERS TO PARTICIPATE MORE IN INTER ACTIVE ACTIVITIES.

26.  DEMERITS OF ORAL APPROACH:-
 THERE IS A DEARTH OF COMPETENT TEACHERS TO
EMPLOY THIS APPROACH SUCCESSFULLY.
 IT HAS THE PRACTICAL PROBLEM OF EVALUATING EACH
AND EVERY STUDENT INDIVIDUALLY.
 THERE IS A PROBLEM OF PRONOUNCIATION AS THE
INTERFERANCE OF MOTHER TONGUE IS
INDISPENSABLE.THE BEGINNERS THEY FEEL DIFFICULT TO
WRITE CORRECTLY IN THEIR MATURED STAGE.S

27. UNIT-4
PSYCHOLOGY OF LANGUAGE LEARNING

28. CONTRIBUTION OF LINGUISTICS AND PSYHOLOGY
 PSYCHOLOGICAL PRINCIPLES OF TEACHING ENGLISH :-
 SKINNER’S BEHAVIOURIST SCHOOL OF PSYCHOLOGY AND DAVID AUSUBLE’S COGNITIVE SCHOOL OF
PSYCHOLOGY ARE THE TWO PROMINENT SCHOOLS OF PSYCHOLOGY.
 THE TEACHER SHOULD DEVELOP THE POSITIVE ATTITUDE TO THE CHILDREN IN LEARNING THE LANGUAGE.
 LEVEL OF INTELLIGENCE DIFFER FROM EACH STUDENT.
 TEACHER SHOULD INCREASE THE LEVEL OF INTELLIGENCE OF STUDENTS.
 THE EMOTIONAL IMBALANCES OF THE PUPILS AFFECT THE TEACHING OF ENGLISH.
 TEACHERS SHOULD DEVELOP THE SELF-CONFIDENCE TO THE STUDENTS.
 THE CHILD SHOULD HAVE A SOUND MENTAL HEALTH TO CONCENTRATE MORE IN LEARNING A LANGUAGE.
 THERE SHOULD BE DESIRE FOR LANGUAGE LEARNING ONLY THEN IT BECOME EFFECTIVE.
 THE TEACHER HAS TO REINFORCE THE STUDENTS BY PRAISING THEM AND PUNISHING THEM TO RECTIFY
THEIR ERRORS

29.  THE BEHAVIOURISTIC VIEWS OF LANGUAGE LEARNING:-
 SKINNER’S OPERANT CONDITIONING MAKES A PROFOUND IMPRESSION ON LANGUAGE
PEDAGOGY.
 HE BELIEVED IN ENVIRONMENT LEARNING.
 IN ENVIRONMENT LEARNING A STUDENT LEARN MORE IN LESS TIME THAN CLASSROOM
LEARNING WHERE HE TAKES LESS EFFORT..
 HE FORMED THE BASIC CONCEPTUALISATION FOR THE AUDIO-LINGUAL APPROACH.
 THE CHILD IMMITATES THE SOUND WHERE HE HEARS AROUND HIM.
 THE CHILD REPEATS THE SOUNDS AND THAT BECOMES THE HABITS.
 HIS VERBAL BEHAVIOUR IS CONDITIONED UNTIL THE HABITS COINCIDE WITH ADULT MODELS.
 THEY GUIDE BEHAVIOUR AND GIVE PARTICULAR SHAPE BY REWARDINGDESIRABLE BEHAVIOUR
OR PUNISHING UNDESIRABLE BEHAVIOUR.
 AN INDIVIDUAL CAPACITY IS BASED ON HIS NATIVE ABILITY,PREVIEW,TRAINNING AND SO ON.

30.  COGNITIVE APPROACH TO LEARNING:-
 DAVID AUSUBLE IS THE CHAMPION OF THIS THEORY.
 COGNIVISTS LAY EMPHASIS ON MEANINGFUL LEARNING.
 AUSUBLE DESCRIBED ROTE LEARNING AS THE PROCESS OF AQUIRING MATERIAL THAT ARE RELATED TO
THE COGNITIVE STRUCTURE ONLY IN AN ARBITRARY AND VIBRATION FASHION.
 ROTE LEARNING INVOLVES THE MENTAL STORAGE OF ITEMS WITH COGNITIVE STRUCTURE.
 THE MAIN AIM OF LANGUAGE TEACHING IS TO SUPPLY COMPREHENSIBLE INPUT.
 SPEAKING IS A RESULT OF ACQUISITION.ACCORDING TO LINGUISTIC POINT OF VIEW THE RELATIONSHIP
BETWEEN SPEECH AND WRITING IS NOT IDENTICAL.
 THEY WERE LEARNED THROUGH REPETITION,DRILLS,SUBSTITUTION TABLES ETC.,

31.  LINGUISTIC VIEWS OFLANGUAGE LEARNING:-
 THE LINGUISTIC STUDY STRESSES PRIMARILY ON SPEECH.
 IT IS A PART OF MAN’S BIOLOGICAL NATURE THAT HE SHOULD SPEAK.
 AFTER HE LEARN TO SPEAK HE BEGAN TO WRITE.
 LINGUISTICS IS THE SCIENCE OF LANGUAGE WHICH HAS SCIENTIFIC INQUIRY INTO HUMAN
LANGUAGE,INTO ITS STRUCTURES .IT IS THE STUDY OF LANGUAGE ITSELF.
 IT INCLUDES SYNTAX,PHONOLOGY ,PHONETICS ETC.
 LINGUISTIC IS AN INDEPENDENT DISCIPLINE

32. TEACHING THE COMMUNICATION SKILLS
 THE FOUR LANGUAGE SKILLS ARE LISTENING,SPEAKING,READING AND WRITING.
 THESE FOUR SKILLS ARE CATEGORISED INTO TWO TYPES-PRODUCTIVE OR ACTIVE SKILLS AND RECEPTIVE OR
PASSIVE SKILLS.
 SPEAKING AND WRITING ARE PRODUCTIVE SKILLS
 READING AND WRITING ARE PASSIVE SKILLS.
 LISTENING SKILL:-IT IS THE BASIS OF EVERYTHING.LISTENING IS DETERMINED BY INTEREST AND
USEFULNESS.
 TEACHERS SHOULD GIVE SYSTEMATIC PRACTICE IN LISTENING SOUNDS’
 STORY TELLING WILL PROVIDE THE PEOPLE TO DEVELOP LISTENING SKILLS.
 RHYMING POEMS HELP THE TEACHERS TO ATTRACT THE LEARNERS.
 TEACHERS SHOW PICTURES AND ASKED TO GIVE THEIR RESPONSES ABOUT THE PICTURE.
 TEACHER SHOULD SPEAK ENGLISH CORRECTLY.
 THE LISTENERS SHOULD BE MADE LISTEN TO THE SPEECHES DELIVERED THROUGH RADIO,TV AND TAPES.

33.  SPEAKING SKILL:-
 LANGUAGE EXISTS FIRST IN ITS SPOKEN FORM.
 IT IS LEARNT PRIMARILY THROUGH SPEECH.
 A GOOD SPEAKER CAN RECALL WORDS AND STRUCTURES,HE CAN PRODUCE CLEAR ENGLISH SOUNDS AND
CAN USE APPROPRIATE STRESS AND INTONATION PATTERNS TO EXPRESS HIS THOUGHTS AND FEELINGS.
 TEACHERS PRODUCE THE SOUNDS AND ASK THE STUDENTS TO REPRODUCE IT.
 REPRODUCTION EXERCISES,QUESTION ANSWERS TECNIQUES ARE USED .
 DIALOGUE SITUATIONS ARE PRODUCED AND THE STUDENTS MAY ASKED TO PLAY THE CHARACTERS.
 TEACHERS SHOW THE PICTURES OR CHART TO THE STUDENTS AND ASKED TO SPEAK ONE BY ONE.
 BY GIVING OUTLINE OF THE STORY AND THE STUDENTS ARE ASKED TO FINISH THE STORY.
 TO ATTAIN FLUENCY AND ACCURACY WHILE SPEAKING.
 TO ENABLE THEM TO GET THE MASTERY OF ENGLISH STRESS AND INTONATION.
 TO ASSIST THE LEARNERS TO MAKE A GOOD CONVERSATION.
 TO HELP THEM KNOW THE BASIC RULES OF GRAMMAR.
 TO ENABLE THE STUDENTS TO SPEAK CORRECTLY AND PROPERLY.

34.  READING SKILL:-
 READING IS A PROCESS OF LOOKING AT A WRITTEN AND PRINTED SYMBOLAND TRANSLATING INTO AN
APROPRIATE SOUND.
 WHEN A PERSON READS ANYHING HIS EYES MOVES ALONG WITH THE PRINTED OR WRITTEN SYMBOLS.
 NUMBER OF WORDS READ IN ONE COMPLETE MOVEMENT IS CALLED EYE SPAN.
 TEACHER USES SOME MATERIALS ,FLASH CARDS, BLACKBOARD,PICTURES,USE OF WORD BUILDING
CARDS,READING GAMES ETC.,
 THE RESPONSES OF THE CHILDREN BECOME AUTOMATIC HABIT AND THEY TAUGHT INTONATION AND
STRESS ON LETTERS AND WORDS AT PRODUCTIVE READING STAGE.
 AT VIVID IMAGINATION REALISATION STAGE STUDENTS USE READING MORE VIGOROUSLY.
 READING MATERIALS ARE PREPARED FOR THE STUDENTS.
 BOTH SILENT READING AND LOUD READING ARE PRACTICED.
 INTENSIVE READING MEANS DETAILED STUDY OF THE PASSAGE.
 EXTENSIVE READING MEANS READING FOR INFORMATION.
 SKIMMING AND SCANNING IS ANOTHER KINDS OF READING.
 TO ENABLE THE PUPILS TO TAKE PLEASURE IN READING.
 TO ENABLE THEM TO READ WITH CLEAR EXPRESSIONS AND PRONOUNCIATION.
 TO ENABLE THEM TO READ EASILY,FLUENTLY, AND RAPIDLY WITH PROPER UNDERSTANDING.


35.  WRITING SKILL:-
 WRITING SKILL REINFORCES ORAL AND READING WORK.
 WRITING HELPS THE ORGANISATION OF THOUGHT.
 ONE IS ABLE TO COMMUNICATE ONE’S OWN IDEAS THROUGH WRITING.
 THE LEARNERS MAY BE ASKED TO WRITE INITIALLY IN FOUR LINED NOTE BOOKS .
 IN LOWER CLASSES THE STUDENTS MAY BE INCOURAGED TO USE A PENCIL FOR WRITING.
 THE TEACHER SHOULD ENCOURAGE HIS STUDENTS TO USE CALLIGRAPHY NOTEBOOKS.
 THE TEACHER SHOULD PLAN AND EXECUTE BLACKBOARD DEMONSTRATIONS SYSTEMATICALLY.
 THE CHARACTERISTICS OF GOOD WRITING IS ELIGIBILITY,SIMPLICITY AND UNIFORMITY.
 SPACING, CAPITALISATION AND PUNCTUATION SHOULD BE USED CAREFULLY WHILE WRITING.
 THE WRITING SHOULD BE WRITTEN LEGIBLY AT A REASONABLE SPEED.
 PRINT SCRIPT,CURSIVE SCRIPT AND ROUNDED CURSIVE SCRIPT ARE THE WRITING SCRIPTS.
 TO MAKE THE PUPIL WRITE SIMPLE AND CORRECT ENGLISH..
 TO ENHANCE THE VOCABULARY OF PUPILS.
 TO IMPROVE THE STYLE OF WRITING.
 TO DEVELOP THE POWER OF IMAGINATION AND THE POWER OF SELF EXPRESSIONWITH EASE.
