This document discusses ways that information and communication technologies (ICT) can be integrated into teaching English language skills like prose, poetry, vocabulary, and grammar. It provides examples of how tools like PowerPoint, videos, audio recordings, online dictionaries, websites and games can be used to engage students and make lessons more interactive. For teaching prose, films and podcasts can connect words to pictures. For poetry, recordings and images can help recreate the musicality. Vocabulary and grammar can be taught through multimedia contexts and games to make learning more fun. Overall, ICT can motivate students and support collaborative learning when integrated effectively into language instruction.

1. Online Assignment- WAYS OF INTEGRATING ICT RESOURSES
IN TEACHING OF PROSE , POETRY , VOCCABULARY AND
GRAMMAR
JITHI.S.L
B.Ed ENGLISH
ROLL NO. 16514300006
INTRODUCTION
Information and communication technologies today have transformed
the way humans communicate as well as doing things. In education,
ICTs plays vital roles in facilitating teaching and learning. They have
transformed classroom communication methods and modified
instruction strategies. Also ICTs have made teaching and learning
interactive and collaborative instead of the traditional teacher talking
and student listening approach. Large class sizes are common
phenomenon almost world-wide. In order to achieve quality education
in large classes, teachers have to take extra steps. Teachers of English
Language utilize ICTs in teaching almost every aspect of English
Language teaching.
Today we are drowned in the deluge of information. A gale of
change is blowing in the pedagogy of Teaching English Language and
Literature. ICT is a catalyst agent. . Computer Assisted language
training (CALL). Computer-Enhanced Language Learning will

2. enable learners to pool their knowledge in effective ways and enhance
peer correction and language repair work. Multimedia-assisted
language learning and Internet-based instruction contribute
to EFL (English and Foreign Language) students “cross cultural
competence.” Technology is used to simulate real-life situations and
helps learners to have control over the learning process. Therefore,
technophobic teacher have no place in this new world order.
“Information and Communication Technology in education is the
key to unlocking the skills and knowledge of our future generation of
young people. It is the tool for learning for the 21stcentury”, observes
the Kate Mckenzie. ICT resources have become the toolkit of teacher
as it increases pupil’s interest and motivation and engagement in
learning. There are many ways of integrating ICT resources in the
teaching of Prose, Poetry, Vocabulary, and Grammar.
INTEGRATING ICT RESOURCESIN TEACHINGOF PROSE
Prose is meant for learning a language. Teaching prose means
teaching reading with comprehension. The learners are taught the skill
of reading. The next step is to teach them reading with
comprehension. Reading with comprehension helps the learners to
acquire new vocabulary and content words. The power of
comprehension can be promoted through reading and listening.

3. Teaching prose enables the students to understand the passage,
to read fluently, to enrich their vocabulary and to enjoy reading and
writing. It enables the learners to extend their knowledge of
vocabulary and structures and to become more proficient in the four
language skills. It develops the ability of speaking English correctly
and fluently.
The main aim of teaching prose is to develop the language
ability of the students. It is the intensive study of a language. The
language ability helps the learners to use English language without
any problem.
1. The main aims of teaching prose are
a) literary and
b) content
To achieve the literary and content, the aims of teaching of prose
should be intensive and extensive.
2. General aims of teaching prose:
To enable the students
a) To understand the passage and grasp its meaning.
b) To read with correct pronunciation, stress, intonation, pause and
articulation of voice.
c) To enable students to understand the passage by silent reading.
d) To enrich their active and passive vocabulary.
e) To express the ideas of the passage orally and in writing.

4. f) To enjoy reading and writing.
g) To develop their imagination.
English Language teaching at secondary level now a days seeks
the help of ICT. The use of Overhead Projectors (OHP), CD/DVD
plays, Internet, power point files, online dictionaries and thesaurus,
LCD projectors, several websites etc. and other applications have
changed the scene. If we want to teach a novel, today we can use
power point files to show the publication details and also about the
author through projectors. Sometimes we can use CD/DVD players
with television for viewing movie/plays downloaded from web
portals.
FILM ADAPTATION OF LITERARY TEXTS
Film adaptation is one of the advanced products of the Information
and Communication Technology. A film adaptation is the transfer of
a written work, in whole or in part, to a feature film. It is a type of
derivative work. Film adaptation of literary texts is one of the highly
effective methods to teach prose; especially novels. A common form
of film adaptation is the use of a novel as the basis of a feature film.
Other works adapted into films include non-fiction (including
journalism), autobiography, comic books, scriptures, plays, historical
sources and even other films.

5. Thus we can teach prose; fiction as well as non-fixture by
connecting “the words to pictures.” The novels 1984, Alice in
Wonderland, Catch 22, Devil in a Blue Dress, Doctor Zhivago, The
English Patient, The French Lieutenant’s Woman, Life of Pie etc. are
some of the examples for connecting into films.
Audio podcasts are also used to teach prose. A podcast is a
digital medium, consisting of an episodic series of audio, video, PDF,
or a Pub files subscribed to and downloaded through web syndication
or streamed online to a computer or mobile device. Podcast is a
portmanteau derived from “broadcast” and “Pod” from the screen of
iPod, as audio podcasts are often listened to on portable media
players.
Using the application software Pod catcher can easily teach
prose by using audio podcasts. “Netcast” as well as “Oggart”
replacement other audio related technologies instead of the iPod, can
also be used for making teaching-learning process much effective.
ICT RESOURCES FOR TEACHING POETRY
Poetry is an expression of aesthetic experience of a poet. At the time
it is written, it consists of phrases that have a strong rhythmic beat.
But on the printed page we have merely a colourless record of this
emotion and music. It is the duty of the teacher to recreate and convey
to the student this original musical beauty and emotional intensity;
for, the printed words are only symbols, which may or may not arouse

6. the imagination and feelings of the reader to the required degree.
Therefore, the teaching methodology of poetry should be simple,
natural, and spontaneous, stressing the emotional and sound values of
the poem.
In teaching poetry, we focus on the following:
1. Exposure to and familiarization with poetic terminology and
devices.
2. Development of the skills necessary to engage with a poem's
components and thus come to an initial and then refined
understanding of the meaning of that poem.
3. Drafting and revision of the original works of poetry, followed
by appropriate written reflection on the creative process, and
culminating in a student poetry reading.
4. Independent, careful reading and reflection on a broad selection
of poems.
5. Participation in informed discussions of a select group of poems
representing a variety of periods, themes, and techniques.
6. Creation of their writing to show each student's understanding of
the reading, understanding, writing, and revision process behind
poetry and its meaning.
7. Development of creative and imaginative thinking as well as
aesthetic sense.
8. Develop inspiration to write simple poem in English.

7. Today an English language teacher should demonstrate proficiency in
the use of ICT in the following areas.
→ basic operational skills.
→ information-technology skills.
→ effective use of the internet.
→ software-evaluation skills.
→ pedagogical skills for classroom management.
We have a good resource of VCDs/DVDs/Audio books which are
related to the poems and the teacher can resort to advanced softwares
to teach poetry. ICT tools can make literature classroom highly
resourceful and interesting.
The real beauty and meaning of poetry lies in its recitation.
All teachers are not good at reciting. And even someone that is good
at reciting may face problems with various poems, ballads, epics,
sonnets etc. The website, www.librivox.org or even YouTube will
provide the poems in audio version, recited by the native speakers.
We can freely download them and choose the best one for our
classroom. Teachers and students can upload their own versions of
poems and recitation to the site. Thus, it motivates students to sing
poems, record it and upload to the site. We use sound editing
software like Audacity for recording and editing recited poems. The
teachers can use pictures, critiques of poems, analysis and various

8. interpretations downloaded from different websites and display them
in classrooms with the help of laptop or tablet, as power point files or
even using LCD projectors. Interactive White Board (IWB) can be
also used as a learning tool as it.
ICT RESOURCES FOR TEACHING VOCABULARY
Vocabulary is the knowledge of words and word meanings.
OBJECTIVES OF TEACHING VOCABULARY
→ The major objectives of teaching vocabulary are:
→ It helps the learners to express any subtle ideas, or shades
of meaning through suitable words.
→ It helps the learners to familiarize new words.
→ It helps students to familiarize synonyms, antonyms and
homonyms.
→ Enriching word power.
Most of the secondary school learners are very poor in vocabulary
ability. Instead of the advanced ICT resources, teachers here adopted
many ways to teach new words like: by showing objects, pictures or
charts, by performing action etc. They also resorted to several
language games also. But today with the help of OWB, internet, and
by playing CDs/VCDs with the words and its pronunciation, the

9. English language teacher can enrich the vocabulary capacity of the
learners.
Teachers sometimes face problems in teaching vocabulary like
how to select the words to teach and how to teach etc. For instance,
words like, ‘book’, ‘chair’, ‘pencil’, ‘desk’ will be easier to explain as
the word represent concrete objects. But if we want to teach words
such as ‘kind’ and ‘honest’, we may seek the help of some videos and
audio clips. We can teach them by creating or showing situation
using ICT resources. This method will also help the students to retain
the new words they learned for a long time.
In implicit learning paradigm, we can be developing in normal way
by repeated experience, mainly through reading and listening. In the
second type, contexts are the main source for acquiring vocabulary.
In both types, power point files, IWB, graphics, LCD presentation,
audio and video clips played through CDS and DVDs etc. are used to
create contexts and reading and listening materials.
As one of the tool in teaching Vocabulary, ICT has some
significant benefits. It has the capacity to control presentation,
increase variety and creativity and provide feedback on learning
activity. Today we can access to online dictionaries, available in
mobile phones. Instead of reading and memorizing, students can

10. directly involve in to the activity today. The Internet is a tool which
has great potential in the languages classroom, but its effectiveness in
practice depends to a large extent on the way it is exploited by teacher
and students. Multimedia-enhanced electronic dictionaries are helpful
for English language learners because they have several built-in aids
that their book counterparts cannot provide.
Eg: the Longman Interactive English Dictionary, the Oxford Picture
Dictionary Interactive etc.
Analogus Games (High School Analogy Match), Context and
Definition Games (100 High School Word Search. 1984 Vocabulary
Match game, High School Crossword Puzzle, Romeo and Juliet
Context Game etc.)
Antonym Games (College Prep Word Antonyms, Waiting for the fun
to start!)
Synonym Games (9th -12th Homephone, High school Synonym
match)
Prefix Word Games (Divide the Prefix, HS prefix Meaning Match)
Homophone Word Games (Homophones: Bazaar, bizarre, High
school homophone game)
Word Play (8 Letters in search of a word, Hig Pig Word game)
Idiom Games (Animal Slang Game, Money Slang Game)

11. etc. add fun in learning words, thus enriching the vocabulary
ability of the students. These language games are available in the
website.
ICT, the internet and modern technology is on the forefront of
language teaching offering students and teachers opportunities to
explain and even explicit English in many ways that were not possible
before. A good CALL program can also add to the methodologies to
teach vocabulary. Impeccably true, ICT plays a vital role in
vocabulary acquisition.
Vocabulary acquisition is also possible through audio podcasts,
listening to speeches and pronunciation and communication practices
with the help of internet and multimedia devices or gadgets.
INTEGRATING ICT RESOURCES IN TEACHING
GRAMMAR
“Grammar is the means through which linguistic creativity is
ultimately achieved”, observes Wilkins. Grammar refers to the
formal analysis and description of the rules of the language. It also
refers to the rules for the correct use of a language which may be
prescribed for its uses.
OBJECTIVES OF TEACHING GRAMMAR

12. The main objectives of teaching grammar are:
i. it helps to use the language effectively.
ii. knowledge of the underlying ‘rules’ of grammar is
provided.
iii. to develop students insight into the structure of English
language.
iv. to enable students to annihilate the correct patterns of the
language.
v. to teach grammar as a rule governed behaviour.
vi. to develop a scientific attitude in pupils.
Grammar has been taught in various ways throughout the history of
language learning. The interest to involve computer in teaching
Grammar are awakened in late 1990s and has since then grown.
There are two major advantages of ICT-it helps learners to gain
control of their own learning and it can help individualize teaching.
“Grammar is not just a dry list of facts and rules. It is in our heads
and it is a living resource…”, Jim Scrivence says.
Smart Notebook Software for smart boards will help the teachers to
teach English Grammar effectively. Once we resorted to Grammar
translation method, Direct method and suggest to teach English
language. Teacher also taught grammar through several games for
example Grammar Ninja, Grammar Blast, and today teachers usually
seek the help of the “BBC’s skills wise website which is a great

13. resource for a wide variety of content areas. The British Council’s
Learn English website offers 69 interactive activities for learning the
rules of grammar. Grammar Bytes is a great website for language
Arts teachers. It offers teachers and students handouts, interactive
exercises and slide show presentation. Each slideshow is a
accompanied by a handout for students to complete as they view each
presentation. Daily Writing Tips is a blog and recently, they
announced the release of an eBook about English grammar. Apart
from those ICT resources, we can use, IWB, power point files CDs
and VCDs etc. for teaching grammar.
The following are some of the websites which can be used for
teaching grammar effectively:
Self study Grammar Quizzes: http://a4esl.org/h/grammar.html
English Grammar Quiz: http://englishgrammarcorrection.com/egi-
bin/gran4.p/
Grammar Bytes: http://www.chompchomp.com/exercises.htm
Daily Grammar
Lessons: http://www.dailygrammar.com/archive.shton/
Online English
Grammar: http://www.edufind.com/englishgrammar/subids.cfm
CONCLUSION

14. ICT education is basically our society’s efforts to teach its current and
emerging citizens valuable knowledge and skills. ICT is complex and
quickly changing. ICT involve innovations in microelectronics,
computing telecommunication and opto-electronic micro processors,
semi conductors and fibre optics. Then innovations later forms a
remarkable land mark in the areas of education. ICT focus on the
learner as it can,
→ Motivate the learner.
→ Unleashing creativity in learning.
→ Allowing independence in learning.
→ Developing collaborative and team working skills.
REFERENCE
Meiers, M. The use of ICTs in Schools in the Digital Age.
Cambridge: Harvard University Press, 2009. Print.
http://www.edcuation.vic.gov.au/school/teacher/profdev/
http://www.mpict.org/ict_education_defined_importance.html/