NIOS DLED Assignment Course-503 Full Answer In English. Here are all the answer of dled assignment course-503. I hope this can help you through your assignment.
ASSIGNMENT REFERENCE MATERIAL (2017-18)
LEARNING LANGUAGES AT ELEMENTARY LEVEL
Q1. Explain the meaning of ‘fine motor skills’. How these skills can be developed in
Ans. Fine motor skills include the use of small muscles of hands, usually with the help of pencils, scissors, lego or duplicates, making buttons and opening a lunch box. Fine motor skill efficiency greatly influences the performance of work results as well as the speed of performance. Efficient fine motor skills require many independent skills to work together to make the object properly efficient or functioning.
Fine motor skills allow kids to use important functions such as reaching and catching, moving objects and using crayons, pencils and scissors. As children are better at using their hands, their hand-eye coordination improves. They also learn the skills needed to succeed in school, such as drawing and writing. Development of these abilities helps children become more independent and understands how their bodies work. And as soon as they learn how it affects the world around them, their self-esteem can also grow.
In order to encourage the development of these skills, children should be allowed to manipulate solid objects because they appear fit. Holding, turning, rotating and playing with objects develops the ability to understand in children. Another very important activity that provides children pleasure, besides developing motor skills for writing, is doing painting. Therefore, children should be encouraged to attract. Early children’s pictures often look like meaningless Scribles, which later develop into clear shapes and figures.
In addition to drawing, some other activities that help to develop the necessary motor skills to write, include water in the container, string the soil and flowers, making the objects from soil or flour etc. The child’s home environment with enough opportunity to join him / her in such activities. However, this is not always the case. Therefore, it is necessary for teachers to assist the children involved in such activities, wherever necessary.
Practice of letter, word, sentence: Generally, it is believed that achievement of writing writing is done through writing letters and then repeatedly exercising words. It is true to a certain extent, but if children are made to join the hard recurrence of letters and words, they may get distracted with writing before writing. Therefore, while personal letters and carnival are useful in presenting children to writing, they may not be meaningful for children, unless their relationship with whole words or sentences becomes clear.
Two things – Respecting the capabilities of children and making meaningful references in which they can learn is very important for children to write. It is important to appreciate this fact that the child has very easy ability to learn the language. They learn their native language naturally through the meaningful social experiences associated with speaking and listening. Similarly, they understand the rules of writing mostly through the meaningful experiences associated with written material.
In education, we often work under the assumption that children should be told everything and unless they are told, they will not understand. However, this is not true. It is necessary to get rid of this mentality and respect the children’s abilities. Children have unique ability to write before coming to school. It is normal for children to make figures and symbols in sand, on the floor or on paper and making stories about them. For them, these pictures are not meaningless, but they represent a unique script through which they express what they want to say. Children should be given the opportunity to make full use of their abilities. To get the full picture in their learning process does not include being included in the pieces of knowledge, but actually included in this
Adverse. The whole picture has been made first, and then the specification becomes clear in different ways. Unless a meaningful full supply is made, small specification, such as varnamala or individual letters of alphabet, do not understand and will be boring.
Which out of accuracy and fluency in language, you, as a language teacher, would give
priority while facilitating learning of language and why?
Ans. Accuracy is the ability to produce the right sentences using correct grammar and vocabulary. On the other hand, the flow has the ability to produce language easily and easily. It is very difficult to choose that the accuracy on the flow should be emphasized and vice versa.
At the primary level, the child’s level of purity is different from the adult. A child learns the language by making mistakes. A child’s errors help him to learn and also during the error he follows the rules of the language. For example, a 3-year-old child speaks for expressing himself: Mom needs to be spun. Want to eat
The child knows that every sentence ends with the word “is” and so he “uses” after “want”. According to the rules of the language, “want” is a helpful verb. Another helpful verb “was” is used with “want”, only in the past period. Although the child is unaware of this rule, he uses it.
In terms of proficiency of learning, fluency means the ability through which a child is able to express himself by speaking, reading and writing. In this, emphasis is given on meaning and context rather than grammatical errors. Today, a language teacher has to face a major dilemma, for which should both proceed with seriousness? Both approaches are present in front of us.
Traditional teachers attach more importance to language learning. They compel children to read and write in correct grammatical terms. For this, they test the children through various periodical assessments. In most classes, children are rarely given an opportunity to identify and correct their errors. Exam-centric approach is affected by this accuracy-based perspective.
Another group of teachers assumes that language is the medium of expression of emotions and experiences. They attach more importance to the flow. Instead of grammar, they focus on understanding meaning and context, emphasize that they should be able to express themselves clearly to the children speaking clearly that the listener understands it correctly. These teachers believe; After the initiation, the more the child will use the language, the more its flow level will increase.
After looking at both approaches, in fact, it seems that both of them are standing right in their own place. To learn languages from a holistic perspective, children should be skilled at both. By reaching Class 10, children begin to use language with the flow. Then it is that we should take care of the accuracy as the child’s language development, timely and appropriate assistance play a very important role.
Q2. Critically analyse the strengths and limitations of any two methods through which ‘reading’ can be developed as skill among children.
Ans. Some ways to read and teach their shortcomings are as follows:
(1) Knowing the rules of early reading: In fact, there are no rules to read. At least anyone who can be simple and defined for children. All fluent readers develop the necessary knowledge to read, but they develop with an effort to study rather than tell it. This process is similar to the process of acquiring oral language. The child is able to develop rules of expression and understanding without teaching any formal rules. There is no evidence to suggest that teaching grammar helps children develop their ability to speak. There is no evidence that the practice of practicing or helping to develop the ability to read other non-reading works.
(2) To read, the child must remember and follow the rules of pronunciation: A scene which is widely accepted that ability to read is due to being capable of adding sound to its respective symbolic representation. However, we know that when you are able to pronounce the text, reading does not stop or starts. Even before pronouncing the word, we must understand the meaning until we know the word which we can not speak. Changing letters into sounds is not only unnecessary but also a waste of efforts. If we look carefully, then it is clear that a fluent reader does not come in the letters to change the sound. Such a process does not help in making sense; It takes one away instead. Despite this, it is often argued that children must develop a piece in the pronunciation of the word, according to the part according to the part, otherwise they will not be able to recognize those words which they had not seen before.
Some supporters to learn to read are as follows:
(1) Contextual reading material: Students need references to learning to learn and read languages. Stories and poems also make interesting references. A teacher related to a story should stop in the middle and the students must complete what they have to fulfill. Many important concepts are natural parts of stories (for example – large, small, far-away, fatty, etc.). Students easily acquire or consolidate them through a story. The context of the story presents them and becomes clear when their meaning applies. Apart from this, the student gets an opportunity to keep himself in different characters and fictional circumstances. Initially copy the students and copy only gross visual attributes of the characters.
(2) Reading should be purposeful and challenging: it should be useful, meaningful and challenging to read content for students. Whenever we read something, we read it for some purpose. For example, reading for fun, studying due to curiosity, understanding the sequence of events in the story, what happens at the end of the story, to find out what is happening around and find out if the content Even whether or not it is being written. If these challenges are given to them, the challenges that give them a chance to learn, what they have learned and share their experiences, talk about them, they will learn to read faster. If finding a lesson is to reach the meaning of text, then they will feel motivated to make an effort.
Enumerate the principles to be followed to choose material for language laboratories.
Ans. Some important principles that can help teachers to properly use the materials in the classroom are as follows:
(1) Properly necessary to organize the material, but ensuring that it is very important to be distributed to children quickly. If children have to get the material and have to return them, then children will have to be included in the distribution and collection system. They should be responsible and help. Such participation will also ensure that the total time for distribution and collection is not very high.
(2) Content should be easy to reach. Even if the teacher has to use the material, even then the preparation should be done already. Children are upset about waiting while teachers start the right material. Continuity and interest in learning breaks.
(3) If we have to use a lot of material then it is better to use them one by one. Only when there is a need to show the relationship between different materials or show the reaction between them that we can use them together.
(4) Breakdown of materials is possible during use, it is necessary that the damage to the materials in the system and the acceptance of writing and replacement. When children read books handle charts, use chocolate or colors, these materials will be broken, broken or consumed. Any system that does not allow such procedures can not encourage the use of the content.
(5) It is important to remember that materials must be used for learning and not only for performance, but also for performance. Content will not teach you; Teachers should know what is useful in the situation. TLM is a tool to make only meaningful lessons. The choice of teaching material should be done by the teacher keeping in mind the interest and capabilities in mind.
Various theories or theories to choose study materials are as follows:
(1) Content should be such that they meet academic objectives. This means that they make that work possible that we want to do and the opportunity we want to provide to the children. For example, if we want children to develop imagination and express their thoughts in a organized way, then we need to take a picture that can give them this opportunity.
(2) The content should be usable for various purposes. We should buy such materials and prepare teachers so that they can use the materials in a flexible way.
(3) The material should be readily available and no additional effort is required. It is also important that they should be available in sufficient quantities and should not be expensive. Children should be able to use it. The models of thermocol which are damaged and break on touching are not good material. We must remember that most of the material should be for the use of children.
(4) The material that children should use, should be careful that they have to be careful. They should not have security threats.
(5) It is necessary that teachers and children participate in the process of choosing and developing both materials. Pre-decision making is not appropriate for choosing and then sending content to school and teachers.
(6) The involvement of teachers and children is essential in selecting material. They should have the opportunity to learn and think about ways to use the material in classrooms.
NIOS DLED Assignment Course-503 Full Answer In English
Q1. Enumerate the various methods which can be used to facilitate the learning of language.
Ans. Some important methods of language teaching methods are as follows:
(1) Grammar translation method: The grammar-translation method is a way of teaching foreign languages derived from classical (sometimes called conventional) to teach Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between target language and native language. Advanced students may need to translate words-by-word to entire texts. There are two main goals in this method: to enable students to read and translate the literature written in the source language and to enable the students to develop general intellectual development. The biggest limit of this method is that children do not gain proficiency in hearing and speaking languages.
(2) Interactive method: Communication language teaching (CLT), or interactive method, is an approach to language learning, which emphasizes dialogue as both tools and the ultimate goal. In an environment that uses CLT techniques, learners learn language by speaking and interacting with each other, the instructor, the study of “authentic texts” (written in the target language for purposes other than learning the language ), And the use of language in the classroom combined with the use of language outside the classroom. Talking about personal experiences with learning partners, and the trainees study topics outside the scope of traditional grammar to promote language skills in all sorts of situations. This method also assists learners to engage in their personal experiences in their language learning environment and learn to learn targeted language, and to focus on learning experience. According to CLT, the goal of language education is the ability to communicate in the target language.
(3) Natural Approach: Natural Approach Dr. Developed by is the principle of learning a language. Stephen Craschen of the University of California, USC of San Diego and Tracy Terrell. This method gives more attention to the fact that focus on language teaching should not be on teacher or teaching-learning material but on learner (student). This fact was also influenced by the research done in linguistics. It was also clear from these research that making mistakes in the process of acquiring language is an essential step. On analyzing these errors, it was also found that these errors are actually indicative of the child’s knowledge and learning process.
The theory is based on fundamentalist belief that we all learn languages in the same way. According to this method, children have the natural ability to get language from birth. A 4-year-old person makes the rules of his language internal and does not make mistakes in speaking before entering the school. This is the reason that the natural approach is focused on providing a tension-free environment for the child to learn, as well as to provide interesting and challenging learning-learning materials of its level.
(4) Audio linguistic method: With the outbreak of World War II, the forces were required to become verbally skilled in their colleagues and enemies’ languages as soon as possible. This teaching technique was initially called the Army Method, and was the first person to be based on linguistic theory and behavioral psychology.
“Creation of suitable environment is an important pre-requisite for language learning”. Discuss.
Ans. Even if we have a tendency to have sensory organs and to speak, even then a child can not learn the language unless he speaks and practices speech. Every child learns the language of his group-the way he speaks, the words that use it and pronounce his speech. The child who grows without contact of the person, can not talk normally and it will be difficult to teach it later. Also, children who have difficulty listening or being deaf can start bubbling as other children at the same time but after some time the amount of bubbling decreases because they do not get any response. If hearing aid is not provided, then the child will grow, they do not get the response. If hearing aid is not provided, then the child will grow without speaking. This brings forth the importance of environmental factors in language acquisition.
Research studies have shown that when the parents are sensitive to the speech of the child and answer their pronunciation, the child’s language develops. A rich language environment leads to better speech development. We know that children living in institutions usually show lower levels of language development compared to children of families. Positive emotional relationship with parents helps the child feel safe and holds the foundation for language acquisition.
It is clear that the child should be mature enough to learn to speak and should get the opportunity to listen and practice. Adult and older children help the infant to attain life, especially during the first year of the child’s life, in the following ways:
(i) Caregivers, adults or children keep their language simple while talking to infants, especially only a few months old. They use small and simple sentences, speak in an exaggerated way and do not use pronouns like ‘I’ or ‘you’ because the child is hard to understand. Instead of saying ‘adult’, adults call the child’s name and instead of ‘I’ call themselves ‘mother’, ‘papa’ or ‘aunt’. They also produce nonsense, that is, those who have no meaning, but whom the child wants to hear. They answer the child’s coaching and bubbling by talking to him, emulate him and encouraging him. The majority of this amendment in the way of talking
Spontaneous. The carers also see what kind of speech the baby responds most, and then uses it in its interaction.
(ii) When babies are in the age of 4-5 months, caregivers start showing them toys and household items. By showing them, they refer to them by their name and describe them a little bit. Brothers are pleased with such activities with their children and are unaware of their efforts to attract their attention to something. For 6-7 months the infant also starts pointing at objects, raises them and shows them to the people. It enhances the interaction between carers and the child. As long as the infant is from 7-8 months, family members also start talking about what is happening around the child. They mention their own actions and the actions of the child. While walking with the baby on the road, Dad, on seeing a fruit seller, is likely to say: “Bento, look! Banana! Look there! Bento, Eat bananas everyday, is not it? It feels good, mm .. ….? ”
Thus, in a normal environment, children are constantly surrounded by people who talk to each other. The child raises new words of reference in which they are spoken and thus their language develops.
(iii) Lullabys and songs are a great part of caring-children relationship. None of them is rarely who grew up without hearing them. Some songs refer to everyday events such as eating, bathing and sleeping. Some of them are about myths and stories. Babies enjoy the rhythmic rhythm. In addition, they learn new words too. In this way, for 6-7 months, the infant usually begins to recognize the sound and meaning of the words used. The child is not able to understand the language because he understands all the words we use. He can understand one or two words but it depends on the signals used; The voice and context of the voice in which they are spoken. When the father says: “No, do not touch it!” The child is able to understand because he points out the forbidden thing, shakes his head and raises his voice to express anger or anxiety. This brings us to another aspect of language development which we should keep in mind. At any age, the child is able to understand more than being able to speak.
(iv) When children are about 9-10 months old, parents and relatives start playing language games with them. They say the word “goodbye” and encourage the child to reproduce. They also teach him to wave by showing a gesture. Increasing ability in language helps the child communicate with more people and build relationships with them, and this helps in their social and emotional development. Language helps them to know about people and objects. In this way, we see that language affects the development of cognition and social relations. This shows that development in one area affects development in other areas as well.
Q2. Critically analyse any two methods which can be used to develop ‘writing skills’ for their strengths and limitations.
Writing is an important form of communication and is an important part of education. It takes time to develop strong writing skills, and this can be a daunting task to accomplish. The following are some of the activities to develop writing skills among the following sections:
(1) Image composition: The teacher can give a picture to the students and ask them to write about it. This writing may include a variety of compositions. To describe the pictures, to describe the pictures, to fill a missing gap in the picture and to write about it, they can be asked to write a story. When a series of pictures depicting a story is provided, then they can be asked to write the story.
(2) Continuing the story: The teacher can tell the beginning of a story, and can ask to write what they think.
(3) Independent Writing: The teacher can do something about children to write something which expressly expresses a lot of interest in them or whatever they talk about. This will not only help in developing writing skills, but can also point to more techniques for facilitating learning to the teacher.
(4) Dictation: The teacher can speak some words loudly and ask children to write it, whether they can add spoken sounds to their written forms.
(5) Evolution of stories from the given settings: The teacher can give a rough outline of a story as a series of words and phrases, and then using these words and phrases to make a story.
(6) Last letter-first: The teacher can make some groups of students and say to write the words one by one, as if the first letter of the words they write is the last letter of the word that came before . Through this activity, teachers can identify problem areas directly without pointing to the child.
(7) Subject of interest: Teachers can talk to children about the topic of their interest and write what they have said. This will explain the interactive objective of writing and will clarify the link between speech and writing.
(8) Moving words: Teachers can ask the students to come up with words which tamper with the given word, or are similar to the sound of the given word.
High forms of writing are taught in schools for the development of expression, creativity and interactive ability. They are as follows:
(1) Article writing: Article writing remains one of the most important parts of writing. Article serves as a container for each idea of essay or other piece of writing. It helps children to learn and learn how to focus on a topic. This is a good practice to encourage young children to express themselves in a consistent way and to form the basis for essay writing. Children are advised to write about things they find relevant to their life.
(2) Essay writing: An essay is a small piece of writing that discusses, describes and analyzes a topic. It can seriously or indirectly discuss a subject seriously or indirectly. Essay is the most important branch of writing composition. In the process of writing essay, the student has to gather ideas related to the subject, analyze them, reject irrelevant ideas and choose relevant people. This process works as a health tonic for the student’s brain powers. Excavation of their wisdom, due to fast and imaginative livelihood increases.
(3) Writing letters: Contrary to the essays, the letters have a very specific communication objective. Therefore, they do not require the expansion of required digits in the essays. On the other hand, they need a certain skill in writing to communicate. According to the writer’s relationship with the recipient, the style of writing will be different. The author needs to understand how the recipients will react to the contents of their message.
(4) Writing story: Writing stories is something that every child is said to do in school, and many children also write stories in their spare time. By writing a story, children learn to organize their thoughts and use written language to communicate with readers in various ways. Writing stories also help children to read and understand stories written by other people.
When children are beginning to write, the story writing should be started, so that their imagination can be helpful for their writing skills and older children too. In the latter case, the purpose of this exercise remains largely the same. However, emphasis on language learning and the promotion of imaginative faculty is emphasized. As the children grow, they are expected to face issues from different perspectives, engage in solving problems and appreciate the beauty qualities of writing. These skills evolve through a relationship with different forms of literature. As long as they reach the senior classes, the children have been exposed to various forms of literature such as poems, stories, plays, etc. and they also help in the development of thinking and story writing skills. In turn, story writing helps in creating interest in literature and language.
(5) Poem writing: Writing poetry is a transferable skill that will help children to write in other ways and styles. Children in small classes usually only know the poems in which the word rhyming is included. Younger children help create interest and help generate interest and give children an effect of words, due to which they can easily read. Rhyming words can create interest in writing and can develop writing skills based on sound. Therefore, small poetry activities can be done with small children. Children can be asked to make poems in person or in groups with their colleagues. This can be a pleasant activity.
“Real assessment of children’s performance should be continuous and comprehensive in its nature”. Justify.
Ans. Continuous and Comprehensive Evaluation (CCA) emphasizes two-fold objectives. This is consistency in the assessment and assessment of all aspects of learning. Thus, the term ‘continuing’ is to be evaluated on an interactive basis rather than an onetime event. When evaluation exercises are conducted in small intervals on a regular basis, the evaluation becomes constant. In other words, it can be said that if the time interval between successive two evaluation events can be reduced or reduced, the evaluation will continue continuously. To make the valuation process continuous, evaluation activities should be spread throughout the academic year. It means regularity of evaluation, diagnosis of difficulty in learning learners, using corrective measures, giving feedback to the learners regarding their progress etc.
To be the maximum.
The second word ‘wide’ means the assessment of both academic and co-educational aspects of student development. Since all the capabilities of the development of learners can not be evaluated through written and verbal activities, it is necessary to employ different types of tools and techniques (testing and non-testing techniques) to assess all aspects of the development of the learners. is required.
‘Continuous’ is generally considered as regular conduct of ‘test’ by teachers. Many schools are practicing weekly tests in the name of continuous evaluation in all subjects. ‘Extensive’ is considered as a combination of different aspects of child behavior in isolation. Personal-social properties (sympathetic, cooperative, self-discipline, initiatives etc.) are given justice in separation and are being classified on a four / five point scale, which seems impractical.
To learn constantly to see what they know and do, the teacher can ensure that no learner fails. Everyone is given a chance to be successful and the children who come back are given more attention. The continuous assessment process encourages cooperation between the student and the teacher. While students learn from teachers, classmates and other sources to discuss aspects of their / her project work; The teacher is able to provide remedial support for further improvement in learning.
Comprehensive component means acquiring a ‘overall’ development spirit of the child’s progress. Progress can not be made in a different way, that is, cognitive aspects, personal-social attributes, etc. After the completion of chapter / theme, the teacher would like to know that the children have learned (evaluating learning) as it is expected at the point of view of the lessons / learning. For this, he broadly recognizes the objectives of the text and spells the learner’s signals. The teacher designs activities based on expected learning indicators. These activities require different nature. Through these questions / activities, he will assess the learners and that data will be a summary data of a lesson / subject. Such assessment data should be entered by the teacher. Similarly
In one quarter, he will cover 7-8 lessons / subjects and in this way he will have enough data to include various aspects of the child’s behavior. This data will provide how the child was working in the group, was doing paper-pencil test, was drawing the picture, was reading the picture, expressing it verbally, making poetry / songs etc. These figures will give a ‘comprehensive’ picture of the child’s education and development.
NIOS DLED Assignment Course-503 Full Answer In English
Q1. With suitable example discuss the role of drama, theatre and play in developing students’
core skills in language.
Ans. Drama / drama / theater was used during the history of Aristotle, who believed that the theater provided a way for people to release emotions, for the onset of progressive movement in education where emphasis was placed Instead of remembering “tax” Integrating drama helps children in various ways. Kids can use plays with:
• Improve their reading and speaking skills
• Encourage creativity
• Help them experiment with language – sound, body language, and the voice of their own lines if they are involved in writing plays.
• Bring them out of themselves – Some students like to execute or find script like them.
• Include the whole class – Non-speaking areas can be given to learners who do not want to speak or have less confidence.
In order to use drama as a linguistic activity, there is a need to include two features – freedom and joy. There is no special preparation required by the teacher or children to organize drama in the classroom. The teacher only needs to encourage children to share their experiences naturally. At the primary level: Any event, story or cartoon that children see in their environment can be taken for acting. For example, any animal, its movement, its color, etc. At the upper primary level, the teacher should motivate the children so that they can create small groups in which they themselves decide on the subject, write the dialogue and act it. Also, children should be encouraged to fulfill traditional sports and folk tales because this will not only increase their creativity but also be linked to their cultural environment.
We can enact or write the script for any play or play. Depending on what grade each learner will receive on his written script, it depends on what is to be expressed, the dialogue written by him is emerging. We need to check whether the learner is able to explain his thoughts. Is he able to use words in addition to the previously used words in the original text of the play? Is communication simple, crisp and interesting? This can be the main point for the evaluation of the play.
(1) Ram, singer
(2) Madhu, Ram’s wife
Ram: (sits with singing with his co-ordination and practice).
Do, Ray, Me, Fa, So, La, Te, Do
First neighbor: (For Ram’s wife) Madhu, ask your husband to stop singing. It gives me a headache.
Second neighbor: She thinks to be a good singer herself but she is horrible.
Third Neighbor: He sings hardly. He crochet like a frog.
Fourth Neighbors: It’s really disgusting.
(Neighbors go out)
Ram: (Singing continues) Do, a deer, a female deer
Ray – a drop of golden sun
I – a name I call myself ….
First neighbor: All our requests have fallen on the deaf ears.
Second neighbor: We have to teach him a lesson.
Third neighbor: She is stubborn as a pillar.
Fourth Neighbor: (She throws a shoe on her)
Ram: Nobody in this village admires my talent.
Madhu: (comes from the kitchen) Do not worry. You keep singing
The person will throw the other shoe and we have a pair of shoes.
The following questions can be asked by the children:
(1) Which other title do you want to give to this drama?
(2) Which character do you admire in this game? Why?
(3) (A) What is the name of Ram’s wife?
(B) Do Madhu Ram enjoy singing?
(4) The fourth neighbor throws a shoe in Ram. Suppose it falls on his face.
What will happen next? Complete the play in the same form (conversation) as above.
(5) Write a conversation between you and your friend about playing a few games together.
(6) Write a paragraph on some day or a person who bothers you in your daily life. Describe how you deal with the problem peacefully.
(7) Apply drama to groups.
Example 2: Clever Bhola
Character: Bhola, Rural
Bhola’s wife – Diya
Storyteller: One day, Bhola was going to a nearby village. He had to cross a dense jungle. Suddenly a voice stopped him.
Box: Wait. Wait, I said. If you move forward, then I will shoot you.
Divya: We are poor people. We do not have anything with us.
Sub: Absurd! Everyone says so. Give me whatever you have, or I’ll kill you.
Bhola: No. Leave us all. I’ll give you my wallet.
Sub: Yes! Ha! Ha! See how I fool you. There are no pills in this gun …. Ha ha ha ha!
Bhola: Ha! Ha! Yes Ha ha!
Sub: Why are you laughing?
Bhola: I even fooled you. There is no money in that wallet.
Bhola: You considered yourself very smart. Ha! Ha! Ha!
These questions can be asked by the children:
(1) Which other title do you want to give to this drama?
(2) If you were naïve then what would you have done in the same situation?
(3) (A) What was the box carrying her? Why?
(B) Why did the divine say that they are poor people?
(4) Suppose the boxer takes some pills after the Bhola. Complete the play in the same form (conversation form) as mentioned above.
(5) Write the game as story.
(6) Apply drama to groups.
Develop a comprehensive plan of activities for language learning using ‘word cards’ and ‘picture cards’.
Ans. In the context of language learning, one purpose of the card is to help learn to decode children. We can give them picture cards to match the word card. We can also ask them to take a word card and find a word card which is similar to this. They can keep the word card together and create a story. Similarly, pictures and picture cards can be used to discuss conversations, discussions, imagination, create descriptions and think about stories. These exercises can initially be verbal and can still be written. With different purposes, cards can be used for any category through activities at different levels. For example, think about using word card for class-1 and then for class-3.
It is clear that a material can be used for many materials and their use is informed by learning and learning purposes and understanding. If we consider all of these, then we can see that TLM is useful only when the person using it understands that steps and activities can be used for the children to learn. Obviously, children should be able to engage with these activities. Once this happens, it is not difficult to find the things around us.
Preparation of picture card: Find or drag one set of 10-20 photos of people, places, animals and objects. Make copies of the pictures set on the card stock so that we have a set for each student in the class. In capital letters, print the name of each picture on a different card.
Step 1: Distribute picture card sets to students.
Step 2: Press each name card at the same time. Read the name extensively Hold the matching picture card. Q: To repeat the names of the students and capture their matching picture cards. For practice, if appropriate, repeat this activity two or three times.
Step 3: Choose name name from the set randomly. Hold it and say the name loud. Cue students
To catch the name and match the matching picture card.
Step 4: Repeat the activity without showing the name card. To repeat the name and capture the appropriate picture card, each picture’s name and Q students say.
Step 5: Hold a word card this time but do not say words loudly. Students say the word and catch the matching picture card.
Step 6: Word cards do not display for the last round. Just type a word and ask the students to catch the right picture card.
“Picture and Word” cards can be used at many activities and learning centers at home, in medicine, and in classes. They are beautiful big picture cards that we can adapt to meet the needs of children. The following are some ideas:
(1) Word wall: These large cards are great for a word display on the wall. Words can focus on word glossary and / or sight words.
(2) Classroom Stories: Display predefined pictures and word cards for students to include in a class story. For example the girl, boy, some animals, and food place. Since the class writes a story on the big chart paper, children can be called to present “what happens next” in the story. Cards can provide visual support for ideas such as “There was a girl who had met a turtle.” Turtle asked the girl, ‘Do you have any apple?’ … ”
(3) Story characters: Provide pictures and word cards before a story in teaching about characters. “Today we are going to read a story about a girl and three bears.” Or, after reading a story on a large scale, display a picture card that contains story characters. Ask students to ask who is the main character in the story.
(4) Labeling the class: Use the picture and word card to label objects around the class. If necessary, we can upload our pictures of class material by uploading pictures on the “Our Text Picks” page. Labeling creates a print enriched environment that prints objects with pictures and words, and gives meaning to print.
(5) Scavenger Hunt: Create groups of pictures that match the study unit or target phoneman. Hide pictures around the specified area and hunt students for picture cards. When they get a picture, they can share what they find with the group.
(6) Language Master: If we have a language master machine, then we can print and attach photo and word cards to empty language master card.
A language master machine is a recorder / player that has slides through the machine. These cards contain a strip in which the predecessor and / or teacher / physician allows to record their voice. When the card is placed through the machine, the audio is played. Many special education teachers and speech specialists use a language master to strengthen the concepts of learning.
(7) Vocabulary development: Make a picture and word card to teach the word word (s) of the week. Level 1 is the word that is more solid and level 2 words which are more abstract or have multiple meanings. Some early childhood classes choose one or two words for a week to practice, find and use. To distinguish the instruction, the teacher can select a level 1 and a level 2 word per week to focus on. For example, while talking about emotions at the beginning of the year, a level 1 word can be “insane” and a level 2 word can be “burst” (a balloon can burst, chatter with a door, It explodes with anger, breaks with excitement).
(8) Word Search: Give each student a picture and word card. Hunt them with specific books for the matching word.
(9) What’s missing ?: Keep 4-5 pictures and word cards to see students. Gather them and drag a card. (Make sure that the children do not see it!) Keep the remaining cards on the display and students feel which picture and word card are missing.
NIOS DLED Assignment Course-503 Full Answer In English
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