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Essential English Reader Essential English Reader A Teacher’s Source Book Books 1 to 5 Anirudra Thapa Ramesh Lamsal Foreword Over the decades, language teaching, specially teaching English as a foreign language to non-native speakers, has undergone a paradigm shift. The purpose of teaching English in schools is no longer limited to “language acquisition,” that is, imparting in learners language skills essential for daily communicative tasks; rather, it also entails gaining access to the repository of knowledge, culture, and civic life. Towards this end of materializing the dual purpose of teaching English—linguistic competency and cultural literacy—we have taken special care in designing Essential English Reader that embraces the holistic approach to teaching language and literature. The series not only allows teachers and learners to acquire language skills—reading, writing, speaking, and listening—but also presents an array of rich literary content which is more contemporary, exciting, and stimulating. This Teacher’s Source Book has specially been prepared to facilitate creative and fruitful teaching and learning. We hope that this Source Book will become a valuable part of teaching experience. In this first volume, we have covered each and every unit and lesson included in the Reader (Grade 1-5). The book has been organized in major four sections. The first section provides general guidelines for teaching English; the second section offers strategies of teaching literature in a language classroom, followed by suggested strategies for teaching Essential English in the third section. The fourth section provides keys to exercises as ready references for teachers. Teachers will have to use the keys judiciously, allowing students adequate time to work out the exercises on their own with minimal intervention. We advise instructors to avoid the tendency of dictating answers too promptly without allowing students to take up the challenge on their own. Learners need extended practice to develop competency in using appropriate vocabulary, language structure, and to internalize grammar rules. Therefore, we believe that keys to exercises should be the last resort and should be used sparingly. The Source Book reflects the suggestions, concerns, and comments we have received from teachers across the country during numerous interactions we have had with language instructors over the years. We would also like to express our deep appreciation for the comments and suggestions provided by English teachers, who kindly went through the manuscript of Essential English Reader before the final publication of the series. Green Books deserves commendation for publishing and bringing out both the Reader and this Source Book in their present form. April 2018 Kathmandu 2 EER Teacher's Resource Book 1. Teaching Language 1.1 The Process of Teaching Language In language teaching, we often go through a fundamental process of presentation, practice, and evaluation. Our success of teaching will mostly depend on how effectively each step in the process has been facilitated and how each step is connected with another. This section provides a brief overview of the teaching process. 1.2 The presentation Presentation in a language class simply refers to the task of introducing a new text, a new word, new language structure or even telling learners how to perform a task. It ranges from controlled modeling of a target item to explanations, instructions, and discussion of a new language item. For an effective presentation, according to Penny Ur, four things have to occur— • Attention: learners are attentive, alert, and aware that something is coming that they need to take in. • Perception: learners can clearly see and hear the target material; it means making sure that the material is visible and/or audible through repetition and eliciting responses. • Understanding: learners understand the meaning of the material being introduced and its connection with other things they already know; teachers need to illustrate or make links with the previously learnt material. • Short-term memory: learners need to take the material into short-term memory to remember it until they have an opportunity to further work to consolidate learning. (Ur, 2009) How to give effective presentation? • Plan and prepare for every presentation. Think for a while about the words you will use, the illustrations you will provide, and so on; also think of writing them out. What we think to be clear and self-explanatory may not be clear to the learners. • Make sure that you have the class’s full attention. Students get vital information mostly during the presentation before their attention is directed to group or peer work. • Present the information more than once. A repetition, rephrasing, or paraphrasing can help them better understand what they are supposed to do and learn. EER Teacher's Resource Book 3 • Be brief as learners, including ourselves, have only limited attention span. You want to make your presentation as brief and clear as you can. • Illustrate with examples. When concepts or rules are made real through an example, it not only helps the learners understand the concept but also to learn the way the concept or the rule works in a given situation. • Get feedback. When you have finished explaining, you want to check with the class that they have understood. It is not enough just to ask “Do you understand?” Learners often say “Yes.” It is better to ask them to do something that will show their understanding. 1.3 Practice Practice is a repetitive activity. Its objective is to consolidate learning and to improve performance. As teachers of language, we want to give students adequate opportunities to practice the material they are exposed to. Practice is usually carried out through exercises or activities, which are related to some aspects of language or skills. While exercises tend to be more controlled, activities allow learners greater flexibility, and they are considered to be learner-centered. According to Ur, the following are the characteristics of an effective practice: • Validity, that is, the activity should activate learners in the skills that the practice purports. For example, if the practice is aimed at helping students speak, learners should speak more than listening to the teacher. • Volume, that is, the more the learners engage with language during the practice, the more practice they will get. Time during which learners are not engaged or stay doing nothing is in fact the time wasted. • Success-oriented, that is, learners learn by doing things right. Continued inaccurate or unacceptable performance results in mistakes and discouragement. It is therefore necessary to design and administer activities in which learners are most likely to succeed. • Variety, that is, a good practice activity provides opportunities for useful practice to all or most. Asking everyone to do the same task may not often work in a situation where learners’ level of language competency is varied. The practice activity ideally has to provide something doable and challenging to everyone. • Teacher’s assistance is indispensable for an effective practice session. Just setting students to a task and sitting back while the learners struggle hardly helps them learn. • Interest, that is, if there is little or no challenge and the practice requires students to repetitively do the same task, the learners lose attention and motivation. Interest comes not from the challenge of getting the right answer but from the newness of activity or the topic. 4 EER Teacher's Resource Book 1.4 Testing While the purpose of practice is learning, the main purpose of testing is to find out how well the learner knows or can do something. The following are some of the reasons for testing: • To learn where the learners are at the moment • To give students information about what they know • To make students aware of what they need to learn • To motivate students to learn or review materials • To get students make an effort to learn • To provide students with a sense of achievement • To give clear indication that the class has reached to a stage of learning such as the end of a unit Test materials can be developed with a variety of questions, tasks, and activities. Questions/answers, true/false, multiple choice, gap-filling, matching, dictation, closing (asking to supply the omitted words), transformation, rewriting, and even translation can be used. The key to a successful administration of a test depends on how well the tasks match the intended assessment of a skill or skills. EER Teacher's Resource Book 5 2. Teaching Literature 2.1 Why teach literature? Literary texts offer authentic reading materials and give students an exposure to the most stimulating and creative use of language. Using literature in a language classroom also serves the dual purpose of language learning and gaining knowledge about society, culture, civic life and so on. According to Joanne Collie and Stephen Slater (1997), there are at least four fundamental reasons focussing literature in a language class: • Valuable authentic material: Literature offers an extremely varied body of written material, which provides students with insights into fundamental and enduring human issues. • Cultural enrichment: Through a literary text, the reader can discover thoughts, world views, feelings, and a feel for the codes and preoccupations that shape a society. Moreover, literature allows students to be creative, flexible, tolerant, sympathetic, and imaginative. • Personal involvement: Literature fosters personal engagement and allows students to learn how language as a system operates within a broad socio- cultural context. Engaging imaginatively with literature also enables students to go beyond the mechanical aspects of language into the realm of meaningful human experience. • Linguistic enrichment: Reading literary texts exposes students to diverse functions of language structures. Moreover, by providing the context of language use, literary texts help students transform what they learn into more active form of knowledge. Besides, students gain familiarity with many forms of written language helping them enrich their own writing.
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