Neha Goyal-PGPPTTC-Term-2-Given Rework and Incomplete

Question . How is the role of a student in CLT different from that in the Audio –lingual
method ?

Answer. The audio lingual method, or the Army method, or also the New key, is the mode of
language instruction based on behaviorist ideology, which professes that certain traits of living
things could be trained through a system of reinforcement. The instructor would present the
correct model of a sentence and the students would have to repeat it. The teacher would then
continue by presenting new words for the students to sample in the same structure. There is no
explicit grammar instruction everything is simply memorized in form. The idea is for the
students to practice the particular construction until they can use it spontaneously. In this
manner, the lessons are built on static drills in which the students have little or no control on
their own output. The communicative language teaching is am an approach to the teaching of
second and foreign languages that emphasizes communication or interaction as both the
means and the ultimate goal of learning a language. The clt was the product of educators and
linguists who had grown dissatisfied with earlier Grammar Translation and Audio Lingual
Methods, where students were not learning enough realistic, socially necessary language.
Therefore they became interested in the development of communicative style teaching in the
1970s, focusing on authentic language use and classroom exchanges where students engaged
in real communication with one another. The goal of clt is of creating communicative
competence in the learners. It makes use of real life situations.

Your answer correctly shows the differences between the ALM and CLT approach.

Question. How are Krashen

and Vygotsky similar in their
perceptions on SLA ?
Answer. When revisiting Krashen and Vygotsky , their philosophical view of language is viewed
as a tool that is best used when the individual feels that it is important, natural, and relevant to
them in Vygotsky’s view, the collaborative interaction of learners as part of a social system
within the classroom takes place between students who are MKOs (More Knowledgeable than
Others), and their peers. The cooperative learning with MKOs helps empower their peers to
absorb new information, and to allow learning to take place as a process.

Vygotsky theorizes that this process occurs within a student’s ZPD (Zone of Proximal
Development) and that the goal of the relationship between the MKOs and their peers is to
extend the peers’ ZPD by increasing the knowledge, and expanding their learning potential
(Vygotsky, 1978). Concisely, both Bandura and Vygotsky coincide in that the learner’s role
within a society that invites the acquisition of new behaviors and skills is the underlying
motivator that enables the learning to occur.

This is how, whether cognitively, intra or inter psychologically, socially, or behaviorally, these
theorists embody the promotion of social change through the theoretical notions of learning
and acquisition that are promoted in their philosophical benchmarks.

Krashen’s theory of second language acquisition is one that combines social learning and
cognitive development. It agrees with Bandura in that language is a process that is learned
through observation and modeling. It does give importance to language as a social process that
is necessary as a tool that empowers psychological development through the use of cognitive
abilities leading to changes in behavior, which coincides with Chomsky, and Vygotsky as well.
Language, therefore, is a two-fold composite made of natural and monitor verbal codes, one is
natural, and one is a monitor of the other. Both codes are used simultaneously, and are equally
important.

THIS IS WHAT I KNOW !!

Your answer is framed correctly. The similarities in the perceptions of both Krashen and
Vygotsky on Second Language Acquisition have been depicted well.

PROJECT FOR PRIMARY CLASSROOM

You have been given a choice of the following projects , out of which you have to integrate any
1 in the primary classroom . You may refer to the content on Thematic Teaching.

Name of the Project: Colors in nature

Project Objectives:On completion of the project student will be strong on the following areas

 They will explore the colors in the world around us and the colors of the rainbow.
 They will explore how rainbows are formed through experiments, inquiry and
discussion
 We will also investigate what colors we see each day, as well as where colors are seen.
 How colors can shape each of us and can represent many different things such as our
health, our feelings and attitude.
 Student will also experiment with colour and various forms of art materials to discover
how colors are created.

Integration of Other Functional/Academic Skills:

In this project students will be learning colors with the integration of following academics
skills as a part of exploring other functional areas in order to explore new and creative things
under the topic of colors in nature.

English language arts

Mathematics

Arts Education

Science.

Time frame of the project :

The time allotted to teach all lesson integration will take around 15- 18 days. And in particular
the time frame will be 35 to 40 mins per day it adjusted depends on the weightage of the lesson
and also depending upon the understanding level of the student on each activities and outcome
performed by the students.

Materials used for the Project

I will set up a colour exploration centre containing items for students to use in play and inquire
about colour.
Following are some of the materials which will be in the centre:

 Baskets for materials to be held in

 Various coloured:

Beads
Pom-poms
Beans
Stones
Counters
Felt pieces
Fake grapes
Twigs

Coloured paper
 Crayons, markers
 Books with colourful images
Colour word cards
 Flashlight
Prisms/old CD’s.

Phase of the project :

There are four different phase of the project.
Introduction:
The teacher will be giving a brief explantion about colors. And they will be taught of what
is primary and secondary colors and how colors are playing major role in the day to day activity.

Integration of the Subject:

Students will be taught the detailed explanation regarding the integrated subjects of
English language arts Mathematics, Arts Education, Science.

Activity and Demonstration :

All Students will be provided the activity sheets based on the each lesson category to
ensure the knowledge ability and understanding of the subject.

Assessment:
Students will be assessed after every lesson. Each lesson will end with either an oral or
written assessment.
Main Content
Colors are in every part of our world. The theme of Colors provides many avenues to explore the
mixing and creation of Colors, as well as to practice classifying and sorting skills. Colors are also
a vital part of the social interactions we have, and are an indicator of our uniqueness to be
celebrated. Describe their world—human expression—health and well-being can be determined
through colour as well. This unit will help students to concentrate on their own individual skills,
observations, discoveries and preferences and will help students to embrace their unique self as
well as the diversity among the class.

English Language Arts:

Throughout this unit we are going to focus on communication, reading and writing skills. The
students are emergent readers and writers, so we are going to work on colour-specific sight
words using word cards, poems, songs and books. We will also practice our critical listening skills
through listening to stories, instructions, each other, videos and music. We are also exploring
communication through symbols and images through our artworks to be created during this unit.

Mathematics: In this unit the focus in mathematics will be on patterns, numeracy and number
sense, and comparisons. The students will also experience data collection and analysis through
the creation of a ribbon chart. The ribbon chart will be referred to throughout the unit and used
for assessment of understanding, as well as to create conversation about mathematics within the
classroom. The students will also be given the chance to explore the concept of addition with
“color” math; the addition of two colors to equal a new colour.

Science:
Exploration and experimentation are key focal points in this unit. This unit is highly inquiry
focused, and students will learn to observe their surroundings and explore what they find. We
will also explore and discover the science behind how a rainbow is formed in a rainstorm, and
experiment to see if we can make our own rainbows. This unit focuses on the discovery and
investigation of the science curriculum.

Arts Education: The big question of this unit is “What are the Colors of our world?”, and this is
the basis of the approach to arts in the classroom. We will spend time exploring and
experimenting with colour and how colour can be used aesthetically. Students will be given a full
half-day to explore questions such as “How do I make the colour pink?” or “Can you make white?”
which were raised earlier by the students. We will also go through some visualization-type
experiences, where students are asked to think about their body parts—
starting at their feet and working up—and think about what colour each feels like. This is a more
abstract concept than the students are used to, so I will work towards and understanding of how
Colors can represent feelings and then how to use colour to express those feelings.

PROJECT REPORT
Topic of the Project Colors In The Nature

Class & Age group 5 th Grade Students & 9- 10 Year

English Language And Arts

Subject Integrated Science

Mathematics

Art and Education

Teaching Aids Used Comprehend and respond to a variety of visual, oral , print and other
texts which address identity , community and social responsibility
Subject 1 :
View and interpret basic messages . comprehend , retell and respond
English to basic ideas in stories , poems ,etc .

Subject 2 : Examine observable characteristics of plant , animals and people

investigate physical properties and characteristics of familiar objects
Science Examine physical characteristics of natural surroundings.

Subject 3 :
Mathematics
Say number sequence 0-10 and 10-0 Relate numerals 0-10 to
respective quantity , compare quantities .
Subject :4 Express ideas through exploration of elements of dance .Create
artworks that express personal observations and ideas about the
Arts And Education
world .Respond to art non –verbally . Investigate arts in home and
community .

Music / Art In all subjects the music has been integrated and given some craft
Integrated work given to the student to have a real time experience .
 Remarks (If any ) Open -ended center for exploration .

Books to explore and mimic color shapes.

Encouragement to explore and experiment with color anytime

they can .

Half a day focus on simply exploring colors.

Flashlights and CDs – exploring what happens – what else

could a flashlight do?

Time duration of the Time allotted to teach all lesson integration will take around 15-
entire project 18 days

The project flow is impressive with collaborative learning. You have properly described in a
step wise manner about the project, how it started with the involvement of the children and
the teacher, how the lesson was executed with proper subject integration taking place thus
deriving effective learning out of the class. This proves that you have the correct knowledge of
how a project should be formulated.

The way you have integrated music and art in the project deserves a special mention. The
various activities that you have incorporated are worthy to be mentioned of. The guidance that
the students will receive will be extremely beneficial for them to gauge the project topic easily.

The project time duration is correctly mentioned as well.

Question . Teaching practice Material Compilation / Evaluation

Your lesson plan is done. However, it can be made out that it is done in pdf format and not in
word format as you have done the rest of the assignment. Please note that the assignment is
incomplete. It is mandatory to submit the 3 forms. They are TP Observation Form, TP Self-
Evaluation Form and TP Material Compilation and Evaluation Form. TP Observation Form
needs to be signed by the observer and the Principal with the school stamp. TP Self-
Evaluation Form needs to be filled up by you after your 1 st day’s class. Based on the teaching
aids you use you need to fill up the 4 questions of Material Compilation and Evaluation Form.
It is one lesson and 3 forms. The lesson and 3 forms need to be in sync with each other.
Please note not to merge lesson plan with Material Compilation and Evaluation Form. Keep
them separate. In one case you are supposed to do only the lesson plan and in the other you
are supposed to address the 4 questions individually one after the other. Please rework on
the TP once again.

If you find difficulty in doing it, mail to your course coordinator at

actcoordinatorasia@gmail.com for alternative assignment. This you can do in lieu of TP.

Please rework on the Lesson Plan on TP

once again filling up the incomplete 3
forms.
If you find difficulty in doing it, mail to
your course coordinator at
actcoordinatorasia@gmail.com for
alternative assignment. This you can do
in lieu of TP.