ANALYZE THIS: PART I. TOP SKILL #4 IN THE EYES OF EMPLOYERS IS ANALYTICAL REASONING AND CRITICAL THINKING

According to the annual survey of the American Association of Colleges and Universities, one of the top skills sought by employers is a combination of critical thinking and analytical reasoning. Our own sample of 162 employers who attended the Job and Internship Fair in March 2016 has confirmed this finding: 89% of them were looking for candidates with this particular skill combination. These employers range from not-for-profits and businesses to government agencies and international organizations in various fields and industries.
What do the employers mean by “analytical” and “critical thinking” skills? Why are these skills so much in demand? Do you possess these skills? If you do, how would you demonstrate that to your potential employer? What activities would help develop analytical reasoning and critical thinking?
Find out this and more in my two part blog.
First, what are we talking about?
We are talking about two higher order cognitive skills. Both analytical reasoning and critical thinking help understand the information, topic, problem, data, etc. They enable one to tackle a problem and make the right decision in a more efficient way. However, these skills are not identical.
Analytical reasoning refers to a thinking process that entails breaking the information (topic, problem, data, etc.) into the parts, researching, and evaluating each part separately, to comprehend the complexity of the topicdiscover connections, causes and effects, patterns, etc.  
Critical thinking refers to a thinking process that entails coming up with questions, searching for flaws or strengths, evaluating possible scenarios, etc., to interpret the complexity of the topic based on the facts as well as prior knowledge and experience. Critical thinking involves figuring out the “Why?” and “Why not?”
For sure, I have simplified the definitions of these skills — there is much more to both analytical reasoning and critical thinking.
Why do employers look for analytical reasoning and critical thinking skills? 
There are three major reasons:
First, employers look for these skills because of the complexity of the today’s workplace. Such complexity involves multiple sources of information, numerous stakeholders, complex challenges (economic, social, or political), increasing competition, etc.  To achieve success in whatever organizations do (development or implementation of products, programs, services, projects or policies, etc.) in such complex environments, employers need analytical and critical thinkers who can grasp individual components and their relationships, as well as probe deeper to figure out what is important and what is not.
Second, many organizations have concluded that the decentralized structure of decision-making help them work more efficiently. This means that junior staff get more responsibilities to make decisions, come up with solutions, and recommend innovations. All these tasks call for good analytical reasoning and critical thinking skills.
Finally, the employer prefers new hires who will be able to become effective in their job as fast as possible. This requires figuring out how the organization operates, your tasks and expectations, where to get mentorship, communication channels, etc. To master all this information fast, the new hire should use analytical reasoning to understand these important components and their relations at the new workplace.
Obviously, different fields and industries would require their own analytical approaches and modes of critical thinking. Research assistants in the science fields would use different inquiry methods than research assistants in policy organizations. Business professionals of various specializations would employ different analytical tools to meet their goals. Educators, media and communications specialists, program coordinators or event planners — all would use different analytical approaches, strategies and techniques in their day to day job. However, the principles of analytical reasoning and critical thinking are universal, which makes them essential transferrable skills.
Now, while I am working on my second part of this blog, I would like to suggest that you get busy as well.
First,  put on your analytical reasoning cap and analyze your academic, internship, leadership, work and other experiences to find suitable examples of utilizing analytical reasoning and critical thinking skills.  Think of specific projects and tasks that you have accomplished where you had to figure out components (factors, aspects, steps), research, and evaluate them separately and together. Think of any examples where you identified information gaps, flaws, or thought through and/or suggested possible alternatives.
Next, put on your critical thinking cap and try to assess your performance on these tasks and think of specific ways you can continue further developing these skills.
 

Reading and Reflecting on Texts – “The Happy Prince”

Dear future teachers,

It is mandatory for every educated person to read and reflect over what she has read. Otherwise, it is impossible to develop Higher Order Thinking Skills (HOTS). 

The aim of this Skill Based Course is to make reading as your habitual action, almost your permanent behaviour. Hence, I believe that, you will develop good reading skills and sustain your love of reading in future also.

Do have a literary bend of reading while you read this incredible short story of Oscar Wilde.

HAPPY READING EXPERIENCE !!!!!


The Happy Prince – Oscar Wilde
High above the city, on a tall column, stood the statue of the Happy Prince. He was gilded all over with thin leaves of fine gold, for eyes he had two bright sapphires, and a large red ruby glowed on his sword-hilt.
     He was very much admired indeed. ‘He is as beautiful as a weathercock,’ remarked one of the Town Councillors who wished to gain a reputation for having artistic taste; ‘only not quite so useful,’ he added, fearing lest people should think him unpractical, which he really was not.
     ‘Why can’t you be like the Happy Prince?’ asked a sensible mother of her little boy who was crying for the moon. ‘The Happy Prince never dreams of crying for anything.’
     ‘I am glad there is some one in the world who is quite happy’, muttered a disappointed man as he gazed at the wonderful statue.
     ‘He looks just like an angel,’ said the Charity Children as they came out of the cathedral in their bright scarlet cloaks, and their clean white pinafores.  ‘How do you know?’ said the Mathematical Master, ‘you have never seen one.’
     ‘Ah! but we have, in our dreams,’ answered the children; and the Mathematical Master frowned and looked very severe, for he did not approve of children dreaming.
     One night there flew over the city a little Swallow. His friends had gone away to Egypt six weeks before, but he had stayed behind, for he was in love with the most beautiful Reed. He had met her early in the spring as he was flying down the river after a big yellow moth, and had been so attracted by her slender waist that he had stopped to talk to her.
     ‘Shall I love you said the Swallow’, who liked to come to the point at once, and the Reed made him a low bow. So he flew round and round her, touching the water with his wings, and making silver ripples. This was his courtship, and it lasted all through the summer.
 ‘It is a ridiculous attachment,’ twittered the other Swallows, ‘she has no money, and far too many relations;’ and indeed the river was quite full of Reeds. Then, when the autumn came, they all flew away.
     After they had gone he felt lonely, and began to tire of his lady-love. ‘She has no conversation,’ he said, ‘and I am afraid that she is a coquette, for she is always flirting with the wind.’ And certainly, whenever the wind blew, the Reed made the most graceful curtsies. I admit that she is domestic,’ he continued, ‘but I love travelling, and my wife, consequently, should love travelling also.’
     ‘Will you come away with me?’ he said finally to her; but the Reed shook her head, she was so attached to her home.
     ‘You have been trifling with me,’ he cried, ‘I am off to the Pyramids. Good-bye!’ and he flew away.
     All day long he flew, and at night-time he arrived at the city. ‘Where shall I put up?’ he said ‘I hope the town has made preparations.’
     Then he saw the statue on the tall column. ‘I will put up there,’ he cried; ‘it is a fine position with plenty of fresh air.’ So he alighted just between the feet of the Happy Prince.
     ‘I have a golden bedroom,’ he said softly to himself as he looked round, and he prepared to go to sleep; but just as he was putting his head under his wing, a large drop of water fell on him. ‘What a curious thing!’ he cried, ‘there is not a single cloud in the sky, the stars are quite clear and bright, and yet it is raining. The climate in the north of Europe is really dreadful. The Reed used to like the rain, but that was merely her selfishness.’
     Then another drop fell.
     ‘What is the use of a statue if it cannot keep the rain off?’ he said; ‘I must look for a good chimney-pot,’ and he determined to fly away.
<  3  >
But before he had opened his wings, a third drop fell, and he looked up, and saw – Ah! what did he see?
     The eyes of the Happy Prince were filled with tears, and tears were running down his golden cheeks. His face was so beautiful in the moonlight that the little Swallow was filled with pity.
     ‘Who are you?’ he said.
     ‘I am the Happy Prince.’
     ‘Why are you weeping then?’ asked the Swallow; ‘you have quite drenched me.’
     ‘When I was alive and had a human heart,’ answered the statue, ‘I did not know what tears were, for I lived in the Palace of Sans-Souci where sorrow is not allowed to enter. In the daytime I played with my companions in the garden, and in the evening I led the dance in the Great Hall. Round the garden ran a very lofty wall, but I never cared to ask what lay beyond it, everything about me was so beautiful. My courtiers called me the Happy Prince, and happy indeed I was, if pleasure be happiness. So I lived, and so I died. And now that I am dead they have set me up here so high that I can see all the ugliness and all the misery of my city, and though my heart is made of lead yet I cannot choose but weep.’
     ‘What, is he not solid gold?’ said the Swallow to himself. He was too polite to make any personal remarks out loud.
     ‘Far away,’ continued the statue in a low musical voice,’far away in a little street there is a poor house. One of the windows is open, and through it I can see a woman seated at a table. Her face is thin and worn, and she has coarse, red hands, all pricked by the needle, for she is a seamstress. She is embroidering passion-fowers on a satin gown for the loveliest of the Queen’s maids-of-honour to wear at the next Court-ball. In a bed in the corner of the room her little boy is lying ill. He has a fever, and is asking for oranges. His mother has nothing to give him but river water, so he is crying. Swallow, Swallow, little Swallow, will you not bring her the ruby out of my sword-hilt? My feet are fastened to this pedestal and I cannot move.’
<  4  >
     ‘I am waited for in Egypt,’ said the Swallow. ‘My friends are flying up and down the Nile, and talking to the large lotus flowers. Soon they will go to sleep in the tomb of the great King. The King is there himself in his painted coffin. He is wrapped in yellow linen, and embalmed with spices. Round his neck is a chain of pale green jade, and his hands are like withered leaves.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you not stay with me for one night, and be my messenger? The boy is so thirsty, and the mother so sad.
     ‘I don’t think I like boys,’ answered the Swallow. ‘Last summer, when I was staying on the river, there were two rude boys, the miller’s sons, who were always throwing stones at me. They never hit me, of course; we swallows fly far too well for that, and besides, I come of a family famous for its agility; but still, it was a mark of disrespect.’
     But the Happy Prince looked so sad that the little Swallow was sorry. ‘It is very cold here,’ he said ‘but I will stay with you for one night, and be your messenger.’
     ‘Thank you, little Swallow,’ said the Prince.
     So the Swallow picked out the great ruby from the Prince’s sword, and flew away with it in his beak over the roofs of the town.
     He passed by the cathedral tower, where the white marble angels were sculptured. He passed by the palace and heard the sound of dancing. A beautiful girl came out on the balcony with her lover. ‘How wonderful the stars are,’ he said to her, ‘and how wonderful is the power of love!’ ‘I hope my dress will be ready in time for the State-ball,’ she answered; ‘I have ordered passion-flowers to be embroidered on it; but the seamstresses are so lazy.’
He passed over the river, and saw the lanterns hanging to the masts of the ships. He passed over the Ghetto, and saw the old Jews bargaining with each other, and weighing out money in copper scales. At last he came to the poor house and looked in. The boy was tossing feverishly on his bed, and the mother had fallen asleep, she was so tired. In he hopped, and laid the great ruby on the table beside the woman’s thimble. Then he flew gently round the bed, fanning the boy’s forehead with his wings. ‘How cool I feel,’ said the boy, ‘I must be getting better;’ and he sank into a delicious slumber.
<  5  >
     Then the Swallow flew back to the Happy Prince, and told him what he had done. ‘It is curious,’ he remarked, ‘but I feel quite warm now, although it is so cold.’
     ‘That is because you have done a good action,’ said the Prince. And the little Swallow began to think, and then he fell asleep. Thinking always made him sleepy.
When day broke he flew down to the river and had a bath.
     ‘What a remarkable phenomenon,’ said the Professor of Ornithology as he was passing over the bridge. ‘A swallow in winter!’ And he wrote a long letter about it to the local newspaper. Every one quoted it; it was full of so many words that they could not understand.
     ‘To-night I go to Egypt,’ said the Swallow, and he was in high spirits at the prospect. He visited all the public monuments, and sat a long time on top of the church steeple. Wherever he went the Sparrows chirruped, and said to each other, ‘What a distinguished stranger!’ so he enjoyed himself very much.
     When the moon rose he flew back to the Happy Prince. ‘Have you any commissions for Egypt?’ he cried; ‘I am just starting.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you not stay with me one night longer?’
     ‘I am waited for in Egypt,’ answered the Swallow. To-morrow my friends will fly up to the Second Cataract. The river-horse couches there among the bulrushes, and on a great granite throne sits the God Memnon. All night long he watches the stars, and when the morning star shines he utters one cry of joy, and then he is silent. At noon the yellow lions come down to the water’s edge to drink. They have eyes like green beryls, and their roar is louder than the roar of the cataract.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘far away across the city I see a young man in a garret. He is leaning over a desk covered with papers, and in a tumbler by his side there is a bunch of withered violets. His hair is brown and crisp, and his lips are red as a pomegranate, and he has large and dreamy eyes. He is trying to finish a play for the Director of the Theatre, but he is too cold to write any more. There is no fire in the grate, and hunger has made him faint.’
<  6  >
     ‘I will wait with you one night longer,’ said the Swallow, who really had a good heart. ‘Shall I take him another ruby?’
     ‘Alas! I have no ruby now,’ said the Prince; ‘my eyes are all that I have left. They are made of rare sapphires, which were brought out of India a thousand years ago. Pluck out one of them and take it to him. He will sell it to the jeweller, and buy food and firewood, and finish his play.’
     ‘Dear Prince,’ said the Swallow, ‘I cannot do that;’ and he began to weep.
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘do as I command you.’
     So the Swallow plucked out the Prince’s eye, and flew away to the student’s garret. It was easy enough to get in, as there was a hole in the roof. Through this he darted, and came into the room. The young man had his head buried in his hands, so he did not hear the flutter of the bird’s wings, and when he looked up he found the beautiful sapphire lying on the withered violets.
     ‘I am beginning to be appreciated,’ he cried; ‘this is from some great admirer. Now I can finish my play,’ and he looked quite happy.
     The next day the Swallow flew down to the harbour. He sat on the mast of a large vessel and watched the sailors hauling big chests out of the hold with ropes. ‘Heave a-hoy!’ they shouted as each chest came up. ‘I am going to Egypt!’ cried the Swallow, but nobody minded, and when the moon rose he flew back to the Happy Prince.
     ‘I am come to bid you good-bye,’ he cried.
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you not stay with me one night longer?’
     ‘It is winter,’ answered the Swallow, and the chill snow will soon be here. In Egypt the sun is warm on the green palm-trees, and the crocodiles lie in the mud and look lazily about them. My companions are building a nest in the Temple of Baalbec, and the pink and white doves are watching them, and cooing to each other. Dear Prince, I must leave you, but I will never forget you, and next spring I will bring you back two beautiful jewels in place of those you have given away. The ruby shall be redder than a red rose, and the sapphire shall be as blue as the great sea.
<  7  >
     ‘In the square below,’ said the Happy Prince, ‘there stands a little match-girl. She has let her matches fall in the gutter, and they are all spoiled. Her father will beat her if she does not bring home some money, and she is crying. She has no shoes or stockings, and her little head is bare. Pluck out my other eye, and give it to her, and her father will not beat her.
     ‘I will stay with you one night longer,’ said the Swallow, ‘but I cannot pluck out your eye. You would be quite blind then.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘do as I command you.’
     So he plucked out the Prince’s other eye, and darted down with it. He swooped past the match-girl, and slipped the jewel into the palm of her hand. ‘What a lovely bit of glass,’ cried the little girl; and she ran home, laughing.
     Then the Swallow came back to the Prince. ‘You are blind now,’ he said, ‘so I will stay with you always.’
     ‘No, little Swallow,’ said the poor Prince, ‘you must go away to Egypt.’
     ‘I will stay with you always,’ said the Swallow, and he slept at the Prince’s feet.
     All the next day he sat on the Prince’s shoulder, and told him stories of what he had seen in strange lands. He told him of the red ibises, who stand in long rows on the banks of the Nile, and catch gold fish in their beaks; of the Sphinx, who is as old as the world itself, and lives in the desert, and knows everything; of the merchants, who walk slowly by the side of their camels, and carry amber beads in their hands; of the King of the Mountains of the Moon, who is as black as ebony, and worships a large crystal; of the great green snake that sleeps in a palm-tree, and has twenty priests to feed it with honey-cakes; and of the pygmies who sail over a big lake on large flat leaves, and are always at war with the butterflies.
<  8  >
     ‘Dear little Swallow,’ said the Prince, ‘you tell me of marvellous things, but more marvellous than anything is the suffering of men and of women. There is no Mystery so great as Misery. Fly over my city, little Swallow, and tell me what you see there.’
     So the Swallow flew over the great city, and saw the rich making merry in their beautiful houses, while the beggars were sitting at the gates. He flew into dark lanes, and saw the white faces of starving children looking out listlessly at the black streets. Under the archway of a bridge two little boys were lying in one another’s arms to try and keep themselves warm. ‘How hungry we are’ they said. ‘You must not lie here,’ shouted the Watchman, and they wandered out into the rain.
     Then he flew back and told the Prince what he had seen.
     ‘I am covered with fine gold,’ said the Prince, ‘you must take it off, leaf by leaf, and give it to my poor; the living always think that gold can make them happy.’
     Leaf after leaf of the fine gold the Swallow picked off, till the Happy Prince looked quite dull and grey. Leaf after leaf of the fine gold he brought to the poor, and the children’s faces grew rosier, and they laughed and played games in the street. ‘We have bread nod’ they cried.
     Then the snow came, and after the snow came the frost. The streets looked as if they were made of silver, they were so bright and glistening; long icicles like crystal daggers hung down from the eaves of the houses, everybody went about in furs, and the little boys wore scarlet caps and skated on the ice.
     The poor little Swallow grew colder and colder, but he would not leave the Prince, he loved him too well. He picked up crumbs outside the baker’s door when the baker was not looking, and tried to keep himself warm by flapping his wings.
     But at last he knew that he was going to die. He had just strength to fly up to the Prince’s shoulder once more. ‘Good-bye, dear Prince!’ he murmured, ‘will you let me kiss your hand?’
<  9  >
     ‘I am glad that you are going to Egypt at last, little Swallow,’ said the Prince, ‘you have stayed too long here; but you must kiss me on the lips, for I love you.’
     ‘It is not to Egypt that I am going,’ said the Swallow. I am going to the House of Death. Death is the brother of Sleep, is he not?’
     And he kissed the Happy Prince on the lips, and fell down dead at his feet.
     At that moment a curious crack sounded inside the statue, as if something had broken. The fact is that the leaden heart had snapped right in two. It certainly was a dreadfully hard frost.
     Early the next morning the Mayor was walking in the square below in company with the Town Councillors. As they passed the column he looked up at the statue: ‘Dear me! how shabby the Happy Prince looks!’ he said.
     ‘How shabby indeed!’ cried the Town Councillors, who always agreed with the Mayor, and they went up to look at it.
     ‘The ruby has fallen out of his sword, his eyes are gone, and he is golden no longer,’ said the Mayor; ‘in fact, he is little better than a beggar!’
     ‘Little better than a beggar,’ said the Town Councillors.
     ‘And there is actually a dead bird at his feet,’ continued the Mayor. ‘We must really issue a proclamation that birds are not to be allowed to die here.’ And the Town Clerk made a note of the suggestion.
     So they pulled down the statue of the Happy Prince. ‘As he is no longer beautiful he is no longer useful,’ said the Art Professor at the University.
     Then they melted the statue in a furnace, and the Mayor held a meeting of the Corporation to decide what was to be done with the metal. ‘We must have another statue, of course,’ he said, ‘and it shall be a statue of myself.’
<  10  >
     ‘Of myself,’ said each of the Town Councillors, and they quarrelled. When I last heard of them they were quarrelling still.
     ‘What a strange thing!’ said the overseer of the workmen at the foundry. ‘This broken lead heart will not melt in the furnace. We must throw it away.’ So they threw it on a dust-heap where the dead Swallow was also lying.
 ‘Bring me the two most precious things in the city,’ said God to one of His Angels; and the Angel brought Him the leaden heart and the dead bird.
     ‘You have rightly chosen,’ said God, ‘for in my garden of Paradise this little bird shall sing for evermore, and in my city of gold the Happy Prince shall praise me.’

III semester & I semester – Elements of teaching poetry


Dear students,

Do visit the site in the following link and post me your comments which may reflect your understanding of the content….

Video 1  (https://youtu.be/b8q3xX0qyDA)

Video 2  (https://youtu.be/C1t2daf5_LE)

Video 3  (https://youtu.be/YylGOdLCc8c)


After watching the videos, visit the site in the following link

https://drive.google.com/open?id=1Lk4as86T2aJZAxabRc93KOcQnW6XML59


Expecting both I and II year students’ reply….

I sem – General English – Audio lingual method


Dear learners,

Yet another interesting method of teaching a second language is Audio lingual method.

The Audio-lingual methodArmy Method  is a style of teaching used in teaching foreign languages. It is based on behaviourist  theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. An important belief of structural linguistics is that a language is primarily what it is spoken and only secondarily what is written. Speech is language. We learn to speak before we learn to read and write. So the structural linguistics pays emphasis on the spoken skills of a language (Brooks, 1964)

THE AUDIO LINGUAL METHOD
The teaching of English as a second language in the United States between the two world wars used either a modified Direct Method Approach. The Audio lingual Method (ALM) gained attention in the 1950s, largely in the USA where it was rooted in the military’s need during World
recite the basic sentence patterns and grammatical structures. The students were given only “enough War II to train large volumes of personnel in disparate languages.
    Charles C. Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure, or grammar was the starting point for the student. In other words, it was the students’ job to vocabulary to make such drills possible.” (Richards, J.C. et-al. 1986). Fries later included principles for behavioural psychology, as developed by B.F.Skinner, into this method.
THE PRINCIPLES OF THE AUDIO LINGUAL METHOD
Ø  Language learning works best with a context.
Ø  Try not to mix the L1 and L2 so interference does not occur.
Ø  Teachers are used as role models for the language. 
Ø  Students will mimic the correct form.
Ø  Language learning is habit. Repeat and drill often.
Ø  Correct errors immediately. Do not allow bad habits to develop.
Ø  Language is for communication.
Ø  Substitution drills help students understand how language works.
Ø  Positive reinforcement is good for changing habits.
Ø  Verbal, and non verbal (flashcards, pictures) stimuli are used in class.
Ø  Students learn to answer automatically, without thinking first.
Ø  Grammar structures come first, vocabulary will follow.
Ø  Rules will be induced from using examples.
Ø  Follow the natural order that children do when language learning; listening, speaking, reading then writing.
Ø  The teacher has a responsibility to teach the culture of the target language users.

LEARNERS ROLES 
Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace or style of learning. They are not encouraged to initiate interaction, because this may lead to mistakes.
The fact that in the early stages earners do not always understand  the meaning of what they are repeating is not perceived as a draw back, for by listening to the teacher, imitating accurately, and responding to and performing controlled tasks they are learning a new form of verbal behavior. 
TEACHERS ROLE
In Audio Lingualism, as in Situational Language teaching, the teachers role is Central and Active, it is a teacher Dominated method.
The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures.
  Language learning is seen to result from active verbal interaction between the teachers and the learners.
PROCEDURE
Brooks lists the following procedures the teacher should adopt in using  the Audio Visual Method:
       a.The modeling of all learning’s by the teacher.
       b.The Subordination of the Mother tongue to the second language.
       c.The early and continuous training of the ear and tongue without recourse to graphic symbols.
       d.The minimizing of vocabulary until all common structures have been learned. 
       e. The study of vocabulary only in context.                      
              MERITS
   Ø Listening and speaking skills are emphasized and, especially the former, rigorously developed.
       Ø The use of visual aids is effective in vocabulary teaching.
       Ø The method is just as functional and easy to execute for larger groups.
       Ø Correct pronunciation and structure are emphasized and acquired.
       Ø It is a teacher-dominated method.
       Ø It is a mechanical method since it demands pattern practice, drilling, and memorization.
      Ø The learner is in a directed role; the learner has little control over the material studied or the method of study.
          DEMERITS
ØThe behaviourist approach to learning is now discredited. Many scholars have proved its weakness.
ØIt does not pay sufficient attention to communicative competence.
ØOnly language form is considered while meaning is neglected.
ØEqual importance is not given to all four skills.
ØIt is a teacher-dominated method.
ØThe learner is in a passive role; the learner has little control over their learning.



Do compare and contrast the Audio lingual method with that of the Direct method and let me know it…

I Sem – Special English – Teaching Language through Literature


Dear Students,

I found it extremely useful and interesting, the material which I studied recently prepared by ARPIT course… This is highly relevant for our study also. Do read it and Pass your comment to me…

https://drive.google.com/file/d/1l_T60ktssP-dT6fFlhb2vNGSD0ogrU4Y/view?usp=sharing


Hope a fruitful discussion in the classroom…

Sorry, the above link doesn’t open it seems….
Try this one

https://drive.google.com/open?id=1z1NZxGLOy0-VysSSL7Jcw-6mKsay6s1W

I Sem – General English – Word & Sentence Stress

Word Stress
« The word is a linguistic entity composed of one or more syllables
« The syllable that is pronounced more prominently than the other(s) in the same word is said to be accented or to receive the stress
« In English there are several polysyllabic words in which more than one syllable may be prominent – one of the syllables is said to receive the primary stress; the other syllable that is secondly prominent is said to receive the secondary stress
« Primary Stress is marked with a vertical bar above & in front of the syllable to which it refers
« Secondary Stress is marked with a vertical bar below & in front of the syllable to which it refers
RULE 1:
There are some disyllabic words in which word accent depends upon whether the words are used as nouns/adjectives or as verbs.
For nouns the stress is on the first syllable
For verbs the stress is on the second syllable
Word
Noun / Adjective
Verb
conduct
object
product
direct
export
Rule : 2   Accent in Compound Words
The most common type in English is the first of the two elements receiving the primary stress.
Air – raid                                 Cardboard
Bookshelf                               Footprint
Rule 3:
Words ending with –ever  & -self  take the stress in the second element
Her self                          what ever
My self                          when ever
Rule 4 :
Words with weak prefixes always take the accent on the root.
A board
A broad
Be come
Rule 5:
Words having weak vowel followed by a strong vowel syllables have the accent in the second syllable
Recom mend
Com pose
Ad vance
Rule 6:
Words ending in  -ion take the primary stress on the penultimate syllable
admi ration
appli cation
combi nation
Rule 7:
Words ending in –ic, -ical, -ically, -ious, -ial & -ially take the stress on the previous syllable
-ic               pathetic                        terrific
-ical            optical                           biological
-ically         chemically          psychologically
-ious           notorious                      atrocious
-ially           commercially               dramatically
-ial              commercial                  memorial
Rule 8:
Words ending in –ity take the accent on the ante – penultimate syllable (third from the last syllable)
a bility                           fu tility
ca pacity                       oppor tunity
Sentence Stress
In a sentence, some words have been stressed rather than other words.  This depends on the intention of the speaker.  Mostly the content words receive the stress rather than the structural words.
‘He is my uncle   ( not any other person, only he )
He is ‘my uncle   ( not any other’s )
He is my ‘uncle   ( not any other relation)

I Sem – Special English


Dear Students,

I had the opportunity of reading a research paper on the role of literature in language learning... You may also find it useful.. Here is the link.

https://drive.google.com/open?id=1–lBvr75AsbKleSXZCkqx4c8FaF4LquH



You can find the materials for the concept “Language and Power” in the below link

https://drive.google.com/open?id=1q9q68ZGknPQ03mgeov4vvqwGKkNHVjPZ


Place of English in Indian Constitution
https://drive.google.com/open?id=1q9q68ZGknPQ03mgeov4vvqwGKkNHVjPZ

Characteristics of language
https://drive.google.com/open?id=1UqnhGdrx7H29-gT9XlgXxR6lnvwUQFMS

Role and Nature of Language
https://drive.google.com/open?id=1OwtUHA8uU7gM7lyL_5Osn35EBTQ-pGNJ

I Sem – General English – Communicative Approach

Communicative Approach
Introduction
            The Communicative approach is a learner centred approach. It gives the learner not only grammatical competency but also a sort of skill as to what to say, how to say, when to say, and where to say in order to satisfy his/her daily needs or larger aims.
            In the communicative approach apart from fluency of saying something, accuracy and appropriateness are equally important. Of course an efficient user of language needs to produce grammatically well – formed sentences. The teacher has to develope in the pupils both rules of use (what to say & how to say) and rules of usage (grammatically correct sentence).
Meaning
            This approach pays attention to functional as well as structural aspects of language and combines these into a more fully communicative view. It emphasizes that the goal of foreign language teaching is to develop “communicative ability” among the learners.
            This approach considers language not only in terms of its structures (grammar & vocabulary) but also in terms of communicative functions that it performs.
Aims of Communicative Approach
@ To develop both accuracy and fluency from the very beginning of language learning.
@ To tolerate the mistakes or errors as stepping stones to correct learning .
Importance
X  The learner is helped to acquire language forms to their potential functions and /or social meaning
X  The learner is placed in situations and he must use language as an instrument for satisfying communicative needs. Here the criterion for success is functional effectiveness rather than structural accuracy.
X  The learner can be helped to use language as an instrument for social interaction. Ex: Role play
Purpose
            Communicative ability can be achieved through communicative activities in the class. They are learner – directed activities. They can;
W Provide structural ‘whole task practice’
W Improve motivation
W Allow natural learning
W Create a content which supports learning
Types of communicative activities
            There are two main categories;
Functional communicative Activities
            The teacher creates a situation in which learners must solve a problem with whatever language they have at their disposal. It may not even matter whether the language is grammatically incorrect. The main purpose of his activity is that learners should use the language they know.
            For example a small talk on a particular topic for just three minutes is an activity for functional communication. Success is measured primarily according to the immediate situation.
Social Interaction Activities
            The learners chooses language which is not only functionally effective, but also appropriate to the social situations he is in. Learners pay greater attention to the social content in which their interaction takes place. Simulation and role play are important techniques for creating a wider variety of social situations.
Teacher’s role in Communicative Approach
            The teacher must;       
 Be a perfect model in speech
 Stress on oral communication not bothering about systematic grammar rules
 Create situations in which pupils express their ideas and suggestions
 Insist on meaning in speech activity more than any thing else
 Mediawares like TV, video and audio cassette player can be used often
 Give language exercises which will bring out the originality and creativity of pupil’s ideas
 Let the pupils observe lexis and structure unconsciously
 Create where the pupils speak more on his own
 At a later stage, make pupils describe things and explain functions of certain organs, machines, etc.
Merits
C  By interacting in pairs and small groups, pupils feel confident and do better.
C  Learning will be self- generating exercise
C  They get more language practice because nobody feels inhibited by grammatical rules and definitions
C  They acquire fluency and accuracy and appropriateness of English use
C  Co-operation in language learning is a great motivating factor and helps each individual to shed his shyness and show his individuality in using English.
Demerits
D  Our overcrowded class rooms and unwidely benches make group work and face to face discussion very difficult to organize.
D  An average teacher with limited language skills cannot make a success of their approach
D  When the students can well communicative in their mother tongue, there is no genuine desire in them to talk in English and take part in elaborate discussions in English.
D  Detailed classroom techniques integrating the textual lesson and communicative tasks have yet to be evolved for the benefit of the teachers of English
Conclusion
         In the present global village, English is a growing and living language. This has created awareness among the people to learn the language in its time form and manner. It is in this respect that the language skills are to be developed, nurtured, cultured and harnessed.

I sem – Gen. English – Word stress

Word Stress
« The word is a linguistic entity composed of one or more syllables
« The syllable that is pronounced more prominently than the other(s) in the same word is said to be accented or to receive the stress
« In English there are several polysyllabic words in which more than one syllable may be prominent – one of the syllables is said to receive the primary stress; the other syllable that is secondly prominent is said to receive the secondary stress
« Primary Stress is marked with a vertical bar above & in front of the syllable to which it refers
« Secondary Stress is marked with a vertical bar below & in front of the syllable to which it refers
RULE 1:
There are some disyllabic words in which word accent depends upon whether the words are used as nouns/adjectives or as verbs.
For nouns the stress is on the first syllable
For verbs the stress is on the second syllable
Word
Noun / Adjective
Verb
conduct
object
product
direct
export
Rule : 2   Accent in Compound Words
The most common type in English is the first of the two elements receiving the primary stress.
Air – raid                                 Cardboard
Bookshelf                               Footprint
Rule 3:
Words ending with –ever  & -self  take the stress in the second element
Her self                          what ever
My self                          when ever
Rule 4 :
Words with weak prefixes always take the accent on the root.
A board
A broad
Be come
Rule 5:
Words having weak vowel followed by a strong vowel syllables have the accent in the second syllable
Recom mend
Com pose
Ad vance
Rule 6:
Words ending in  -ion take the primary stress on the penultimate syllable
admi ration
appli cation
combi nation
Rule 7:
Words ending in –ic, -ical, -ically, -ious, -ial & -ially take the stress on the previous syllable
-ic               pathetic                        terrific
-ical            optical                           biological
-ically         chemically          psychologically
-ious           notorious                      atrocious
-ially           commercially               dramatically
-ial              commercial                  memorial
Rule 8:
Words ending in –ity take the accent on the ante – penultimate syllable (third from the last syllable)
a bility                           fu tility
ca pacity                       oppor tunity
Sentence Stress
In a sentence, some words have been stressed rather than other words.  This depends on the intention of the speaker.  Mostly the content words receive the stress rather than the structural words.
‘He is my uncle   ( not any other person, only he )
He is ‘my uncle   ( not any other’s )
He is my ‘uncle   ( not any other relation)

Role of English language in India

Role of English in India
English has been playing an important role in our educational system as well as in our national life. It is through English that we have shared the wisdom of the West and that the West has shared with us our intellectual and spiritual heritage.
Views of Dr. S. Radhakrishnan: “English is the only means of preventing our isolation from the world. If we give up English because of sentimental urges, we would cut ourselves from the living stream of ever growing knowledge”
Views of Nehru: “one hundred and fifty years of intimate contact has made English an integral part of our educational system and this cannot be removed without injury to the cause of Indian education”
The official Language:
            English has been the official language of the country for more than 200 years. It has been declared as the associate Official Language of the union for an indefinite period by an Act of Parliament in 1963. as such it dominates the administrative work throughout the country.
World Language:
            Emphasizing the importance of the knowledge of English, the Radhakrishnan University Education Commission observed, “English is a language which is rich in literature- humanistic, scientific and technical”. Over 50% of world’s newspapers, over 50% of world’s scientific and technical periodicals and more than 60 % of world’s radio stations use English as medium of communication.
Language of International Trade and Commerce:
            Business and Trade across the country are carried on through English. Even semi literates on travel and trade promoted to use English for conversing people of other states and to exchange ideas and views. For bringing about revolutionary changes in various fields such as agriculture, medicine, industry, transport, telecommunication, etc., we have to be in touch with the outside world. It is possible only with the knowledge of English.
Scientific and Technical language:
English is a rich store house of knowledge. Discarding English will amount to closing a window on the world of technology. If English is not given due consideration, we will fall back hundreds years and never will be able to catch up economically with the developed countries.
In Social Life:
            English plays an important role in the social life of the country. The highly educated and sophisticated sections of our society find it prestigious to talk in English, they write letters in English. Ceremonials like marriages and other parties’ invitations are mostly in English. Most of the educated people put their signatures in English.
Window on the Modern World:
            Jawaharlal Nehru has rightly said, “English is our major window through which we can see the scientific, technological, agricultural and commercial development taking place in the world. English si the only language through which we have distilled essence of modern knowledge in all fields of human activity.
Link language :
            English is our national link language, as India is a multilingual country. It is the only language which is understood in all states. In the other states, without the knowledge of English, one will become an Alien in our own country. It is only through English that we have established the social, economic, cultural and political relations with other countries of the world.
Library Language:
            Largest numbers of reference books on subjects like science, technology, language, medicine, engineering, agriculture etc. are available in English language. Kothari Commission said, “English should be the most useful library language in higher education.
Court Language:
            English still continues to be the language of the courts. So far there is no other suitable language for legal business, not only at the Supreme Court but also at the High courts and District courts. Cases are presented and judgements given are in English.
Being in Education:
            English plays an important role in the field of education. It is taught compulsorily in most of the states in the country. It is the medium of instruction in  the public schools, technical, medical, law and other institutions.
Conclusion:
Keeping in view the role of English, we cannot dispense with the study of English. Indians can neglect its study at their own risk.

I Sem – General English – Study Materials – Skill subject

Teaching English as a Skill Subject
Introduction:
Language is skill subject as it involves the various skills like listening, speaking, reading and writing. It has to be developed by oneself by constant effort and with proper training of senses. In a skill there is a co ordination of muscular activities along with the intellectual activity.
Differences between skill and content subjects:
Skills cannot be taught but rather caught. Language is skill subject and not a content or knowledge subject as history or science is. While learning history what the student learns is the subject matter or facts. One learns certain facts about history. But in language work one does not gather information about the language, but learns the language itself. Knowing a language is different from knowing how to use the language.
Emphasis on Repeated Practice:
As Thompson Wyatt say, “The power of expression in a language is a matter of skill rather than of knowledge; it is a power that grows by exercise, not by knowing merely meanings or rules”. Language is a skill subject like painting or dancing. The basis of learning a skill is practice. So language has to be learnt through constant and sustained practice.
The rules of grammar and the meanings of words are taught as another abstract subject. Knowing them is not sufficient to acquire mastery over the language. Students have to be provided ample opportunities to use the language. Each of the four skills, viz. listening, speaking, reading and writing has to be mastered.
Co-ordination of muscles & Intellect:
            Though a skill does not need only the intellectual activity, it is more a matter of doing than of knowing. In case of listening, enough practice has to be given to the hearing nerves so as to be familiarized with the speech sounds of the language. Apart from the intellectual competency of comprehending the new words and grammar, the ears must also be trained so to accustom with the new speech sounds of English as it is a foreign language.
            In case of speaking, the speech organs like tongue, lips, palates, nostrils are to be trained by constant efforts to produce the speech sounds fluently. Some may know how to pronounce the words / sounds, but they cannot do so because of the lack of co ordination of speech organs. In case of reading also the nerves have to be trained to recognize the new symbols (English alphabets) and know how to read them. One has to develop eye span also.
            In case of writing also, without the co-operation of the finger muscles one cannot write the letters in their appropriate forms. There comes the need of training.
Division of skills:
            In any language, the skills can be divided into two major divisions;
1.      Productive or Expressive skills
2.      Receptive or Comprehensive skills

 


RECEPTIVE / COMPREHENSIVE SKILLS
Listening & Reading

 

PRODUCTIVE / EXPRESSIVE SKILLS
Speaking & Writing

 

                                                   

Receptive or Passive Skills:
Listening and reading skills are comparatively passive and require less exertion on the part of the person. They are receptive because when listening and reading, the person is at the receiving end of the communication channel.
Productive or Active Skills:
Speaking and writing are active skill since the person being at the transmitting end of the channel has to take the initiative. So that only they are called productive skills.
Audio – lingual / aural oral skills:
Listening and speaking which demand the exercise of te auditory and speech organs may be called audio –lingual or oral – oral skills.
Graphic Motor skill:
Reading and writing involve the psycho motor organs. Hence they are called graphic motor skills.
Conclusion:
The language is not just a conglomeration of diverse skills, but one of the integrated skills. Hence we have to use more than one skill simultaneously in many situations. For instance, when one engaged in a conversation, he/she has to listen and speak at the same time. So is the case of reading and writing

Communicative Approach – Video lesson

Dear learners,

Happy to share a link of a video of CLT, which is by an Associate Professor from Morocco.

Do watch the video, and take notes of his explanation apart from the matter in the slides…

We shall discuss the approach in the classroom along with a short quiz on it using Kahoot…

Image result for emoji images

The Trouble with the Low-Cost Game

By Chemeketa SBDC

Don’t have enough customers so it’s time to lower prices, right? Well, maybe. You may be tempted to do this in your business, especially if a competitor has lowered prices. But you run the risk of lowering yourself right out of business.
Carefully consider other options; perhaps there are better ways to remain competitive. And if you need to lower prices, do so with a clear idea of where that might take your business.
• Review each step of your supply chain, from your vendors on through to your customers. Why are there not enough customers? Are you losing current customers because they’re dissatisfied? Chances are there’s more to it than your prices. Find the areas of weakness and shore them up.
• Find ways to cut costs where your competition can’t. This increases your margins and consequently your cash. If you need to cut prices as a last resort, you’ll be sitting in a better position. You may think you’ve cut costs to the bone, but take another look.
• Examine your business model. Are there strategic changes you can make instead of tinkering with pricing? Are your current offerings what the market really wants? You may have a problem with what you’re selling instead of how much you’re charging for it.
• See if you can raise prices in a complementary service or good if you need to lower them on a core good or service. A coffee shop might leave the coffee pricing alone, but slightly increase prices for pastries. This results in the same revenue per customer. On the surface it appears as if you are competitively priced, but you’re not paying the penalty for those low prices.
• Selectively lower prices for only some of your customer base, or for only a limited time as an incentive. Make sure that what you gain (in customer loyalty or in increased purchases of ancillary goods) makes up for the loss from the price reductions. Be strategic about this.
• Have a clear idea of just how low you can go, if you choose to engage in a price war. Know your limits. Remember that smaller businesses will lose this arms race much faster than larger and better capitalized businesses.