ONLINE  PEER TEACHING PRACTICE 

Name of the student Teacher : Aparna I Joy

Subject    : English

Standard : 9

Unit          : 2, Bonds of Love

Lesson      : Maternity

Date          : 16-10-2020

 

                                    Basic concepTS  in LinguisTICS

 Linguistics

Linguistics is the scientific study of language, of the systems and principles underlying human languages. It is called a scientific study because it follows the methodology of science, i.e., analysis of the data and formation of all theory to explain it. A linguist studies his subject matter in all its aspects. Since language is made up of speech sounds, words, and sentences used for meaningful communication and expression, a linguist analyses linguistic data at all these different levels.

Level of linguistic analysis

●      Phonetics is the study of speech sounds in general, the articulation, transmission and reception of speech sounds.

●      Phonology is the study of the selection and organization of speech sounds in a language

●      Morphology is the study of the internal organization of words, the way morphemes are organized into words.

●      Syntax deals with the organization of words into phrases.

●      Semantics is the study of meaning in all its aspects.

 

 

 

Phonology

 Phonology or phonemics deals with the distinctive sounds and their specific patterning in a particular language, i.e., their functional behaviours, their combinatory possibilities or syllabic structure, and the nature and use of such prosodic features as stress, pitch, intonation, etc. Each language has its own system of sounds and also its own specific ways of organizing them into larger units, which together constitute its phonology.

 Phoneme

A phoneme is the smallest distinctive unit of sound in the sound system of a language. The phonemes of a language are distinctive or contrastive, they stand in contrast with one another in the phonological system of that language. Units that can be substitute for one another in the same environment are said to be in contrastive or parallel distribution and those which do not occur in the same linguistic environment are said to be in non- contrastive or complementary distribution.

     

      Allophones

Each phoneme may have a number of variant forms called allophones, occurring in different contexts. The allophones of a phoneme have considerable phonetic similarity between them as well as differences and they do not occur in the same phonetic environment.

Example: pin -/p/ is aspirated

                : Spin-/p/ is unaspirated

The two /p/ are the allophones of same phoneme /p/.

 

 

The Syllable

At a level higher than individual sound segments or phonemes, we have the unit called syllable. In every word made up of more than a single sound, at least one sound is heard to be more ‘prominent' than the neighbouring sounds. If there is one such prominent sound, the sequence is said to consist of one syllable. E.g.: tree, hit, bell. They are called monosyllabic words. Words like calmer, letter, sister have syllables each and they are called disyllabic words. Words with more than two syllables are called polysyllabic. Examples are civilization, cultivation, humanity, etc.

 

Suprasegmentals

Certain additional speech features, such as stress, pitch, length, etc., affecting speech sounds which may hence be called sound attributes or suprasegmentals.

Word Stress: All the syllables in a polysyllabic word in English are not articulated with the same force. Some are uttered with greater force than the others. Stress may be described as the degree of force with which a sound or syllable is pronounced.

Rhythm: one of the important characteristics of stress in English is that it is a language with a stress timed rhythm. This means that in English stressed syllables tend to occur at regular intervals of time. Such a phenomenon of certain features occurring at regular intervals of time is called isochrony. Stress in English is isochronous.

Juncture or Transition: Juncture refers to the phenomenon of pauses in speech, the pause that we make between two words to make out meaning.

Pitch and Intonation: The term intonation is used to cover both the pattern of changes in the pitch of the voice and the terminal contour. Utterance bound pitch is called intonation.

 

 

ASSIMILATION

The way in which sounds influence each other is called assimilation. It is a process by which a certain sound is replaced by another under the influence of a third one which is adjacent to it.

/nju:z / + / print / - / nju: sprint /

ELISION

When a sound which exists in a word pronounced in isolation or in connected speech is dropped or elided in a compound or connected phrase, it is called elision.

Eg: bed time = / betaim /

      Last time= / la:staim /

 

MORPHOLOGY

The part of linguistics that deals with the study of the structure of words is called morphology or morphemics. It is the study of how morphemes are put together or organized to form words.

THE MORPHEME

The smallest unit of form that has meaning in a given language is called a morpheme. Thus a morpheme may further be described as a meaningful phoneme or series of phonemes which is not further divisible without destruction or alteration of meaning in a given language.

ALLOMORPHS

An allomorph may be defined as a variant concrete realization of a morpheme, which occurs in certain definable environments.

 

 

CONDITIONING

A phenomenon is said to be conditioned when it occurs in certain definable context or environments, i.e., when certain conditions are fulfilled. The occurrence of allomorphs is not always phonologically conditioned; they may be morphologically conditioned also.

 

 

SYNTAX

The rules and principles governing the arrangement of words into such higher units is technically called syntax.

Approaches to the Study of Grammar

●      The grammar of a language can be studied diachronically or synchronically. A diachronic study deals with the evolutionary stages of grammar. Synchronic study describes it as it exists at a point of time.

Traditional Grammar

The term traditional grammar is rather vague and it is difficult to pin point its definite features. Traditional English grammars are mainly an inheritance from the Latin based grammar of the 18 th century. But those early grammarians forgot that Latin is Latin and English is English and tried to fit English grammar in the framework of Latin grammar.

Structural/Descriptive Linguistics and Grammar

The most influential school of linguistics from the early to mid-20th century was structural or descriptive grammar. Structural grammar was in fact a reaction against notional grammar of the traditional kind. The vagueness of the notions, the inexplicitness in the criteria of definitions, and the use of meaning for the establishment of grammatical categories were anathema to the structuralists of the time. They vehemently opposed semantic criteria and concentrated on formal criteria.

Phrase Structure Grammar

A more sophisticated model of grammar is called phrase structure grammar. Phrase structure grammar contain a set of rules called phrase structure rules or rewrite rules. Rewrite rules are capable not only of generating strings of linguistic elements, but also of providing a constituent analysis of the string. They provide a set of directions, which, if followed mechanically, will generate the abstract framework of Basic English sentences. A rewrite rule is a replacement rule in which the symbol to the left of the arrow is replaced by the expanded form written to the right of the arrow. Phrase structure grammar have an advantage over IC model in that labels are in built the rewrite rules, and the rules themselves can be arranged in a sequence so that each rule can be used to rewrite the output of the previous one.

Transformational Generative Grammar

 Transformational generative grammar is one of the most influential of modern linguistic theories, introduced through Noam Chomsky’s Syntactic Structures in 1957. He questioned some of the basic principles of the structural approach. Transformational generative grammar comprises – syntactic, semantic, and phonological.

 

SEMANTICS

Semantics or semiotics is the philosophical and scientific study of meaning in natural and artificial languages. The word semantics has ultimately prevailed as a name for the doctrine of meaning, of linguistic meaning in particular. Semiotics is still used, however, to denote a broader field: the study of sign-using behaviour in general.

 

The notion of linguistic meaning, the special concern of philosophical and linguistic semantics, must be distinguished from other common notions with which it is sometimes confused. Among them are natural meaning, as in smoke means fire or those spots mean measles; conventional meaning, as in a red traffic light means stop or the skull and crossbones means danger; and intentional meaning, as in John means well or Frank means business. The notion of linguistic meaning, in contrast, is the one exemplified in the following sentences:

 

The words bachelor and unmarried man have the same meaning (are synonymous).

The word bank has several meanings (is ambiguous).

The string of words colourless green ideas sleep furiously is meaningless (anomalous).

The sentence all bachelors are unmarried is true by virtue of its meaning (is analytic).

 

The complex expressions generated by these devices are not only grammatical (assuming that their constituents are grammatical) but also meaningful (assuming that their constituents are meaningful). An adequate semantic theory, therefore, must account for this fact. In other words, it must explain how the meanings of complex expressions are determined by and predictable from the meanings of their simpler constituents. The fact that complex meanings are determined by the meanings of their constituents is often referred to as the compositionality of natural languages.

 

THEORETICAL BASE OF ENGLISH EDUCATION

Language is a source of communication. We share our ideas and thoughts with others using languages. There are thousands of languages in this world. Countries have their own national languages in addition to a variety of local languages spoken and understood by their people. Some languages are spoken by millions of people, others by only a few thousand.

 

English was originally the language of England. Due to historical reason it has become the primary or secondary language of many former British colonies such as the United States, Canada, Australia, and India. Now It is the language of Hollywood and the language of international banking and business. As such, it is a useful and even necessary language to know. There are several factors that make the English language essential for communication. First of all, it is the most common foreign language. When two people who come from different countries meet usually they use English as a common language to communicate. That’s why everyone needs to learn the language in order to get in touch on an international level. Speaking it will help us to communicate with people from countries all over the world.

 

English enriches the field of education. In many countries, children are taught and encouraged to learn English as a second language. It is the dominant language in the sciences. Most of the research and studies we find in any given scientific field will be written in English. At the university level, students in many countries study almost all their subjects in English in order to make the material more accessible to international students. It is the application of an integrating approach for the development of communicative skills in the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together, with a distinction of the importance of one upon the other.

 

Teaching English as a second or foreign language (ESL/EFL) is possible when the instructor’s teaching style address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language. Four primary skills – listening, reading, speaking, and writing also includes related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. English communication improves when the skills are interwoven during instruction. This is known as the integrated-skill approach.

CHRISTMAS  CELEBRATION

CHIEF GUEST : Fr Thomas Kayyalackal

                                       

 

                                       The Sower-  Victor Marie Hugo

         

The poem 'THE SOWER' is written by the famous French writer, Victor Hugo. He is well known for his poetry, drawing, novels and also famous journalist. He is famous among the Romanic writers. Notable works of Victor Hugo are; Cromwell (1827), Herani (1830), The Hunch Back of Notre-Dame(1831), Ruy Blas, Les Miserables (1862), Toilers of the Sea(1827), He was one of the Rationalist writer among the Russian writers. He was a passionate supporter of republicanism. He was honored in many ways, including his portrait being placed in French currency. He was buried in Pantheon in Paris.

Romantic features was one of the major factors which made Victor Hugo famous among his contemporaries. He proposed to deal with materials from common life in a selection of language used by the men. The poem titled The Sower is one among such works. According to the poet and the translator of the poem (Toru Dutt) poetry is not primarily a mirror of men in action, it is the poets own feelings while processing the composition. Poems come out of the real life situations that touched the poet’s heart. The remarkable use of landscapes, together with flora and fauna become the major theme of romantic poets  The Farming and the life of a farmer is the major theme of the poem and the poet describes his feelings for the farmer along with the detailed description about the nature around the farmer. The poet goes directly into the description from the very first line itself.

    First Stanza

“Sitting in a porchway……………………………working hours are well night past.”

The poet is sitting leisurely in a porchway enjoying the sunset and reddish sky. Poet describes the twilight sky. ‘The twilight hastens on to rule’ the line suggest the over power of the twilight sky over the day time because it is a time between the day and soon it will become the night sky. ‘Working hours are well night past’ this line suggest the time of work in the fields are over and the farmers and other workers can’t be seen anywhere. Soon it is going to be night and dark all around.

 Second Stanza:

“Shadow shoots…………………………………………………….. I feel a thrill”

The twilight sky beautifies the place. An over shadows and dark images are spreading all around the nature. All of a sudden the attention of the poet is struck on a farmer who is standing alone in the fields. From this stanza onwards the major attention is taken over by the farmer who is standing alone in the fields. ‘Old in rags, he patient stands’ this line says about the old sower and his cloths, how tattered and muddy, but the poet is so much thrilled to see his calm and peaceful in the field.

 

 Third Stanza:

“Black and high……………………………………………….a time to reap

Since it is a twilight time everything appears to be blackish and reddish in colour. ‘Silhouette’ the term used by Victor Hugo in the poem which is a word of French origin, an illustrated outline filled with solid colour usually black. The black shadows of the sower is dominating the deep furrows in the fields. Since the sun is setting the silhouette gradually becomes bigger and bigger thus even the deep furrows seems to be small in front of the sower. Here the human aspects is shown powerful and dominating over the nature. In the next line of the poem Victor Hugo describes about the mindset of the sower in detail ‘now to sow……………..a time to reap’ the farmer is hoping for a good harvest that will have to do in future because today he will sow some seeds, later it will be watered, the seeds will grow and soon the grains will appear and all his wishes will be fulfilled. Just like hard work ultimately results in a fruitful joy the farmer also dreams about the time of the harvest.                                                                                                                                                                                                                                                                                       Fourth Stanza:

“Marches he along the plain…………………………to see him stride”

The stanza deals with the movement of the farmer and about his actions in the field. The poet describes the farmer as marching rather than just saying walking this might be because of his strong determination and positive attitude towards a better future. The farmer was all alone in the field because he was the only person so fond of farming. Just like us when we face our problems in life individually with courage he also stands alone in the field. The farmer moves forward and backward scattering the precious grains which are both a symbol of prosperity and wealth of future. The grain is called ‘precious grains’ because each and every grain is important in the life of a farmer, he collects each one of them carefully so that he could have a harvest of better crops from his fields. The poet becomes dodgy and gloomy to see the sowers painful efforts.

                  

                                          

  Fifth Stanza:

“Darkness deepens………………………………………..touch the starry skies”

The last stanza concludes with the description of the night sky. The twilight sky gradually turns to night sky. The light are all out and everywhere the darkness appears. Now the sower is invisible to the poet even then the poet speaks about the gestures of the sower which will be continuing in the field because he may not go back to his house. Now the poet feels the majestic and awe-inspiring image of the sower. The gradual and progressive growth of the shadow of the sower now reached the top of the sky and the world appears to be the reflection of his shadow. The starry skies are nothing but the reflection of the seeds thrown out from the hand of the sower.

 

LITERARY ASPECTS OF THE POEM

·       Rhyming Scheme: Rhyming words are standard rhymes consist of the repetition, in the rhythm words of the last stressed vowel and of all the speech sounds of the following vowel.

·       Rhymes in the poem are; cool-rule, fast-past, lands-stands, still-thrill, silhouette-set, deep-reap, plain- grain, wide- stride, light- height, eyes- skies.

·       Word pictures in the poem

 

The poem titled ‘The Sower’ written by Victor Hugo is a magnificent poem dealing with both nature and humanistic features. The words are carefully selected and have detailed description of each and every events happened in front of the poet. The poem was translated by the famous writer from India, Toru Dutt. She is well known Indian writer, this poem was translated by her. This translation is considered as most appreciated among all the other translations of the poem.

 

QUESTIONS

1)      “But one sower linger still” why does the sower linger?

2)      Why does the speaker feel thrilled on seeing the sower?

3)      Why does the poet say “precious grains” rather than just grains?

4)      Why the poet does becomes moody in the fourth stanza?

5)      Bring of some comparisons between the poet and the sower?

 

  EXERCISE & ACTIVITIES:

1)      Collect other poems of Victor Hugo and write appreciation?

2)      Collect some farming songs similar in theme from Malayalam or English language?

3)      Make comparison of the poet and the sower?

4)      List out the words showing emotions in the poem?

 

 

 

 

APARNA I JOY

ROLL . NO : 3

ENGLISH OPTIONAL

MICRO TEACHING LESSON PLAN - SET INDUCTION

 

MICRO TEACHING LESSON PLAN FOR THE SKILL OF SET INDUCTION

 

Name of the student     : Aparna I Joy

Skill focused                    : Set Induction

Subject                             : English

Unit                                  : 3, Seeds and Deeds

Topic                                : The Sower ( first paragraph)

Strength: 35

Duration: 45 min

 

Learning objectives

To develop the skill of set induction by focusing on the following component skills

·       Use of previous knowledge or experience

·       Link with the topic and topic declaration

·       Arousing curiosity  and motivation

·       Communication, verbal and non-verbal

·       Use of appropriate device

·       Confidence level

·       Preliminary attention gaining

·       Relevance and continuity

·       Learner involvement

·       Pleasing/ approachable

 

Process

Informal Interaction

Teacher enters the classroom and greets the students. Then makes an informal interaction in order to create a good rapport in the classroom.

Entry activity

Teacher first shows a picture and ask the students to comment on it. Shows the picture of ant. And receive the feedback from the students.

Teacher slowly generates discussion about agriculture and ask few questions

·       What does a farmer do?

·       How important is the job of a farmer?

·       Does a farmer enjoy a respectable position in the society?

·       What is the attitude of the society towards farmers?

·       What type of  life farmer lead?

 

-Teacher shares  her experience and views like:

·       India is an agrarian country

·       Agriculture is the part and life of our country

·       Farmers are our primary providers

ACTIVITY

·       Teacher shows a chart and give bits of paper to the students and asked the students to write the benefits and problems faced by agriculture.

·       Teacher again shows a picture of Millet's  1850 painting The Sower and describe the significance of the picture.

·       The poem is the reflection of that picture

·       Then the teacher directly introduces the chapter the name of the poem and author

Use of appropriate devices

·       Charts

·       Pictures

·       Activity box

Comprehension

Teacher asks several questions from the paragraph discussed to ensure that the learners have clearly understood the poem.

Assignment

Teacher advices learners to make a thorough reading of the poem and to  clarify their doubts if they have any.

 

 

                                                         

APRANA I JOY

ROLL . NO : 3

ENGLISH OPTIONAL

MERIT CUM TALENT DAY - REPORT

 

REPORT ON THE MERIT CUM TALENT DAY PROGRAMME- തളിരും താരകങ്ങളും

“Talent is a dreadfully cheap commodity, cheaper than table salt. What separates the talented individual from the successful one is a lot of hard work”.

-Stephen King

The merit cum talent day programme of Govt. College of teacher Education, Thycaud was held on 26.09.2019(Monday) from 10.00 AM onwards. As the name suggests it was a combination of two programmes- the Merit Day and the Talent Day. The comparers of the programme were Anjana S and Aparna I Joy (I B.Ed). The name of the programme was തളിരും താരകങ്ങളും. The programme started with a prayer by Sathya and Vidhya (I B.Ed). The welcome speech was done by Dr. J Lidson Raj, Asst. Professor, GCTE, Thycaud. He welcomed the august gathering. He also talked in brief about the importance and relevance of conducting such programmes in educational institutions as they helps in bringing out the talents of the students. Dr. B Suresh, the Principal of GCTE, Thycaud was the chairman of the function. He talked about the importance of nurturing talents in students and the role of teachers in promoting the same. Being student teachers one needs to know the nuances that happens behind every function. First-hand information regarding that can only be earned by participating in such events.

The main attraction of the function was the presence of the versatile persona Dr. K K Suma, the Director, Department of Collegiate Education, Kerala University. The function was officially inaugurated by lighting the lamp. She delivered a wonderful and memorable speech. She talked about her studies, personal life and her career. It was a motivational one. She shared with the audience all the sweet and bitter experiences she faced in her life that has made her into a successful person now. Her talk touched the hearts of many. She congratulated all the winners of the merit day.

“It is the things that we work hardest for that will reward us the most”.

A student should be appreciated for his or her merits. It would help them to improve their performance. One of the main agenda of the Merit cum Talent Day programme was to acknowledge the achievements of the brilliant students who have made both the college and their parents proud through their academic excellence. Those excellent students exhibits such qualities that will not only help them in achieving their goals but also bring glory of success to our college. Our college has a great history regarding excellent academics. Every year we get so many prices both in academic and cultural fields that shows the academic and cultural intelligence of the students. They were appreciated during the event.

Our institution has always provided the students with a healthy and fairly competitive environment to help them grow in every sphere of activity, be it academics, other extra- curricular roles etc. The students are given equal opportunities so that they realise their true potential and get ready to face the outer world once they complete their academic life and move on to their respective areas of interest. Trophies which were sponsored by former teachers and students of this college were awarded in the function. Their memories, hopes and aspirations lives through the trophies which were handed over to the winners. They are not just for recognising those students who have performed exceptionally well in their academics but also in other fields too. It was a memorable moment for the prize winners and the visitors alike and it motivates them to shine in the near future.

After the prize distribution it was time for the felicitations. Felicitation was done by Dr. A V Sujith, Asst. Professor, GCTE, Thycaud who motivated the students to perform well. He shared his valuable experiences in being a student and a teacher and the importance of getting the correct kind of motivation. Dr. Jolly S, Asst. Professor, GCTE, Thycaud and convener of the event talked about the importance of cultural activities in shaping a student's character. Nisha C S. the chairperson of the institution felicitated the gathering and congratulated the winners and gave her best wishes for the programs to be conducted. Abjini Merin Roy, representative of the students also congratulated and wished the winners all the best.

 The last event was the vote of thanks by V K Santosh Kumar. He advised the students to be thankful for whatever we receive in our life. He also addressed those students who have not got any price and advised them not to lose hope as this is not the end of everything and there will be many more opportunities coming their way to prove their mettle.

“To those of you who received honours, awards and distinctions, I say well done. And to the C students, I say you, too, can be president of the United States”.

-George W. Bush

As the name indicates the Talent day programme was rich in talents- all the sprouts that is the first year B.Ed and M.Ed students wholeheartedly took the courage to showcase their innate talents. The anchors of the programme were Anjana S and Aparna I Joy of I B.Ed English. The Talent day programs started at 12:20 p.m. with a fusion dance of I M.Ed students. The Government College of Teacher Education witnessed a wide variety of talents performed on stage by future teachers. The song of Srinath sir, Asst. Professor, GCTE, Thycaud added more beauty to the event. The Talent day ended at 4:00 PM with the comments of Jolly teacher, Asst. Professor, GCTE. She made a review on the talent day programs that all the students were superb and did their job well.

“Talent can’t be taught, but it can be awakened”.

-Wallace Stegner