Zujajah

Zujajah

Chairperson English Language Teaching

Friday, 26 August 2016 00:00

Using AV Aids in Teachers Training

In all the trainings I gave at different government and private schools and in Kasur, Gujrat, Hafizabad  and Khanewal, as well as Bulleh Shah Mills or BRAC Karachi, I used AV Aids to enable my training sessions to be more innovative and communicative. 

I have always enjoyed using AV Aids; they support my use use of songs, poetry and other literature and provide great opportunities for listening and speaking activities. Puzzles, flip charts, flash cards, pictures, building blocks  and charts have been extremely useful for developing curiosity, engagement and creativity as well as supporting my classroom management.

 

 

Whether they are government or private school teachers, they all love videos, music, toys and games, along with realia, for any task. The age group of the students does not matter. 

I have had wonderful experiences with new government and private school teachers as well as very experienced teachers from  prestigious institutes like Aitchison College, LGS, OPF, Jinnah Public School, DPS, Murtaza Academy, Cadet College Hassan Abdal and Lawrence College.  The teachers loved to be taught through realia and toys. The forty hours’ training of LGS that I was asked to conduct was the time I realized, to my pleasure, after two or three toys-based sessions on listening and speaking, that teachers were highly motivated. Most of them were very mature and had more than fifteen years of teaching experience, but they loved the use of toys and realia as strategies for developing language skills. 

 

The training at Trust Schools and F.C. College was a similar experience, where teachers remained connected and attentive throughout the workshop because of the use of A.V. Aids. 

 

 

 

 

 

Friday, 26 August 2016 00:00

Using AV Aids in Teachers Training

 In all the trainings I gave at different government and private schools and in Kasur, Gujrat, Hafizabad  and Khanewal, as well as Bulleh Shah Mills or BRAC Karachi, I used AV Aids to enable my training sessions to be more innovative and communicative. 

I have always enjoyed using AV Aids; they support my use use of songs, poetry and other literature and provide great opportunities for listening and speaking activities. Puzzles, flip charts, flash cards, pictures, building blocks  and charts have been extremely useful for developing curiosity, engagement and creativity as well as supporting my classroom management.

 

 

Whether they are government or private school teachers, they all love videos, music, toys and games, along with realia, for any task. The age group of the students does not matter. 

I have had wonderful experiences with new government and private school teachers as well as very experienced teachers from  prestigious institutes like Aitchison College, LGS, OPF, Jinnah Public School, DPS, Murtaza Academy, Cadet College Hassan Abdal and Lawrence College.  The teachers loved to be taught through realia and toys. The forty hours’ training of LGS that I was asked to conduct was the time I realized, to my pleasure, after two or three toys-based sessions on listening and speaking, that teachers were highly motivated. Most of them were very mature and had more than fifteen years of teaching experience, but they loved the use of toys and realia as strategies for developing language skills. 

 

The training at Trust Schools and F.C. College was a similar experience, where teachers remained connected and attentive throughout the workshop because of the use of A.V. Aids. 

 

 

 

 

 

Wednesday, 20 January 2016 00:00

Teaching Your Child the Most Common First

Teaching Your Child the Most Common First

It is said by educationists and teachers that vocabulary building is the first and most important step in learning any language. Since English is used as a second language in our country, so we usually need to start our young students with the alphabet and some basic vocabulary words which begin with those letters. Apart from only focusing on the alphabet and the common nouns/names beginning with those letters, it would also be good for a child in second language learning to learn how to use the most common nouns in speech or in writing. This exercise of being able to use the most common nouns in speech and then writing enables students to start using English for the most common purposes first. Children, apart from knowing about the alphabet and learning some common and proper nouns, will be able to have a good use of basic English if they start using the most common nouns in various oral and written sentences. According to  Hagit (2005), the most common nouns used in English language are: time, person, year, way, day, thing, man, world, life, hand, part, child, eye, woman, place, work, week, case, point, government, company, number, group, problem and  fact.

At grade levels one, two and three, a Montessori teacher of English can practice using these words meaningfully with the students by making short sentences first and then longer ones orally. She/he can use these common nouns in the classroom in sentences talking about school or classroom matters such as, ‘We must come to the class on time.’ ‘There is a strange person standing there and I must tell my teacher.’ ‘Students who work hard all year get good marks in the exams.’ ‘It is a beautiful world.’ ‘Life is a great blessing of God.’ ‘You must wash your hands before eating anything’, and so on. When the students are able enough to write anything, then the teacher can use these common nouns to give exercises to students to write down sentences on their own. These exercises will enable young kids to start having the basic use of English as a second language. 

Students, in grade levels four or five can start using more common nouns in making everyday sentences. The teacher can also involve the students in display activities, such as writing classroom rules using these words, writing about themselves using these common words or writing about any of their favourite buildings or historical places using these words. 

According to World English (2003), there is another complete and longer list of the most common nouns in the various forms of English used around the world, which are as follows: (English, 2003)

 

Rank

Word

Rank

Word

1

the

126

name

2

of

127

very

3

to

128

through

4

and

129

just

5

a

130

form

6

in

131

much

7

is

132

great

8

it

133

think

9

you

134

say

10

that

135

help

11

he

136

low

12

was

137

line

13

for

138

before

14

on

139

turn

15

are

140

cause

16

with

141

same

17

as

142

mean

18

I

143

differ

19

his

144

move

20

they

145

right

21

be

146

boy

22

at

147

old

23

one

148

too

24

Have

149

does

25

This

150

tell

26

From

151

sentence

27

Or

152

set

28

Had

153

three

29

By

154

want

30

Hot

155

air

31

But

156

well

32

Some

157

also

33

What

158

play

34

There

159

small

35

We

160

end

36

Can

161

put

37

Out

162

home

38

Other

163

read

39

Were

164

hand

40

All

165

port

41

Your

166

large

42

when

167

spell

43

up

168

add

44

use

169

even

45

word

170

land

46

how

171

here

47

said

172

must

48

an

173

big

49

each

174

high

50

she

175

such

51

which

176

follow

52

do

177

act

53

their

178

why

54

time

179

ask

55

if

180

men

56

will

181

change

57

way

182

went

58

about

183

light

59

many

184

kind

60

then

185

off

61

them

186

need

62

would

187

house

63

write

188

picture

64

like

189

try

65

so

190

us

66

these

191

again

67

her

192

animal

68

long

193

point

69

make

194

mother

70

thing

195

world

71

see

196

near

72

him

197

build

73

two

198

self

74

has

199

earth

75

look

200

father

76

more

201

head

77

day

202

stand

78

could

203

own

79

go

204

page

80

come

205

should

81

did

206

country

82

my

207

found

83

sound

208

answer

84

No

209

school

85

Most

210

grow

86

number

211

study

87

Who

212

still

88

Over

213

learn

89

Know

214

plant

90

Water

215

cover

91

Than

216

food

92

Call

217

sun

93

First

218

four

94

People

219

thought

95

may

220

let

96

down

221

keep

97

side

222

eye

98

been

223

never

99

now

224

last

100

find

225

door

101

any

226

between

102

new

227

city

103

work

228

tree

104

part

229

cross

105

take

230

since

106

get

231

hard

107

place

232

start

108

made

233

might

109

live

234

story

110

where

235

saw

111

after

236

far

112

back

237

sea

113

little

238

draw

114

only

239

left

115

round

240

late

116

man

241

run

117

year

242

don't

118

came

243

while

119

show

244

press

120

every

245

close

121

good

246

night

122

me

247

real

123

give

248

life

124

our

249

few

125

under

250

stop

Rank

Word

Rank

Word

251

open

376

ten

252

seem

377

simple

253

together

378

several

254

next

379

vowel

255

white

380

toward

256

children

381

war

257

begin

382

lay

258

got

383

against

259

walk

384

pattern

260

example

385

slow

261

ease

386

center

262

paper

387

love

263

often

388

person

264

always

389

money

265

music

390

serve

266

those

391

appear

267

both

392

road

268

mark

393

map

269

book

394

science

270

letter

395

rule

271

until

396

govern

272

mile

397

pull

273

river

398

cold

274

car

399

notice

275

feet

400

voice

276

care

401

fall

277

second

402

power

278

group

403

town

279

carry

404

fine

280

took

405

certain

281

rain

406

fly

282

eat

407

unit

283

room

408

lead

284

friend

409

cry

285

began

410

dark

286

idea

411

machine

287

fish

412

note

288

mountain

413

wait

289

north

414

plan

290

once

415

figure

291

base

416

star

292

hear

417

box

293

horse

418

noun

294

cut

419

field

295

sure

420

rest

296

watch

421

correct

297

color

422

able

298

face

423

pound

299

wood

424

done

300

main

425

beauty

301

enough

426

drive

302

plain

427

stood

303

girl

428

contain

304

usual

429

front

305

young

430

teach

306

ready

431

week

307

above

432

final

308

ever

433

gave

309

red

434

green

310

list

435

oh

311

though

436

quick

312

feel

437

develop

313

talk

438

sleep

314

bird

439

warm

315

soon

440

free

316

body

441

minute

317

dog

442

strong

318

family

443

special

319

direct

444

mind

320

pose

445

behind

321

leave

446

clear

322

song

447

tail

323

measure

448

produce

324

state

449

fact

325

product

450

street

326

black

451

inch

327

short

452

lot

328

numeral

453

nothing

329

class

454

course

330

wind

455

stay

331

question

456

wheel

332

happen

457

full

333

complete

458

force

334

ship

459

blue

335

area

460

object

336

half

461

decide

337

rock

462

surface

338

order

463

deep

339

fire

464

moon

340

south

465

island

341

problem

466

foot

342

piece

467

yet

343

told

468

busy

344

knew

469

test

345

pass

470

record

346

farm

471

boat

347

top

472

common

348

whole

473

gold

349

king

474

possible

350

size

475

plane

351

heard

476

age

352

best

477

dry

353

hour

478

wonder

354

better

479

laugh

355

true .

480

thousand

356

during

481

ago

357

hundred

482

ran

358

am

483

check

359

remember

484

game

360

step

485

shape

361

early

486

yes

362

hold

487

hot

363

west

488

miss

364

ground

489

brought

365

interest

490

heat

366

reach

491

snow

367

fast

492

bed

368

five

493

bring

369

sing

494

sit

370

listen

495

perhaps

371

six

496

fill

372

table

497

east

373

travel

498

weight

374

less

499

language

375

morning

500

among

 

Students can be enabled to use this long list of common nouns in speech and writing tasks at grade levels three, four or five. They can be asked to use these words orally in describing various things in class and later write descriptive paragraphs and then short essays on any simple topic using a small and relevant list of these common words. When introducing our young learners to English as a second language, it is always more meaningful to have a knowledge of the most commonly used nouns or  words, but also an opportunity to use them step by step to develop their communicative competence. 

 

References: 

Borer, Hagit. 2005. In Name Only. Structuring Sense, Volume I. Oxford: Oxford University Press.

English, W. (2003, August Tuesday ). World English. Retrieved from World English Organization : http://www.world-english.org/esl.htm

 

 

 

 

 

 

Tuesday, 22 September 2015 00:00

U.L.T.

Teaching students about Urdu Language Teaching (ULT) was as interesting as teaching them about English Language Teaching. I had imagined that it would be easier teaching a native language as students already have a foundation in it because it is their mother tongue (usually). Moreover, I felt that it would be much easier teaching adults because they already have a proficiency in the language, but when it came to teaching student Early Years practitioners for two days, there were some strange and funny situations. Many students did not know that genres are asnaaf’e adab and that the new terms according to them such as mersiya, nezm’e moera, qata, rubayi,, munqebet were just the types/names of many poems of Urdu that they had been reading since childhood ? The most interesting experience was teaching Urdu phonics; the word phonics appeared strange to them, complicated yet attractive, that was fearful in the beginning when I told them that they will study phonics with me the next day ? When I did Urdu phonemes with them, using some videos, they were pleased to know that they had been doing these sounds since their childhood, but not with the categorisation and sequence of phonics ? Moreover, the students were observed to be excited and playful like kids in the class when they did Urdu children’s songs - with activities - and they were naughty as well. Urdu riddles and puzzles made them even naughtier. Some also had difficulties in comprehending Urdu literature, some had in lesson planning… both problems seemed to be the same as we have in E.L.T. The best part of the lesson was when the Montessori student teachers were  silent while listening to, and watching, the Urdu stories and they all wanted to be the main character of those stories with more creative or funnier ideas ? All students, no matter what their age, do belong to the same age group more or less, especially when they are learning, and here is where the excitement of teaching and learning comes !

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