upper primary ppt

Session – I

Objectives:• to sensitize the RPs on the 5-day time table• to make them understand what they have to

do in each session• to help them understand how each session is

going to be helpful for the teacher

Objectives:• to sensitize the RPs on the 5-day time table• to make them understand what they have to

do in each session• to help them understand how each session is

going to be helpful for the teacher

Session – IClassroom Observations

Session – IClassroom Observations

Objectives• Participants talk about their perceptions on the

classroom issues, the present day needs of the learners, teachers, parents, etc. and express their expectations on how the revised curriculum and textbooks will cater to the needs.

• They experience how discussions and interactions can be consolidated in a training session.

Objectives• Participants talk about their perceptions on the

classroom issues, the present day needs of the learners, teachers, parents, etc. and express their expectations on how the revised curriculum and textbooks will cater to the needs.

• They experience how discussions and interactions can be consolidated in a training session.

Session – I

Issues, needs and expectations:• What are the classroom issues you have

experienced?• What according to you are the present day needs of

the learners, teachers, RP’s and the parents with regard to the teaching and learning of English?

• What are your expectations on how the revised curriculum and textbooks will be addressing these needs?

Issues, needs and expectations:• What are the classroom issues you have

experienced?• What according to you are the present day needs of

the learners, teachers, RP’s and the parents with regard to the teaching and learning of English?

• What are your expectations on how the revised curriculum and textbooks will be addressing these needs?

Consolidation of Session IConsolidation of Session I

• Falling short of the expected levels of performance of • The learners, and sometimes the teachers • Issues related to the textbook• Pedagogic issues• Issues related to the physical environment of the class• Lack of continuous professional development of

teachers• Inadequate support mechanisms• Lack of continuous assessment• Lack of IT facilities• Revamping of examination

• Falling short of the expected levels of performance of • The learners, and sometimes the teachers • Issues related to the textbook• Pedagogic issues• Issues related to the physical environment of the class• Lack of continuous professional development of

teachers• Inadequate support mechanisms• Lack of continuous assessment• Lack of IT facilities• Revamping of examination

Session IISession II

• What do you expect from the learners after teaching them English for a year?

• What are academic standards?• How do we realize them in the CTP (Classroom

Transaction Process)?• Are the text books in tune with the academic

standards?

• What do you expect from the learners after teaching them English for a year?

• What are academic standards?• How do we realize them in the CTP (Classroom

Transaction Process)?• Are the text books in tune with the academic

standards?

Academic StandardsAcademic Standards

1. Listening and Speaking.

2. Reading Comprehension

3. Conventions of Writing

4. Vocabulary

5. Grammar

6. Creative Expressions (Discourses):(a)Oral (b)Written

1. Listening and Speaking.

2. Reading Comprehension

3. Conventions of Writing

4. Vocabulary

5. Grammar

6. Creative Expressions (Discourses):(a)Oral (b)Written

Targeted Discourses & FeaturesTargeted Discourses & Features

• What is a discourse?• What are the different discourses targeted at

UP level?• How do we grade the features of each

discourse?

• What is a discourse?• What are the different discourses targeted at

UP level?• How do we grade the features of each

discourse?

Targeted discourses at U.P levelTargeted discourses at U.P level

1. Conversations 2. Descriptions

3. Rhymes /songs /poems 4. Narratives

5. Diary 6. Letter

7. Notice 8. Drama

9. Profile 10. Paragraph

1. Conversations 2. Descriptions

3. Rhymes /songs /poems 4. Narratives

5. Diary 6. Letter

7. Notice 8. Drama

9. Profile 10. Paragraph

11. Essay 12. Report

13. Compeering 14. Slogans

15. Speech 16. Review

17. Debate /discussion 18. Biographical sketches

19 News Report

11. Essay 12. Report

13. Compeering 14. Slogans

15. Speech 16. Review

17. Debate /discussion 18. Biographical sketches

19 News Report

Targeted discourses at U.P levelTargeted discourses at U.P level

Pedagogy of Teaching & Learning

• What is the role of the teacher in the classroom process?

• How can we use theme based material (text books and others) to transact in the classroom?

• How do we use the interaction in the classroom to generate language?

• What should a teacher do to make the learner use the language?

• What is the ultimate goal of teaching English?

• Instead of focusing on comprehension questions and their answers, we have to go for meaningful interaction with the learners which will make them think and articulate their ideas.

• We have to create text - based contexts and real life situations in which the learners will find scope to express their feelings and ideas.

• There is no space for rote-learning; the focus is on using language contextually and meaningfully.

• We want the learners to evolve as independent users of the target language.

Pedagogy of Teaching & Learning

Session – IVTransaction of a unit: Pre – Reading

Session – IVTransaction of a unit: Pre – Reading

Objectives • CPs develop understanding about the objectives of pre-

reading activities• They experience how the pre-reading activities

(interaction and narrative) are to be carried out• They experience how the teacher has to elicit

responses with the help of a variety of questions and write them on the BB /chart

• They develop understanding about how a discourse can be generated through picture interaction

• The CPs understand how the language skills are integrated by transacting the pre-reading activities

Objectives • CPs develop understanding about the objectives of pre-

reading activities• They experience how the pre-reading activities

(interaction and narrative) are to be carried out• They experience how the teacher has to elicit

responses with the help of a variety of questions and write them on the BB /chart

• They develop understanding about how a discourse can be generated through picture interaction

• The CPs understand how the language skills are integrated by transacting the pre-reading activities

Pre-Reading ActivitiesPre-Reading Activities

Objectives of interaction based on the trigger/ face sheet / big picture

• To bring out the learners’ perception of the picture• To sensitise the learners on the theme with the help of

a variety of questions• To help the learners talk about their understanding

about the theme• To help the learners describe picture orally, read and

write down the description• To lead the learners to make predictions on the

listening text / reading text

Objectives of interaction based on the trigger/ face sheet / big picture

• To bring out the learners’ perception of the picture• To sensitise the learners on the theme with the help of

a variety of questions• To help the learners talk about their understanding

about the theme• To help the learners describe picture orally, read and

write down the description• To lead the learners to make predictions on the

listening text / reading text

Tips on the Process of transacting Pre – Reading activities


• Display the picture before the class• Ask a variety of questions one by one and elicit

answers• Give freedom to the learners to express themselves

in mother tongue• Megaphone the learners’ ideas in English• Build up on the responses ( dialoguing)• Write the relevant responses on the BB/chart- write

the words in the margin and the sentences on the larger space (Contd..)

• Display the picture before the class• Ask a variety of questions one by one and elicit

answers• Give freedom to the learners to express themselves

in mother tongue• Megaphone the learners’ ideas in English• Build up on the responses ( dialoguing)• Write the relevant responses on the BB/chart- write

the words in the margin and the sentences on the larger space (Contd..)

• While writing say aloud holistically what you are writing (not letters )

• Read the words and sentences written on the chart /BB

• Ask a few children to read (give propriety to low –proficient learners)

• Let children write the words and sentences in their notebooks from the BB In classes 2 to 5 this will turn out as a description of the trigger picture (what they see in the picture and what the people are seen doing )

• While writing say aloud holistically what you are writing (not letters )

• Read the words and sentences written on the chart /BB

• Ask a few children to read (give propriety to low –proficient learners)

• Let children write the words and sentences in their notebooks from the BB In classes 2 to 5 this will turn out as a description of the trigger picture (what they see in the picture and what the people are seen doing )



Session - IV Session - IV

Objectives of pre – reading activitiesTo help children

• Get familiarized with the text by linking it with pre-reading activities (listening to narrative, picture interaction, etc.)

• Associate the writing on the chart with the reading passage• Read in groups and share their ideas with each other• To go beyond the text through analytical thinking• Talk about the actions of the characters.• Listen to the facilitator’s model reading and get familiarized

with features• such as pauses, stress, tone and pitch.• They reflect on the quality of their own loud reading.

Objectives of pre – reading activitiesTo help children

• Get familiarized with the text by linking it with pre-reading activities (listening to narrative, picture interaction, etc.)

• Associate the writing on the chart with the reading passage• Read in groups and share their ideas with each other• To go beyond the text through analytical thinking• Talk about the actions of the characters.• Listen to the facilitator’s model reading and get familiarized

with features• such as pauses, stress, tone and pitch.• They reflect on the quality of their own loud reading.

Session - VAspects for Reading Activities

Session - VAspects for Reading Activities

• The objectives of reading activities• The micro-process of reading (individual,

collaborative, loud reading…)• The interaction required for each stage of reading• Strategies for helping low –proficient readers

(picture reading, generating sub texts, supplying glossary)

• How to facilitate sharing within the group and also between the groups (contd..)

• The objectives of reading activities• The micro-process of reading (individual,

collaborative, loud reading…)• The interaction required for each stage of reading• Strategies for helping low –proficient readers

(picture reading, generating sub texts, supplying glossary)

• How to facilitate sharing within the group and also between the groups (contd..)

• How to go beyond the given text

• What the teacher has to write on BB or chart

• What home task can be assigned to make reading experience richer (writing answers to the extrapolative– analytical, reflective, linking, … questions)

• How to go beyond the given text

• What the teacher has to write on BB or chart

• What home task can be assigned to make reading experience richer (writing answers to the extrapolative– analytical, reflective, linking, … questions)

Session – VAspects for Reading Activities

Session – VAspects for Reading Activities

Reading ActivitiesReading Activities

Objectives of Reading Activities To help children

• get familiarized with the text by linking it with pre-reading activities (listening to narrative, picture interaction, etc.)

• associate the writing on the chart with the reading passage• read in groups and share their ideas with each other• to go beyond the text through analytical thinking• talk about the actions of the characters.• listen to the facilitator’s model reading and get familiarized

with features• such as pauses, stress, tone and pitch.• they reflect on the quality of their own loud reading.

Objectives of Reading Activities To help children

• get familiarized with the text by linking it with pre-reading activities (listening to narrative, picture interaction, etc.)

• associate the writing on the chart with the reading passage• read in groups and share their ideas with each other• to go beyond the text through analytical thinking• talk about the actions of the characters.• listen to the facilitator’s model reading and get familiarized

with features• such as pauses, stress, tone and pitch.• they reflect on the quality of their own loud reading.

Tips for the Reading ProcessTips for the Reading Process

• Interact to link with the pre-reading activities• Assign specific part of the passage to read• Ask individuals to read the given text• Generate sub texts through interaction for helping

the low-proficient readers• Go for collaborative reading– Sharing within the group– Using the glossary– Sharing between the groups– Asking a few comprehension questions (contd..)

• Interact to link with the pre-reading activities• Assign specific part of the passage to read• Ask individuals to read the given text• Generate sub texts through interaction for helping

the low-proficient readers• Go for collaborative reading– Sharing within the group– Using the glossary– Sharing between the groups– Asking a few comprehension questions (contd..)

• Ask extrapolative questions displayed before the class

• Read the passage aloud with proper voice modulation

• Ask a few children to read– Give feedback on oral reading– Elicit feedback from the students

• Ask children to take down the extrapolative questions for home assignment

• Ask extrapolative questions displayed before the class

• Read the passage aloud with proper voice modulation

• Ask a few children to read– Give feedback on oral reading– Elicit feedback from the students

• Ask children to take down the extrapolative questions for home assignment

Tips for the Reading ProcessTips for the Reading Process

Session – IDiscourse Construction


Objectives• CPs realize that after every reading experience a

discourse is to be generated• They identify an appropriate discourse related to the

given passage (as per academic standards)• They understand that the process for discourse

construction is level-specific as well as discourse- specific

• The CPs understand what kind of instructions are to be given for constructing discourse individually and refining it in groups (contd..)

Objectives• CPs realize that after every reading experience a

discourse is to be generated• They identify an appropriate discourse related to the

given passage (as per academic standards)• They understand that the process for discourse

construction is level-specific as well as discourse- specific

• The CPs understand what kind of instructions are to be given for constructing discourse individually and refining it in groups (contd..)

Objectives• They understand how to monitor group work• They understand that feedback is to be given to the

learners while writing the discourse individually and also refining it in groups

• They understand that slots are to be provided for individual presentation as well as group presentation

• They realize the importance and pedagogic justification of using the teacher’s version of the discourse

Objectives• They understand how to monitor group work• They understand that feedback is to be given to the

learners while writing the discourse individually and also refining it in groups

• They understand that slots are to be provided for individual presentation as well as group presentation

• They realize the importance and pedagogic justification of using the teacher’s version of the discourse



Steps for Constructing a DiscourseSteps for Constructing a Discourse

• Which discourse is to be processed?• What are the features to be considered?• What kind of interaction (in terms of the features as

well as idea) is needed for helping the learners to construct the discourse?

• What is the process to be followed?• What are the instructions needed for refining the

discourse in groups• What is the nature of feedback to be given while

refining the discourse?• When and how the teacher’s version is to be presented

and made use of?

• Which discourse is to be processed?• What are the features to be considered?• What kind of interaction (in terms of the features as

well as idea) is needed for helping the learners to construct the discourse?

• What is the process to be followed?• What are the instructions needed for refining the

discourse in groups• What is the nature of feedback to be given while

refining the discourse?• When and how the teacher’s version is to be presented

and made use of?

Discourse Construction Discourse Construction Objectives of constructing a discourse• After every reading experience a discourse is to be

generated.• An appropriate discourse related to the given passage

(as per academic standards) is to be generated.• The process for discourse construction is level-specific

as well as discourse- specific.• Proper instructions are to be given for constructing

discourse individually and refining it in groups.• The group work is to be monitored properly ( to check

that the groups are following the process)• Feedback is to be given to the learners while writing

the discourse individually and also refining it in groups

Objectives of constructing a discourse• After every reading experience a discourse is to be

generated.• An appropriate discourse related to the given passage

(as per academic standards) is to be generated.• The process for discourse construction is level-specific

as well as discourse- specific.• Proper instructions are to be given for constructing

discourse individually and refining it in groups.• The group work is to be monitored properly ( to check

that the groups are following the process)• Feedback is to be given to the learners while writing

the discourse individually and also refining it in groups

Tips on process of Discourse Construction

Tips on process of Discourse Construction

• Identify the context of the discourse and the type of discourse to be constructed

• Interact with the learners to sensitize them on the discourse features

• Ask individuals to do the work individually

• Identify the context of the discourse and the type of discourse to be constructed

• Interact with the learners to sensitize them on the discourse features

• Ask individuals to do the work individually

Interaction for helping the low-proficient learners

Interaction for helping the low-proficient learners

• What are you going to write?• How will you begin?• What are the ideas that you want to write?• If you don’t know the spelling of a word, guess the

spelling and write• How will you end the writing?• Allow a few learners to present what they have

written• Give feedback

• What are you going to write?• How will you begin?• What are the ideas that you want to write?• If you don’t know the spelling of a word, guess the

spelling and write• How will you end the writing?• Allow a few learners to present what they have

written• Give feedback

Feedback after individual presentation

Feedback after individual presentation

• Did you include all the points? (for example, in a story, events and dialogues)

• Are there any words missing in the sentences you have written?

• Did you use proper word forms?• Did you punctuate your writing properly?• Did you check the spellings?

• Did you include all the points? (for example, in a story, events and dialogues)

• Are there any words missing in the sentences you have written?

• Did you use proper word forms?• Did you punctuate your writing properly?• Did you check the spellings?

Questions to Monitor the sharing process


• Did each one of you share your ideas with others?• Did you come to an agreement on how to begin,

what ideas are to be written?• Did you check whether all ideas have been

included?• Did you check the word order, missing words and

unnecessary words?• Did you check the word forms? (contd..)

• Did each one of you share your ideas with others?• Did you come to an agreement on how to begin,

what ideas are to be written?• Did you check whether all ideas have been

included?• Did you check the word order, missing words and

unnecessary words?• Did you check the word forms? (contd..)

• Did you use proper punctuations?• Did you check the spellings?• Did all of you write down the group product?• Allow the groups to present their work• After presentation feedback can be elicited from

others• Present the teacher’s version

• Did you use proper punctuations?• Did you check the spellings?• Did all of you write down the group product?• Allow the groups to present their work• After presentation feedback can be elicited from

others• Present the teacher’s version



Session IIEDITINGSession IIEDITING

Objectives• Participants develop understanding about the role

and importance of the editing activities for helping the learners acquire grammatical awareness.

• CPs understand that learners are to be sensitized on the errors by evoking their ‘intuitive sense of well-formedness’

• They understand that editing helps the learners to learn grammar non-consciously and not by learning grammatical points consciously. (contd..)

Objectives• Participants develop understanding about the role

and importance of the editing activities for helping the learners acquire grammatical awareness.

• CPs understand that learners are to be sensitized on the errors by evoking their ‘intuitive sense of well-formedness’

• They understand that editing helps the learners to learn grammar non-consciously and not by learning grammatical points consciously. (contd..)

Objectives• Develop awareness of the process of editing –

discourse level editing (theme, discourse features) and sentence level editing (syntactic, morphological, writing conventions).

• CPs understand how to negotiate with the learners to sensitize them on grammar.

• Develop understanding about the process of facilitating editing activities by the learners.

Objectives• Develop awareness of the process of editing –

discourse level editing (theme, discourse features) and sentence level editing (syntactic, morphological, writing conventions).

• CPs understand how to negotiate with the learners to sensitize them on grammar.

• Develop understanding about the process of facilitating editing activities by the learners.

Session IIEDITINGSession IIEDITING

Session IV Activities for Bridging the Gap

ObjectivesCPs will develop understanding on how to use the special

strategy on ‘Bridging The Gap’ 1. To create English environment by overcoming the

inhibitions among the children.2. To encourage the children to express their opinions

freely.3. To achieve minimum academic standards and use the

textbook effectively.4. To develop classroom interaction based on pictures.5. To build confidence among the teachers.

ObjectivesCPs will develop understanding on how to use the special

strategy on ‘Bridging The Gap’ 1. To create English environment by overcoming the

inhibitions among the children.2. To encourage the children to express their opinions

freely.3. To achieve minimum academic standards and use the

textbook effectively.4. To develop classroom interaction based on pictures.5. To build confidence among the teachers.



Process• What are the areas where children generally face

problems in an English classroom?

• What different strategies do we need to mainstream the low proficient learners?

• How can we equip the teachers and learners to use the new text books?

Process• What are the areas where children generally face

problems in an English classroom?

• What different strategies do we need to mainstream the low proficient learners?

• How can we equip the teachers and learners to use the new text books?

1. Picture Interaction for producing a description in the whole

class – Picture - 12. Picture Interaction for producing a description in the groups

(on the basis of Pic. 2)3. Picture Interaction for producing a description – individual

work (on the basis of Pic. 3) Four Descriptions:• The description produced in the whole class• The one produced in the group• The refined version of the second description• The description written individually (contd..)

1. Picture Interaction for producing a description in the whole

class – Picture - 12. Picture Interaction for producing a description in the groups

(on the basis of Pic. 2)3. Picture Interaction for producing a description – individual

work (on the basis of Pic. 3) Four Descriptions:• The description produced in the whole class• The one produced in the group• The refined version of the second description• The description written individually (contd..)

Session IV Steps for Bridging the Gap



• Producing a description based on pictures drawn by the children (Whole class activity)

• Producing a description based on pictures drawn by the children (Group activity)

• Producing a description based on pictures drawn by the children (Individual activity)

• Interaction based on the picture for producing a conversation – Picture -1

• Interaction based on the picture for producing a conversation - whole class activity (Pic drawn by the children)

• Producing a conversation- Group activity (Pic 2)• Producing a conversation- Individual activity (Pic 3)• Producing a conversation- based on the picture drawn by them.• Developing Stories / Narratives

• Producing a description based on pictures drawn by the children (Whole class activity)

• Producing a description based on pictures drawn by the children (Group activity)

• Producing a description based on pictures drawn by the children (Individual activity)

• Interaction based on the picture for producing a conversation – Picture -1

• Interaction based on the picture for producing a conversation - whole class activity (Pic drawn by the children)

• Producing a conversation- Group activity (Pic 2)• Producing a conversation- Individual activity (Pic 3)• Producing a conversation- based on the picture drawn by them.• Developing Stories / Narratives

Session – V

Classroom TheatreSession – V

Classroom Theatre

• What is the role of theatre in a language class?• What are the different steps to be followed to turn

a text book content into a drama script?• What different items can be presented in a

classroom theatre?• How can a social theme be converted into a

drama/role-play/skit?• What is Choreography? How can it be used as a

multifaceted tool?

• What is the role of theatre in a language class?• What are the different steps to be followed to turn

a text book content into a drama script?• What different items can be presented in a

classroom theatre?• How can a social theme be converted into a

drama/role-play/skit?• What is Choreography? How can it be used as a

multifaceted tool?

Implications of the Classroom TheatreImplications of the Classroom Theatre

• Creates sustainable linguistic experience.• Promotes collaboration and cooperation among the

learners• Caters to the development of multiple intelligences.• Provides space for the spontaneous production of

language.• Paves way for deeper understanding of the lessons.• Engages all children psychologically as well as

emotionally.• Makes the textbook come alive.• Helps the learners read the text analytically and

critically

• Creates sustainable linguistic experience.• Promotes collaboration and cooperation among the

learners• Caters to the development of multiple intelligences.• Provides space for the spontaneous production of

language.• Paves way for deeper understanding of the lessons.• Engages all children psychologically as well as

emotionally.• Makes the textbook come alive.• Helps the learners read the text analytically and

critically

Session – I

Know Your HandbookSession – I

Know Your Handbook

• What are the contents of the handbook?

• What new concepts did you find?

• Is the handbook helpful for effective transaction of the textbook? How?

• Do you have any suggestions to make the handbook more effective?

• What are the contents of the handbook?

• What new concepts did you find?

• Is the handbook helpful for effective transaction of the textbook? How?

• Do you have any suggestions to make the handbook more effective?

YEAR PLANYEAR PLAN

CLASS: SUBJECT: ENGLISH Unit No.

Name of the Unit No. of Periods Required for Remarks

Reading processes Activities

UNIT PLANUNIT PLAN

Class: Subject: English

1.Name of the unit:

2.No. of periods required:

3.Objectives of the unit (expected outcomes):

(contd..)


1.Name of the unit:

2.No. of periods required:

3.Objectives of the unit (expected outcomes):

(contd..)

PeriodDescription of

content/discourses

/activitiesStrategy

Resources/

TLM

5. Reflections of the teacher at the end of the unit: 6. Teacher Notes(Additional information about the Unit if any):

UNIT PLANUNIT PLAN

PERIOD PLANPERIOD PLAN


Topic/Activity:

Process:

Questions for interaction:

1.

2.

3.

Comments/Reflections:


Topic/Activity:

Process:

Questions for interaction:

1.

2.

3.

Comments/Reflections:

CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

DISCUSS:

• What is the need for Continuous Professional Development (CPD)?

• What are the different modes of achieving Continuous Professional Development?

DISCUSS:

• What is the need for Continuous Professional Development (CPD)?

• What are the different modes of achieving Continuous Professional Development?

• Experts Help- Seminars & books

• Workshops

• Online Communities- IATEFL, British Council etc.

• Informal Talks

• Reading Groups- School complex meetings etc. (CONTD..)


• Action Research

• Giving Sessions

• Creative Writing

• Doing Formal CoursesPGCTE, IPE courses etc.

• Membership of Professional bodiesFacebook, Twitter, Blogs and Podcasts


Summative Question PaperSummative Question Paper

• What should we include in the question paper?

• How do we make it holistic?

• What should be the weight age to each competency?

• Can we test all the competencies through a summative question paper? Why?

• What should we include in the question paper?

• How do we make it holistic?

• What should be the weight age to each competency?

• Can we test all the competencies through a summative question paper? Why?

upper primary ppt

Education

learners perception

training session

session iissues

consolidation of session

session iobjectives

different discourses

teachers issues

classroom issues