Riddles - English editing.

The teacher gives a few hints about an article or individual and then asks the students to make a guess. For example he says, “I am the source of all knowledge. I am having some other brothers also. I remain locked-up. I am very costly. But I am useful. What is my name? The answer is an encyclopedia. Students can be encouraged to make their own riddles in this game.
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English Library - English editing.

A class library for the pupils of English can be started by the teacher. In this library 1000 to 1500 books may be kept, which may be exchanged every term after 3-4 months, with the books in the main library. This system would encourage the pupils in studying habits and their vocabulary, structures and knowledge would improve automatically, in the long run.
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English society - English editing.

The teacher of English should organize an English Society or club for the co curricular activities of the pupils. In this society he can provide a platform to the debating pupils, and also invite scholars and writers of repute, to address his students, on various facets of the study, and teaching learning of English language, and literature. Competitions in recitation, essay writing and even plays can be also organized under this society.
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Encouragement to Improvement - English editing.

In a big class the teacher is not able to notice the improvement of an individual student in an area, where he was deficient, because he is not able to find time for individual guidance, and discussion. But in a tutorial group the same improvement is noticed and encouragement given to the erring pupil by a tutor. This further reinforces his pupils speed at correction of his errors. It is said ‘nothing succeeds like success’ and this is very true in such cases of individual evaluation and guidance.
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Compounding - English editing.

In English (as in many other languages) new words can be formed from already existing words by a process known as compounding, in which individual words are “joined together” to form a compound word. For example, the noun ape can be joined with the noun man to form the compound noun ape-man; the adjective sick can be joined with the noun room to form the compound noun sickroom; the adjective red can be joined with the adjective hot to form the compound adjective red-hot.
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Generified Words - English editing.

The words Kleenex and Xerox illustrate another technique for creating new words, namely, using specific names of products as names for products in general (generification). Hence, Kleenex, a brand name for facial tissues, has come to denote facial tissue in general. Xerox is the name of the corporation that produces a wellknown photocopying machine, and much to the dismay of the company, the term Xerox has lost its specific brand-name connotation and has come to be used to describe the process of photocopying in general ( I Xeroxed a letter). Hence, in casual speech we can commit the grave sin of talking about buying a Canon Xerox machine.
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Blends - English editing.

New words can also be formed from existing ones by various blending processes: for example, motel (from motor hotel), infomercial (from information and commercial). Edutainment (from breakfast and lunch), cafetorium (from cafeteria and auditorium), Monicagate (from Monica (Lewinsky) and Watergate), netiquette (from network etiquette), trashware(from trash and software), and bit(from binary and digit).
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Semantic information - English editing.

For virtually every word we know, we have learned a meaning or several meanings. For example, to know the word brother is to know that it has a certain meaning (the equivalent of “male sibling”). In addition, we may or may not know certain extended meanings of the word, as in John is so friendly and helpful; he’s a regular brother to me. Semantics is the subfield of linguistics that studies the nature of the meaning of individual words, and the meaning of words group in to phrases and sentences.
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Lexical structure information - English editing.

For every word we have learned, we intuitively know something about its internal structure. For example, our intuitions tell us that the word tree cannot be broken down into any meaningful parts. In contrast, the word trees seem to be made up of two parts: the word tree plus an additional element, -s (known as the “plural” ending). Morphology is the subfield of linguistics that studies the internal structure of words and the relationships among words.
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Teaching of Grammar - English editing.

Teaching of grammar is generally considered to be dry and dull affair by the students and the teachers both in schools. Formerly it was taught as an important branch of language. Rules and laws were given and memorized in it. That was found to be a wrong approach. But now its place has been taken by the Functional method or approach in Grammar. Now rules are neither taught nor tested in examination. It is learnt in an easier and automatic way under the new system.
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Picture Composition - English editing.

Exercises in composition from a short paragraph to a long essay can be developed by showing good pictures or matchsticks figures to the students and by asking questions, based on the various details of these pictures. The teacher himself should be an expert of this technique. He should be able to draw figures, charts on the blackboard and thus also a new dimension to his work can be added.
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Teaching of Play - English editing.

In the secondary classes, the teacher of English is required to teach play also. Mostly one Act Plays are prescribed for senior classes. In the new scheme of the ten plus two under the CBSE, Elective English is offered as a subject under literary system, in which plays, poetry, Novel etc., are also permitted.
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The Teacher of poetry - English editing.

A good teacher of poetry knows the aims of teaching poetry and he tries to know the background of the poem. He understands the experiences or the impressions which the poet had at the time of composing a poem. His chief aim is to make his pupils not only aware of these circumstances, but also to make them appreciate the mood and the matter, described in the poem.
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The Intensive Reader - English editing.

In the Intensive Readers the subject matter should be suitable and in accordance with the requirements of the students and the classes in which they read. The stages of their development, environment and the conditions in which they live and the society for which they are being prepared should have their bearings on the preparations of these readers for intensive reading. A graded system should be used for language. The words should follow the system of frequency, especially the difficult and new words. The antiquated and old round about manner should give place to new and straight forward style of modern writers and idiomatic expressions should come naturally. At the end of the lessons there can be a few comprehension exercises for assimilation. Lessons should follow the chronological order.
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The Rapid Reader - English editing.

Some institutions insist upon prescribing only one book or reader, for both the types of studies; though it would be nice to prescribe different books for intensive and extensive reading. In the class library also, series of interesting books can be purchased and issued for extensive reading of these students. It would be helpful.
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Intensive Teaching - English editing.

When a teacher takes a prose lesson for intensive teaching or reading from the point of view of the student, his main aim is to promote a detailed and deeper knowledge of the language taught and to develop the powers of expression of the learner. The linguistic ability is the chief desire here. The student should be prepared to read the text from all sides in order to come at its full meaning. One additional gain, which the teacher wishes to be able to have, is to add words to the active vocabulary of the student.
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Loud Reading by the students - English editing.

During the first few years the loud reading should be very important for the students. It fixes the sounds, emphasis, stops, intonation, stress in questioning and sets their speed in reading also at proper level. Good readers should be asked to read first. Their mistakes if any should corrected by the teacher. The whole class should be asked to drill the correct pronunciations, given by the teacher.
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Model Reading - English editing.

The teacher takes all care to read the passage with proper stress, pause, phrase by phrase, properly pronouncing words, intonation being right and with a proper speed. Students keep the books closed. They simply listen and try to follow as much as possible. Their comprehension is thus improved. The teacher asked one or two questions to test their understandings. He asked the students to open their books and read the passage silently.
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Idea - English editing.

The teacher starts with an introduction, in which he explains to the students in short about the idea in the passage, the idea of the concept that the passage contains and the related details. The students after listening to these introductory ideas get ready and receptive for the lesson.
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The Teaching of Prose - English editing.

It is mostly prose that one has to read and follow in our daily lives. The process begins with the press and the Media, which work around the clock and print our morning news papers. An ordinary literate person also scans through the news items, if not from a purchased or subscribed newspaper then from a borrowed or hurriedly read one at a news stand. After that starts the daily work schedule in which from a salesman to a clerk, a lawyer to a Physician, all remain busy either in producing prose, or using prose. A comic character tells the quality of another actor, that he was using prose, all his life, at which everybody raises the eyebrow, as if it is very special, or unique, but who would disagree, that every one of us is living with prose and it is prose, prose and nothing, but prose everywhere. The teaching learning of this technique is thus of immence importance.

Who’s - English editing.

A common written mistake is to confuse who’s with whose. The form who’s represents a contraction of who is or who has, while whose is a possessive pronoun or determiner used in questions, as in whose is this? Or whose turn is it?
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