Word Method - English editing.

The teacher first writes words on the black- board. Then he read these words. The students learn the sound of the words and then they repeat the words with ease, after the teacher. Students follow the teacher and the teacher makes them repeat in his presence. Any unit of language like a word is most economical and convenient. It has a meaning and sounds of letters are having a pronunciation. Word and sounds of are easy as units for a learner and teachers should be careful in the use of this method.
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Translation Work - English editing.

Teacher of mother tongue as well as English, both employ this exercise. Translation from Mother tongue to English in English classes and from English to mother tongue or some regional language is prescribed by most of the examination boards and higher institutions of learning.
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Dictation of Notes - English editing.

Since our teaching – learning methodology is only Examination- oriented, and not language expertise – aimed, the teachers try all ways possible, to see that the child is equipped with material in the form of class notes, which are dictated by the class language teacher.
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Situational Approach in Language - English editing.

A teacher should utilize the situation, in a maximum, varied form of language teaching. On a rainy day words like lightning, clouds, rainbow, drizzle, shower, raining cots and dogs and mud – splashing be introduced. Not only was it raining but pouring can also be introduced if the situation permits.
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Cultural Background and Interest - English editing.

The two or three languages, taken in a school set up, have different cultural and interest positions, and there should be keenness, regard and interest for these languages, and their culture. Regard for the country and its citizens should be shown while learning a foreign tongue, in the new set up of a school.
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Listening Skills - English editing.

Learning of a language depends completely on its understanding or comprehension. When a student starts following the sounds, that is words, phrases etc., he starts understanding the ideas, thought or meaning contained in a sentence or structure. It is only at this stage that he can be expected to copy the same practice and then out of his listening another skill – speaking is born. He can make an effort and gradually he would find that his speech also develops into correct, clean, clear communication signals.
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Cultural aim of English - English editing.

When we study a language we get two benefits out of it. The first and foremost quality of a language is its communicative aspect. We learn how to follow or comprehend it, we later on learn speaking the language, reading comes with our progress in the new language, and finally its writing skill is picked up. Second aspect of the language learning is follow up of the good points of the culture of that language.
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Language Laboratories - English editing.

English pronunciation, phonetics, reorientation- programmes and teaching aids in English need a separate room for English teaching- learning programmes, as a laboratory and it should be provided urgently.
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Lack of Supervision - English editing.

There is hardly any class supervision in English and the teachers find very little of guidance from the supervisors or the head of the institution.
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Old System of Examination - English editing.

The necessary evil of examination, in which one can pass it by appearing some set expected questions from the cheap notes and help books and not by picking up the skills in language learning and may not even purchase a text book, leave very little scope for the development of English.
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Comfortable Postures - English editing.

It includes holding of a book, sitting properly, light, seat, chair etc. The teacher should see that students sit with proper postures.
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Language a skill subject - English editing.

The power of expression in a language is a matter of skill, rather than of knowledge. It is power that grows by exercise, not by knowing merely meanings or rules. Like music, dance, or painting, language is also a skill subject. Constant practice is very necessary in it. Language is an over learned skill.
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Coined Words - English editing.

Entirely new, previously nonexistent words keep entering a language. This often happens when speakers invent (or coin) new words. (In terms of the two components of words (sound and meaning), speakers coin a new word by inventing a new sound sequence and pairing it with a new meaning.) For example, adolescent slang has given us words such as geek and dweeb.
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Cortical Conduction - English editing.

The bulk of the cerebral hemispheres, beneath the outer layer of gray matter, is composed of three basic types of nerve fiber tracts that form a neural communication network of astonishing complexity. Association nerves fibers connect the cortex with lower portion of the brain and spinal cord, and transverse fibers interconnect the cerebral hemispheres.
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The cerebral cortex - English editing.

In outward appearance the two cerebral hemispheres are roughly similar, being composed of convolutions, called gyri, and depressions or fissures, known as sulci. Certain gyri and sulci serve as landmarks helping to differentiate the boundaries of the four lobes of each hemisphere.
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Babbling - English editing.

Prior to the development of language, all children, regardless of the language they ultimately learn, pass through a stage referred to as babbling. In this stage, which begins at around 5 to 6 months, the child utters sounds and sound sequences (syllabus such as ba, ma, ga) that are as yet meaningless but nevertheless recognizable as being more language like than earlier infant cries.
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Nonliteral Communication - English editing.

Research on the development of linguistic abilities suggest that children up to the age of about 10 have considerable difficulty giving the figurative meaning of even the most common proverbs. Since these children obviously have their literal linguistics abilities, we might suppose that understanding novel nonliterality is an additional layer of processing and as such takes additional time, even in adults.
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Tutorial Periods - English editing.

Generally the work of a tutor is confined to a group of rather 20 to 25 students, where it is possible to attend to individual difficulties and problems of these pupils. Periods are provided in the time table for tutorial work. The attendance is compulsory, which makes up for the slight tendency of avoiding these classes, and ensures attendance.
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Rhythm - English editing.

In English speech, ‘Rhythm’ plays a very important role. In other languages, there are no weak forms, or strong forms, of the words, phrases or sentences. Nor do speakers insist on stressing or unstressing on words. But English speech has a unique quality of its rhythm.
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Language Games - English editing.

“All study and no play, Makes Jack a dull boy”. This quotation is cent percent correct. Without games, pupils lose interest in studies; they become dull. In order to face such a situation, teachers should allow as much opportunity, as possible to the students, to play. They should introduce language games in the classroom also. These language games are an approach towards the same situation.
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Pictures - English editing.

After the class board, the next significant item for a helpful yet very live and actual description are the pictures of the people and the places mentioned in the text book. The rockets and satellites are shown only through pictures which are available in films. The man’s landing on the moon can be seen in the pictures or photographs of Neil Armstrong. Tenzing and Hillary on the Mt. Everest are an indelible mark left in the mind’s eyes of the people.
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Simple Construction - English editing.

Words should be easier to follow, pronounce, memorise and use in sentences. For the lower classes difficult words have to be avoided. ‘Follow’ is to be preferred, before ‘understand’ and ‘comprehend’ are taken up.
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Alphabet Cards - English editing.

Children may be asked to prepare alphabet cards. After these are ready, these may be mixed up. Then the children can be asked to make their own names, out of these cards. After the names, the teacher may ask them to arrange cards forming a few words, places, fruit, birds food, persons etc.
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