Live
- Congress slams govt over 'unchecked air pollution'
- Govt issues high alert on fraudsters sending fake e-mails to extort money
- Tripura tribal party supremo meets Union Ministers to seek support for indigenous people
- Jr Women & Men North Zone Hockey: Chandigarh, U.P win in women's section; Uttarakhand men shine
- Raymond's board okays demerger of real estate business
- Novel method to counter chemotherapy resistance in pancreatic cancer developed
- Iran urges SCO countries to use its southern ports for faster and cheaper trade
- Bangladesi smuggler injured after BSF jawan opens fire in self-defence
- 4.9 per cent Indian kids, adolescents suffer from impaired kidney function: Study
- Kerala bar council to hold protest against hike in court fees
Bridging gap activities in govt schools
Students who come to government schools are poor and can converse only in their mother tongue. The textbooks they read have high standards and are the same for English, Telugu and Urdu media. Teachers need students who can critically think and answer questions in discussions and face sheet/style sheet transactions. It is even better if they answer in one word or two words in English.
Hyderabad: Students who come to government schools are poor and can converse only in their mother tongue. The textbooks they read have high standards and are the same for English, Telugu and Urdu media. Teachers need students who can critically think and answer questions in discussions and face sheet/style sheet transactions. It is even better if they answer in one word or two words in English.
Students of English medium are also not that good in English, as it is believed that they do not have language competency. Teachers ask questions from previous experiences and knowledge. When they don’t get the right answer from students, leading questions are asked. Teachers are unable to extract answer in English. This is all because of lack of practice and awareness about their performance.
Teachers’ competencies vary from person to person. To overcome this problem some strategy is in hand---BGA Activity. When students come back to the institution after the summer vacation they have a hangover of holidays. They might forget the entire syllabus. To review what they have learnt and also to equip them with language competencies, they can allow one period for BGA activity.
The strategies for BGA activity include the whole class and group. In the individual activity there is stress on conversation and story-telling. Teachers can mix students of different classes for better results.
Three pictures are to be used to help students to learn four major skills of language learning---Listening, Speaking, Reading and Writing (LSRW). Students are divided into the group activity. In the individual activity, teachers elicit answers from single students. This was originally propounded by ELT expert Dr. K L Anandan. One picture of the whole activity must be of a blackboard size.
The picture to be used in group activity, as suggested by the expert, is only one. But one group will get one, depending upon the number of groups. The size of the picture should be bigger than the A4.
The individual activity says, not only one pic but the number of students, say if there are 35 students, the same number pictures should be used. The blackboard is used to write answers given by students. Students describe things, names and places in the picture. They converse in the group activity. They tell a story looking at the picture. The story is edited by the teacher.
There is a time limit to complete this activity ie 16 days. After this activity students can join the mainstream. The month of July is full of academic activities. This is how students become serious about their work. This helps both the student and the teacher.
