Imp.

English notes

English notes.
Third period 1835-1853 on the invitation of Lord William
Bentinck, Lord Macaulay came to India and chaired the
committee. After one year he presented his recommendation
which is called Macaulay minutes (1835).
In his recommendation Macaulay emphasized the need of English
saying that it is necessary for the smooth functioning of the
British rule and for the spread of western knowledge and culture
here.
Woods Dispatch It is called Magna carta of English education.
He is recommended that English should be introduced as a
compulsory subject in all classes and English should be made
medium of instructions at college level.
The education commission 1882- the commission
recommended that English should not be given priority over the
local language (vernacular).
Indian university commission 1917-19- according to this
commission a balance view is needed between the vernacular and
English. It however, highlighted the need of English in India.
In 1950, Indian parliament passed a bill making Hindi the
language of admistration in central government. English was
made a associated official language.
A time period of 15 years was decided to popularize Hindi so that
English may be removed from administration.
In 1956, the central advisory board of education presented a
three language formula. This formula was discussed in the chief
ministers conference in 1961. The basic formula was accepted
with certain modifications.
A) First, language should be regional language. English is taught
as a second language in India. Second, English/Hindi. Third,
modern European or modern Indian language.
B) First regional language. Second, English / modern European
language. Third, Hindi/modern Indian language.

 In 1963 an ordinance was issued to continue English as an

associate official language. Even after 1965 till the states
continues the same status.
Place of English before Independence1. It was the official language of administration and court.
2. It was the medium of instruction in school and colleges.
3. It was the medium of instruction and teaching.
4. It was a compulsory subject.
Place of English after Independence- English was also
dethroned from its highest position. As a result Hindi was
declared the national and official language of the union by the
Indian constitution.
1. It was declared the associated language.
2. It did not remain the medium of instruction.
3. It did not remain the medium of examination.
4. It is not the national and the official language.
5. It is not the compulsory subject.
Recent position of English in India- Hindi was declared as
the national language of India. The parliament had to pass an
act in 1963 for making English an associate official language for
an indefinite period.
Prominent place in educational system- In the word of
Howell, Education in India under the British Government was
first ignored them violently and successfully opposed, than
conducted on a system now universally admitted to be the
erroneous and finally placed on it present footing. English
occupies the most important place in the educational system of
our country.
Importance of English in India1. English as a link language- it is known to the educated
people all over the world. Therefore it is important for having
inter-state links and communication for trade, administration
and management, social affairs, cultural and educational
exchange.

2. Language of international importance-English is our

major window on the modern world Pd. Nehru. English
occupies a very important place in the international world. It is
the language understood in all the countries of the world. So it
is very helpful in foreign trade, commerce, friendly relations.
3. Language of national importance- English language has
been the official language, yet its national importance is
acknowledged. Through it Indians maintained and still
maintain their political, social, commercial and friendly
relations.
4. An official language- English language has been the official
language of India for more than 200 years. All official work of
administration and management is done in English language
in most of the states of our country.
5. A library language- English is the key to the treasure house
of knowledge. Most of the book of higher learning and
knowledge like science, technology, medicine, agriculture,
astronomy, mathematics, anthropology, humanities etc.
research books, good reference books are found in English
language. That is why English occupies the position of library
language.
6. Language of western Science and Arts- English was the
key which opened the gates of western science and arts to
Indians.
7. Language of the court- English was the language of the
court. Judges and magistrates wrote and announced their
decision in English. Lawyers and barristers placed their case in
English. This was the language in which all the records of all
the courts were kept even today, English occupies important
courts.
8. Language of communication- English was the language of
communiciation. All the highly placed officers and aristocratic
families talked and corresponded in English.

9. Language of trade and industry- English became the

language of trade and industry. Businessman and merchants
living in the same province and other provinces used English
for the purpose of correspondence.
10.
Language of our literary development- Indian writers
developed their own language and literature. The development
of modern Indian novel, short story, drama and literary
criticism is entirely due to the impact of English on Indian
languages.
VALUE AND IMPORTANCE OF TEACHING ENGLISH
1.International Importance- English claims to be the
international language. It can even be called a university
language. Hence, its knowledge promotes international
understanding. It overcomes his prejudices, intolerance and
narrow-mindedness. Thus, it is very helpful for fostering true
internationalism and co-operation among the nations of the
world.
2.Vocational importance- Study of English as a modern
foreign language has tremendous vocational importance for
us. It offers opportunities for many and varied vocations, like
diplomatic and foreign services, commerce, medicine,
teaching law, etc.
3.Educational importance- English is a direct medium to
acquiring knowledge of modern arts, science, humanities
technology etc. it is equally important for statesmen and
politicians, scientist and doctors and educationists,
businessman and research workers. They enrich their
knowledge and experience by reading English books and
journals.
4.Cultural importance- English widens ones cultural and
intellectual horizon. It develops scientific, technical and
commercial relations with other countries. It imparts the
knowledge of foreign nations and cultures. Thus it further
requires mutual understanding and co-operation.

 English is the lingua franca of the world.

It is the language through which we can exchange our views
with the people of other countries.
Its study facilitates the establishment of international contacts
between different nations of the world.
Its study gives an opportunity to Indians to get employment
not only in India but also in other countries.
It has given an opportunity to study English literature which is
so vast and so rich.
It has opened the gates of western science and technology for
us.
It serves as a common language of Indians, and thus it brings
closer the people residing in different parts of India.
It is the language of trade and industries in India.
Almost our great leaders, famous scientists, renowned
philosophers and well known authors are the product of
English education.
English is one of the most developing languages of the world.
It has always been a source of development in the entire
sphere of human activities.
Principles of foreign language teaching
In India English is taught bath as a second language and foreign
language. The term second language is used because it has
become a lingua franca between speakers of the different
languages of the world. The English teacher should teach English
language in such a way that the desire goal of learning may be
achieved. There are different approaches for the teaching and
learning process of language such as psychological, linguistic and
pedagogical principles. These principles are based upon keen
observation, research and experimentation. These principles are
very useful for English teacher to raise the standard of English
language. Foreign language teachers must keep in mind the
following principles to achieve effectiveness in their teaching.
1. Principle of naturalness- The mother tongue is always
learned easily because there is a natural environment for

learning mother tongue. But this is not true with foreign

language. The child encounters this language all of sudden in
one of his classes and only 4 or 6 period in a week. Therefore
it becomes difficult for him to learn the language. Hence, the
natural environment should be provided bya.Talking to students in the foreign language in the class, in
the playground etc.
b.Arranging for group discussions.
2.The principle of motivation- Motivation is the core of
learning. Perhaps no other principle is so important as of
motivation because a student motivated to learn foreign
language can himself manage to learn the language. But to
motivate students to learn the foreign language is an up-hill
task as there is no internal force for learning this language.
Mother tongue is learnt in a motivational state because the
child wants to express his thoughts and ideas. The process
goes like this- internal desires to express ideas. Motivation to
learn language. Learning the mother language.
Motivation can be classified into two parts- internal and
external motivation.
Internal motivation related to the internal nature of the
individual emotions. The child is motivated by his own
ambitions and desires. But sometimes, the learner is not
internally motivated; there would be the need of internal
motivation for learner to achieve the particular objectives of
English teaching. External motivation is created and
developed by the English teacher in the learner. The purpose
of motivation is to create zeal to learn something new in
language. A child learns mother tongue is a easier way
because there is an internal desire of a child to express his
feelings and thoughts in his mother tongue. But to learn a
foreign language like English it is rather difficult on the part of
English teacher to motivate him internally. This can be made
easy by creating the external motivation which can be

developed with the help of pictures, models, maps, charts,

and audio-visual aids.
3. The principles of habit formation- Language teaching is
an art. Like all other arts is it needs sustainedpractice and
drill. Habit is the second nature of man which makes the
speech automatic and natural. Habit formation includes
following types of habits1. Habit of listening to the sounds of English words.
2. Habit of spesking English with proper accent and intonation.
3. Habit of speaking English with even speed.
4. Habit of reading aloud with articulation.
5. Habit of using words and word phrases in their proper contest.
6. Habit of using correct structures in simple conversation.
7. Habit of writing but simple and correct English in good
handwriting.
8. Habit of expression.
9. Habit of consulting dictionary and diary keeping.
10.
Habit of reading newspapers, magazines, journals and
books of general interest.
4. The principles of multiple line of approach- According to
the principle, an English teacher should adopt many
approaches to reach the goal. Some of the common
approaches to the teaching English are given below1. The social approach.
2. The cultural approach.
3. The functional approach.
4. The conventional approach.
5. The behavioral approach.
6. The oral-aural approach.
7. The structural approach.
8. The situational approach.
9. Communicative approach.
5. The principle of conducive environment- The child learns
his mother tongue more rapidly because he is given a
conductive environment for speaking the language and he is
exposed to the environment where this language is spoken

and written. He finds language exposure at home, school and

society. The habit of listening, speaking, reading and writing
all require the constant practice and exposure which is
possible only in a conductive environment.
6. The principle of proper order- The language learning is a
skill which involves listening, speaking, reading and writing.
Proper order of learning a language is: LSRW. According to Mr.
J.A. bright- LSWR.
7. The principle of proportion- The principle of proportion
means that the English teacher should lay equal emphasis on
all the aspects and skill of teaching English.j
8. The principle of linking with life- it is the duty of an
English teacher that he should encourage his students to use
the structures of English language in their daily life situations.
The students come in the close contact with their teacher,
classmates, playmates and other members of the society.
9. The principle of selection and gradation- Selection and
guadation is another important principle to be kept in mind by
teacher. Selection leads to gradation and gradation precedes
selection. Theacher has to select material for his teaching.
The material and aid should be in accordance with the
physical and mental age and health of the children. The
teacher must bear in mind all the general maxims. Gradation
means that the teacher has to keep in his mind that first thing
comes first and last comes lastly. The matter to be taught
must form a psychological unit so as to create a logical
sequence in the mental development of the children.
Maxims of English teaching- Maxims of teaching are the
formulas and general rules of teaching drawn from
experiences of teacher, educationist and psychologist. These
maxims are of great importance and useful to get the positive
outcomes of teaching-learning process.
1. From known to unknown
2. From simple to complex

10.

3. From indefinite to definite

4. From concrete to abstract
5. From analysis to synthesis
6. From particular to general
7. From real to unreal
8. From whole to part
9. From induction to deduction
From psychological to logical

General aims of teaching English1.Semantic aim- it is related to the meaning and

understanding of word and sentences of a language.
2.Phonetic aim- it deals with sound, spellings and
pronunciation aspects of the language.
3.Graphic aim- it deals with the visual symbols of
languages and hence it is related to writing.
4.Phonetic cum graphic aim- it deals with the reading
aspect of the language.
Objectives or special aims of teaching EnglishBesides these general aims, the teacher should have definite,
clear cut aims of each lessons. These are called as objectives
of short term aims. These objectives should be precise,
expressing and clear. These specific aims should be according
to the teaching points. And it really necessary for a teacher to
know what he has to do and achieve during a particular
lesson.
According to Dr. B. S. Bloom- Educational objectives
are the desired goal or outcome at which instructions is
aimed.
Types of objectives
Cognitive domain Affective domain
Psychomotor/conat
ive
Knowledge
Receiving
Perceiving
Comprehension
Valuing
Imitation
Application
Conceptualization
Manipulation
Analysis
Organization
Precision

Synthesis
Evaluation

Responding
Characterization

Articulation
Naturalization

Difference between aim and objective- Aims and objectives

of education are the foundation stones of a teaching-learning
process.
Aim
Objective
Ultimate goal
Temporary goal
Destination
Vehicle
Ends
Means
Ideal
Practicable
Long term
Short term
Not achievable
Achievable
General
Specific
Behavioral changes
Non-behavioral changes
Educational planning
Instructional or teaching planning
Mother tongue- Mother tongue is the language that a child learns
from his mother. He begins the learning of this language in his
infancy. The mother tongue is as natural for the development of
the mans mind. Communication through mother tongue begins at
the earlier stage of life.
Mother tongue helps the child in all the kinds of thinking. All the
mental operations like, inquiring, reasoning, analyzing, elaborating,
discussing etc, are carried on in the mother tongue. Mother tongue
is the basis of all work. The child begins to learn new words, their
use in their context and thus acquire an ability of expression with
carity, case and correctness. All this happens in a natural way. The
child acquire linguistic skills by constant use and practise at home,
in and outside the class-room, in his friend circle and wherever he
goes.
Place of mother-tongue in the teaching of English- The
supporters of the Direct Method forbid the use of mother tongue in
the teaching of English. Some teacher says that the use of mother
tongue is an obstacle to the learning of English. Other regards the
coordination of the teaching of the mother tongue and English as
one of the cardinal principles of the teaching method.

Justification of the use of mother tongue- We should not make

the extreme use of mother tongue and translate each and every
word, phrase and sentence into the mother tongue. And we also
should not totally avoid the use of mother tongue.
Precautions in the use of mother tongue1. He should use English speech, objects, pictures, sketches and
other possible means to communicate the idea represented by
the word.
2. He should use the mothor tongue only when all his methods
fail.
3. After giving an equivalent in the mother tongue he should get
quickly into English. If necessary he should explain the
grammatical points in the mother tongue but not forget to get
back quickly into English.
4. To test the pupils to comprehension, he can ask the meaning
of word in the mother tongue.
Problems of effective teaching of English in Indian
schoolsChildren retarded in language are often poor in their academic
achievements. The academic achievement in different subjects
depends on the mastery over the language. Language is closely
related to general intellectual development. The effective
teaching of language influences the teaching of other subjects.
English language is mostly taught as a second language in the
Indian schools.
1. No specific aim- The teaching of English is not based upon
the aims and objectives. Neither the teacher nor the
students are acquainted with the aims and objectives of
teaching English. Their aim is to get go through the
examination.
2. No uniformity of the beginning stage of English
teaching- Different patterns are adopted by different
states. That is why the national Standard English language
very storng state to state.

3. Over crowded classes- Our classes are over crowded.

English teachers are unable to solve the individual problems
of English language.
4. Sub-standard of text books- the text books of English are
of very low standard.
5. Lack of suitable language teaching aids- our schools
are not well equepped with suitable language teaching aids.
6. Lack of effective teachers-the teaching of English in
schools are in the hand of teachers who neither know
English nor are trained in the teaching methodology.
Suggestion for improvement of teaching English in
India1.Aims and objective based teaching of English.
2.Uniform policy should be adopted.
3.Text books should be prepared by language experts.
4.Teacher-pupil ratio should not be 1: 40.
5.New approaches and methods should be used.
6.Positive evaluation.
Direct method- The direct method was originated in France
in 1901. It received official sanction in 1908. Its principles
came for Germany. It is reaction against G.T. Method. The main
objective of this method was to impart a perfect command of
foreign language. It aims to create a direct bond between the
words and their meanings, thought and expression. They
thought that pupils should acquire ability to think in the
foreign language and speak them with good pronunciation. It
was known as the Natural Method. The suggestion was that
the pupil should learn the new speech in the same manner in
which he learnt his mother tongue.
Characteristics of Direct Method1. It creates the direct bond between word and its meaning.
2. Direct method aims to develop fluency in speech. The
learner is expected to acquire an active command over
the language by developing correct speech habits,
pronunciation and intonation.

3. Minimum use of mother tongue.

4. Sentence is the unit of speech.
5. Audio-visual aids are used to explain the meaning.
6. Grammar is taught inductively.
7. Stress is given on speech.
8. Emphasis is given on pronunciation.
9. Vocabulary is taught on the basis of selection and
gradation.
Merits of the Direct Method1. The Direct Method teaches the English language in the
same manner in which the child learns his own mothertongue.
2. It developed fluency in speech. The pupil can speak
fluently, they can also write fairly and correctly.
3. The direct association with the English words, phrases and
their meaning.
4. It enables the students to express their thoughts and
feelings directly in English without the intervention of the
mother tongue.
5. It emphasizes on pronunciation of the language.
6. It lays emphasis on oral approach.
7. It promotes practice and oral drill.
8. It gives the pupil a real command over the English
language so the pupil can communicate without
hesitation.
9. Audio-visual aids are used to explain the meaning and
develop interest in teaching.
Demerits of the Direct Method1. It does not pay more attention on reading and writing.
2. This method ignores translation completely.
3. It ignores the teaching of grammar.
4. Only the intelligent children can be benefited by this
method.
5. The method is very expensive because a lot of audiovisual material is needed.

6. Only smart and active teachers and pupils can teach and
learn through this method. But most of the teachers have
themselves got a very defective pronunciation of English.
7. Idioms and phrases cannot be taught through this
method.
8. Much time is consumed to create real life situations.
The method is not getting the importance in India due to
over-crowded classes and overburdened poor teacher. The
English teacher of our schools cannot create a conducive
environment for direct method of teaching English.
Bilingual Method- it is recently developed and invented by
Prof.C.J.Dodson of Wales. In this method, mother tongue is
used to explain the meaning of words, phrases, idioms,
sentences, structures and grammatical rules. This method
carries the merits of G.T. Method, direct method and
structural approach. The word bilingual applies to a person
who knows two languages, the mother tongue and foreign
language.
Characteristic of Bilingual Method1. Mother tongue is used only by the teachers while explaining
the meaning of difficult words, phrases, idioms, etc.
2. In this method, the students are given a lot of practice in the
drill of sentence pattern.
3. Translation is done by the teacher only to explain the subject
matter.
4. Mother tongue is reduced gradually and when the pupil
attains a certain level of vocabulary, he stops using mother
tongue and switches over to English.
5. Sentence is the unit of teaching.
Merits of the Bilingual Method1. It gives emphasis on speech practice. It is helpful in creating
linguistic habits.
2. Audio-visual aids are not much needed.
3. It saves the time, labor and energy of the teacher.
4. It is less costly.

5. It does not need trained teachers. Even a average teacher of

English can teach the lesson successfully.
Demerits of the Bilingual Method1.Other aspects like reading, writing are ignored.
2.There are some words, phrases and idioms in English which
can not be translated into mother tongue without loosing their
correct effect.
3.English language cannot be translated into Indian language.
4.It develops the habit of translation in thinking so it stops
students from thinking freely.
5.Students are passive listeners.
6.Sometimes it becomes very difficult to bring word meanings
and child experience together.
7.Grammar is not taught systematically to the learners.
Structural approachThis approach was popularized by central institute of English,
Hyderabad. Meaning- structure is an arrangement of words in
certain order that conveys some meaning. The different
arrangement of word patterns lead to the formation of
different structure. The following sentences have the same
words but, convey the different meaning in different
arrangement of word patterns.
Aims of structural approach1.To lay the foundation of English by establishing through
drill and repetition about 275 graded structure.
2.To enable the students to attain mastery over an essential
vocabulary of about 3000 words of active use.
3.To correlate the teaching of grammar and composition
with the reading lessons.
4.To teach the four fundamental skills.
5. To lay proper emphasis on the aural-oral approach.
Types of structures1. Sentence structure
2. Phrase structure
3. Idiomatic structure

4. Formula structure.
Precaution1. The structure should be graded, illustrated, demonstrated
and classified.
2. Ample practice should be given in one structure before
preceding another.
3. Pupils mistakes should be promptly corrected.
4. Pupils should be given adequate practice in speaking
before they asked for reading.
5. English teacher should be trained in this approach.
6. A teacher should keep a record of structure useful for the
class which he teaches.
7. If possible, their list should be hung in the class room.
8. Rapid speech patterns should be taught with the help of
printed patterns.
9. Care should be taken to prevent practice from becoming
purely mechanical.
Advantages of structural approach1. Speech is emphasized.
2. Language habit formation is stressed.
3. Language materials are carefully selected and graded.
4. Students become active because they learn language
through activity.
5. Language is taught in a meaningful situation.
6. Oral aspect of the language is given more importance.
7. It provides opportunities for expression.
8. Its principles of teaching are based on scientific and
psychological foundation.
9. Child learns the functional grammar through this method.
10.It develops mastery and confidence among students.
11.It is a systematic and interesting approach.
12.Minimum wastage of time and energy.
Disadvantages of structural approach1. It is suitable only in the lower classes.
2. Suitable teachers are not available.

3. Only well selected sentence patterns are taught.

4. Reading, writing and vocabulary expansion are
neglected.
5. It is really successful in overcrowded classroom.
6. Oral emphasis and drill work has given.
7. Knowledge of mother tongue is not exploited.
8. It emphasis on the oral work. Course cannot be
completed through this approach.
9. It demands too much language materials.
10. It needs specially planned text books which are not
available easily.
11. This method cannot be applied in all the spears of
teaching and testing.
Suggestions to improve this method1. Structures should be graded and classified.
2. English teacher should be trained in this approach.
3. Other methods should be used with this approach.
4. The syllabus of junior classes should cover the
fundamental structures of English language and a
specific vocabulary.
Situational approach- in situational approach the foreign
language should be taught by forming links between the new
language items and real situations in the classroom. English
teacher tries to create a lifelike classroom situation to teach
new words and sentence pattern of language items.
Main characteristics of situational approach1. English teachers introduced new words and sentence
patterns of the language.
2. He creates the association with the language items and
real situations.
3. Practice and drill are stressed.
4. Several examples are given on one language material in
different situations.
5. In situational approach, quaternary technique is adopted.

6. Actions of teacher in new situations to teach a particular

item are very necessary.
7. Revision and repetitions are stressed.
8. Presentation of new vocabulary or structures is
emphasized.
9. Presentation of new language items in different form of
sentence.
Advantages of situational approach1. Situational approach is action based approach so it
creates interesting teaching.
2. It is based upon psychological principles of learning.
3. It emphasizing on listening and hearing skill of language.
4. Students behave like active learners.
Disadvantages of situational approach1. Situational approach is useful to the lower classes.
2. A few vocabulary and sentence patterns can be taught
through this method.
3. It is not fit for teaching prose, poetry and composition.
4. Text books can not be taught by this method.
5. Due to excessive use of drill and repetitions the classroom
becomes monotonous.
Suggestions for improvement1.Text book should be written on situational approach.
2.In service workshops and seminars should be arranged to
train English teachers in this approach.
3.Appropriate audio-visual materials should be used to
create real life situations in the classroom.
4.Language material an associated situation should be
enlisted.

-Teaching of speakingBasic components of speech1.Stress- Stress means push or emphasis in speech. we lay
some emphasis on some letters, words, phrases and
idioms. If a sound is made with more energy, the sounds
come out with force. If the sound is made with less
energy, the sound comes out with less force.
There is different in stress on syllable in English.
a) There are words of two syllables in which stress is given
on the first- doc/tor, sis/ter, fi/nish.
b)There are words of two syllables with stress on the
second- be/lieve, con/duct, mis/take.
c) There are words of two syllables in which the stress is
given on both- fif/teen, up/stair, unknown.
d)There are words of three syllables with stress on firstpho/to/graphy, ho/li/day.
e) There are words of three syllables with stress on seconddic/ta/tion, to/mo/rrow.
f) There are words of three syllables with stress on thirdun/der/stand.
g)In words of four syllables, the stress is usually given on
the last but one- e/du/ca/tion, re/ci/ta/tion.
2.Rhythm- Rhythm is the musical aspect of language and it
makes pronunciation more appealing than it would
otherwise be. According to Oxford dictionary- Rhythm is
the metrical effect produced in verse, prose music or
motion by the relation in quantity, stress, time or energy
between the syllables, words, notes or movements that
succeed each other. When a person plays upon a
harmonium, his fingers of hands move form one note to
the other at a regular interval. This is rhythm in music.
3.Intonation- Intonation is sing-song quality of a language.
Intonation means modulation of voice. We have studied

that when vocal cords are kept loosely together, they

vibrate. The rate at which they vibrate is called the
frequency of vibration and thus determines the pitch of
the voice. The more rapidly the vocal cords vibrate, the
higher will be the pitch.
Tune first- when the pitch in voice is at a high level and
falls down towards the end, it is called a pitch.
Tune second- in this the pitch in voice acquires a high
level at the end. The rising pitch is indicated by this sign.
4.Pause- Pause means to stop for a while, while speaking to
someone. In English, speakers should pause after a
comma, full stop etc. the cause can change the whole
meaning of the sentence.
Girls sing sweetly. Girls sing sweetly.
5.Juncture- Juncture is slight pause to indicate syllable
break in the chain of speed sound. It separates near
identical group of words. It is used to differentiate
between two near sequence of phonemes.
Whenever
when ever
Always
all ways
Welcome
well come
6.Fluency- Fluency means the uttering of words and
sentences with no gap or hesitation in the middle. Words
should be spoken without shuttering and stumbling over
sounds and sequences of sounds.
English sound system- Letter and sounds should not be
confused and mixed up. Sounds are spoken and letters are
written. Sounds represent the language and letters
represent the script. In English language there are 26
letters.
Sounds of English language and phonetic symbols1.Consonant sounds.
2.Vowel sounds-

a)
Pure vowel sound and monophthongs- A single
vowel sound is called pure vowel sound. They are 12 in
number. /i/, /i/, /e/, /a/, /a:/, /o/, /o:/, /u/, /u:/, /^/, /:/, / /.
b) Diphthongs and Impure vowel sounds- when two
pure vowel sounds are mixed to produce a single sound
it is called diphthongs. Each sound starts on one vowel
sound and finishes on the other. These diphthongs are
very long vowels. But the length is reduced before voice
legs consonants. They are 9 in number- ie, ai, ou, au, oi,
i, e, u, O.
Teaching of speaking and pronunciationGood pronunciation is the hallmark of culture. Pronunciation
is a matter of coordination of vocal organ to produce certain
sounds with a certain intonation.
It is true that the faculty of speech is a natural gift; we get it
polished and improved through education in our schools
providing various opportunities for its natural development. A
child learns to speak words and sentences in the same way as
he hears them spoken. The influence of teachers speech on
the speech habits of students is of great importance. A teacher
is an ideal model before his pupils as far as teaching of English
is concerned. Therefore, an English teacher should be very
careful to his own pronunciation for laying down the correct
speech habits of his students.
Aims of teaching of speaking1. Cultivation of audible and intelligible pronunciation.
2. Production of correct sounds, stress, intonation, rhythm,
fluency and pause.
3. Cultivation of the habit of speaking long sentences.
4. Developing good speech manner.
5. Expressing ideas, thoughts, and emotional feelings of
others.
Causes of defective pronunciation in India-

1.Substituting sound form mother tongue- sound of

Indian language is differing from English language. In
India English pronunciation is different from region to
region.
2.Lack of knowledge of phonetics- most of our English
teachers do not know about phonetics or phonology.
Therefore they do not impart good training of speech to
their students. The students learn the defective
pronunciation from their teachers. This process goes on.
When the students become teacher they also impart the
training of defective speech habits.
3.Mother tongue speech habits- a child develop the
speech habit of his mother tongue. When he learns a
foreign language, his mother tongue speech habits come
in the way. He thinks in his mother tongue and then
translates his thought in English.
4.Lack of speaking opportunity- speaking opportunity is
not provided by the English teacher in the classroom. Oral
drill or practice is not done. Oral aspect of the language is
totally neglected.
5.Physical disability of the child- the defective speech
organs may cause poor pronunciation of a child.
6.Teachers defective pronunciation- many teachers are
not able to pronounce correctly. This effect the
pronunciation of their students.
7.Ignorance of the intonation- Indian children has
generally no knowledge of intonation. They replace a
falling and rising intonation by even stress on all the
words. In English, falling intonation is used in assertive
sentences and rising intonation is used in interrogative
sentences.
Suggestions to improve pronunciation-

1.Oral training- the English teacher helps his students in

learning, speaking if he provides his students with oral
activities and oral practice of language materials.
2.Teaching of various aspects of pronunciation- the
English teacher should explain the various aspects of
speech like vowel and consonant and their sounds,
stress, intonation and pause etc.
3.Use of appropriate audio-visual aids- a teacher of
today is well aware of the value of audio-visual aids.
4.Oral activities- oral activities like questioning,
answering, reading aloud, reciting, debating,
dramatizing, conversing etc. should be encouraged
among pupils.
5.Individual attention- teacher should pay individual
attention to the special difficulties of his pupils. He
should help them in pronouncing the words correctly.
6.Analysis of long and difficult words- long and
difficult words should be analyzed and written on the
black board.
7.Proper correction- the word mispronounced by the
pupils must be promptly corrected by the teacher. He
should make it a point to give the correct pronunciation
only.
Types of reading1.Scanning reading- to go through particular information.
2.Skimming reading- fast reading for gist or summary.
3.Intensive reading-deep and through study vertically.
4.Extensive reading- cursory reading, horizontally.
5.Loud reading- reading by students.
6.Model reading- reading by teacher.
7.Supervised reading-in somebodys supervision.
8.Imitation reading.
9.Library reading.
Methods of teaching reading-

1.Alphabetic method
2.Phonetic method
3.Syllabic method
4.Word method
5.Phrase method
6.Sentence method
7.Story method
Aims of teaching reading English1.To read with correct pronunciation.
2.To read with accuracy.
3.To read with fluency.
4.To enable pupils to take pleasure in reading.
5.To enable pupils to form a habit of reading.
6.To enable the students to use ideas gained from reading in
other situation.
7.To read with understanding.
Silent reading-silent reading is regarded as most important
aspect of reading. It should therefore be encouraged as soon
as children have acquired a certain amount of fluency in
reading aloud.
Advantages of silent reading1. It saves time and energy.
2. It creates interest in reading.
3. It ignores translation method and the frequent use of
mother tongue.
4. It is used in public place.
5. It is used for higher classes.
Disadvantages of silent reading1. It is not useful for the beginners.
2. It ignores pronunciation and oral drill.
3. It ignores correction-work of language.
4. It is uninteresting.
5. Supervision of teacher becomes ineffective.
Intensive reading- it means a minute and detailed study of
the prescribed prose-text. It concentrates upon language,

information and the grasping of the sense. Intensive reading is

mainly concerned with developing in students the skill of
understanding fully and accurately the written or printed
material.
Merits of intensive reading1. Intensive reading increases the active vocabulary.
2. It helps in learning grammar.
3. It improves the power of expression.
4. It develops the skill of questioning and answering.
5. It provides opportunities for loud reading and silent
reading.
Demerits of intensive reading1. It does not teach grammar systematically.
2. It seldom imparts joy and pleasure.
3. Its process is long and cumbersome.
4. Students do it mainly to get through the examination.
5. It gives too much stress on language.
Extensive reading- intensive reading must be supplemented
by extensive reading. Indian education commissions(1964-66)
strongly recommended extensive reading. It is also termed
Rapid reading or independent silent reading.
Merits of extensive reading1. It increases vocabulary.
2. It keeps the whole class busy and active.
3. It helps in assimilation of ideas.
4. Useful for library reading.
5. It is useful for self-reading and self-studying.
Comparison of intensive and extensive readingIntensive reading
1. It concentrates upon the language.

Extensive reading
1. It concentrates upon the subject
matter.
2. The aim is to make a careful and
2. The aim is only to grasp the
minute scrutiny.
meaning of what is read.
3. Words, phrases and expressions are
3. Words, phrases and expressions are
studied in detail.
not studied in detail.

4. New words and phrases occurring

in the book pass into the pupils
active vocabulary.
5. The pupil should be able to
understand and use all common
words, phrases and expressions in
book.
6. Reading by the pupils is aloud and
controlled by the teacher.
7. The help of the teacher is
maximum.
8. The detailed reading lesson is
essentially place for careful
reading.

4. New words and phrases occurring in

the book pass in to the pupils
passive vocabulary.
5. The pupil should be able to
understand and not use all the
common words, phrases and
expressions in the book.
6. Reading by the pupils is silent and
independent.
7. The non-detailed lesson is
minimum.
8. The non-detailed lesson is
essentially a place for no teaching or
minimum of teaching.

Audio-visual aids in the teaching of English-Due to the

outstanding developments in the educational technology in
recent years, there is an increased use of teaching aids in the
teaching process. The more we are proceeding towards
scientific and technological culture the more we will need to
teach and learn language in a scientific and objective way. The
emphasis on communication and audio-visual aids are more
effective techniques of communication.
Audio-visual aids of teaching means the techniques, devices
and tools which can be used in teaching for their appeal to ear
and eye. They are the aids of teaching learning process to
create the interest among the students so that they may be
attentive to English teaching in the class room.
Criteria for selection of teaching aids1. Aids must be used when they are needed to be used.
2. They should not be too small or too large.
3. They should be very simple.
4. They should not be costly.
5. They should be teacher-made.
6. They should be displayed in a proper way.
7. They should be easy to understand.
8. They should be related to the topic under study.

9. They should not be over used.

10. They should be presented in a natural way.
Teaching aidsAudio-aids Visual-aids

AudioClassroom
visual
teaching
Printed
Non-printed aids
techniques
1. Gramopho
1. Text
1. Black
1. Films
1. Language
ne
book
board
laboratory
2. Lingua2. News2. Chart
2. Televisi
2. Play-way
phone
paper
on
tech.
3. Headphon
3. Magazi
3. Cards
3. Excursion
e
ne
4. Tape4. Models
4. Conversati
recorder
on
5. Radio
5. Maps
5. Oral
activities
6. Flannel
6. Phonetics
board
7. Fixed
7. Interview
sand tray
8. Scroll
8. Practice
frame
9. Slides of
9. Action
film
research
strips
10. Epidiasc
10. Gesture
ope
11. Pictures
11. Posture
12. Albums

12. Induction

13. Kinderg
arten box
14. Montess
ori
appratus

13.
Deduction
14. Group
dynamic

15. Cartoon
16. Sketch
17. Photogr
aph
18. Scrap
books
19. Puppets
20. Film
strips
Importance of audio-visual aids1. Making teaching learning process very effective.
2. Avoid to monotony of the traditional method of teaching.
3. Create variety and interest to make the lessons lively and
interesting.
4. Provide the inspiration and motivation to the learners for
further study.
5. Develop language atmosphere in the class room.
6. Development socio-cultural life of the people of the nation
and abroad.
7. Develop the positive attitude and aptitude to the
language.
8. Save the time and energy of the language teacher.
9. Reduce over-dependence on learners mother tongue.
10.
Clarify the content matter of the topic.
English text book- English text book is an important tool in
the hands of a language teacher to teach the skills of
language and the more so of a foreign language. The teacher
must be able to evaluate the text book he has to use.
Importance of English text book1. It makes the teaching of English systematic.
2. It checks the teaching form going astray.
3. It facilitates self learning and self-study.
4. It represents the selected position of language materials
which can be taught in a given time.

5. The language materials are graded class wise.

6. It avoids the haphazardness, unnecessary, repetition
and omission in teaching-learning process.
7. It serves as a guide to a teacher.
Characteristics of good text book1. Language materials in English subject should include
vocabulary(active and passive), structures (functional
grammar), comprehension (textual passage) and
composition.
2. Subject matter should be based on the psychological
principles.
3. Subject matter should be suited to the age of the pupils.
4. Subject matter should be linked with Indian culture,
traditions, surroundings and social life.
5. Subject matter should be varied topics e.g. prose,
poetry, story, biography, narration, conversation,
description and dialogues.
6. Subject matter should be taught through different
methods, approaches, techniques and devices.
7. Subject matter should be taught by using the audiovisual aids.
8. In subject matter, it should be given stress on both the
aspects oral and written.
9. Text book develops the four language skills.
10.
Words should be selected, graded and presented
systematically.
11.
A gook English book should contain pictures and
illustrations.
12.
The paper and printing of a good text book should be
of good quality.
13.
Practice exercise should be given at the end of the
lesson.