Direct method
Introduction:
The direct method of teaching, sometimes called the natural
method. Not limited to but often used in teaching foreign languages, the method
refrains from using the learners' native language and uses only the target
language. It was established in Germany and France around 1900. Characteristic
features of the direct method are:
teaching concepts and vocabulary through pantomiming,
real-life objects and other visual materials
teaching grammar by using an inductive approach (i.e. having
learners find out rules through the presentation of adequate linguistic forms
in the target language)
centrality of spoken language (including a native-like
pronunciation)
focus on question-answer patterns
Principles
Classroom instructions are conducted exclusively in the
target language.
Only everyday vocabulary and sentences are taught during the
initial phase; grammar, reading and writing are introduced in intermediate
phase.
Oral communication skills are built up in a carefully graded
progression organized around question-and-answer exchanges between teachers and
students in small, intensive classes.
Grammar is taught inductively.
New teaching points are introduced orally.
Concrete vocabulary is taught through demonstration,
objects, and pictures; abstract vocabulary is taught by association of ideas.
Both speech and listening comprehensions are taught.
Correct pronunciation and grammar are emphasized.
Student should be speaking approximately 80% of the time
during the lesson.
Students are taught from inception to ask questions as well
as answer them.
Pedagogy
he key Aspects of this method are:
I. Introduction of new word, number, alphabet character,
sentence or concept (referred to as an Element) :
• SHOW...Point to Visual Aid or Gestures (for verbs), to
ensure student clearly understands what is being taught.
• SAY...Teacher verbally introduces Element, with care and
enunciation.
• TRY...Student makes various attempts to pronounce new
Element.
• MOLD...Teacher corrects student if necessary, pointing to
mouth to show proper shaping of lips, tongue and relationship to teeth.
• REPEAT...Student repeats each Element 5-20 times.
NOTE: Teacher should be aware of "high frequency words
and verbs" and prioritize teaching for this. (i.e. Teach key verbs such as
"To Go" and "To Be" before unusual verbs like "To
Trim" or "To Sail"; likewise, teach Apple and Orange before
Prune and Cranberry.)
II. Syntax, the correct location of new Element in sentence:
• SAY & REPEAT...Teacher states a phrase or sentence to
student; Student repeats such 5-20 times.
• ASK & REPLY IN NEGATIVE...Teacher uses Element in
negative situations (e.g. "Are you the President of the United
States?" or "Are you the teacher?"); Students says
"No". If more advanced, may use the negative with "Not".
• INTERROGATIVES Teacher provides intuitive examples using 5
"w"s (Who, What, Where, Why, When) or How". Use random
variations to practice.
• PRONOUNS WITH VERBS Using visuals (such as photos or
illustrations) or gestures, Teacher covers all pronouns. Use many random
variations such as "Is Ana a woman?" or "Are they from
France?" to practice.
• USE AND QUESTIONS...Student must choose and utilize the
correct Element, as well as posing appropriate questions as Teacher did.
III. Progress, from new Element to new Element (within same
lesson):
A. Random Sequencing:
1. After new Element (X) is taught and learned, go to next
Element (Y).
2. After next Element (Y) is taught and learned, return to
practice with Element (X).
3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go
to 3rd Element (Z).
4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X;
Y-Y-Z, etc.) and continue building up to appropriate number of Elements (may be
as many as 20 per lesson, depending on student, see B.1), practicing all
possible combinations and repeating 5-20 times each combination.
B. Student-Led Limits:
1. Observe student carefully, to know when mental
"saturation" point is reached, indicating student should not be
taught more Elements until another time.
2. At this point, stop imparting new information, and simply
do Review as follows:
C. Review: Keep random, arbitrary sequencing. If
appropriate, use visuals, pointing quickly to each. Employ different examples
of Element that are easy to understand, changing country/city names, people
names, and words student already knows. Keep a list of everything taught, so
proper testing may be done.
D. Observation and Notation: Teacher should maintain a
student list of words/phrases that are most difficult for that student. List is
called "Special Attention List"
IV. Progress, from Lesson to Lesson:
• LESSON REVIEW The first few minutes of each lesson are to
review prior lesson(s).
• GLOBAL REVIEW Transition from Lesson Review to a
comprehensive review, which should always include items from the Special
Attention List.
V. Advanced Concepts:
• Intermediate and Advanced Students may skip some Element
introduction as appropriate; become aware of student's language abilities, so
they are not frustrated by too much review. If Student immediately shows
recognition and knowledge, move to next Element.
• Non-Standard Alphabets: Teaching Student to recognize
letters/characters and reading words should employ same steps as in above
Aspect I. and alphabet variations may be taught using Aspect III. Writing
characters and words should initially be done manually, either on paper or
whiteboard.
• Country Accents: Any student at intermediate stages or
higher should be made aware of subtle variations in pronunciation, which depend
on geography within a country or from country to country.
It should be noted that an integral aspect of the Direct
Method is varying the setting of teaching; try different scenarios using the
same Element. This makes the lessons more "real world," as it will
bring some confusing distractions to the student and employ organic variables
common in the culture and locale of language use.
Conclusion
The direct method was an answer to the dissatisfaction with
the older grammar translation method, which teaches students grammar and
vocabulary through direct translations and thus focuses on the written
language.
There was an attempt to set up conditions that imitate
mother tongue acquisition, which is why the beginnings of these attempts were
called the natural method. At the turn of the 18th and 19th centuries, Sauveur
and Franke proposed that language teaching should be undertaken within the
target-language system, which was the first stimulus for the rise of the direct
method.
…………………………………………………….
The Direct Method, also called the Natural Approach,
developed towards the end of the 19th century. It represents are critical
reaction to the teaching methods of the ancient Grammar Translation Method
which produced knowledge about language rather than knowledge of language. The
general goal of the Direct Method is to provide learners with a practically
useful knowledge of language. They should learn to speak and understand the
target language in everyday situations.
The historical background to the call for a new approach to
the teaching of modern languages like French and English has both
socio-economic and scientific aspects. On the social and economic level the
industrialization of western European countries created a demand for a
practically useful knowledge in subjects like mathematics, physics, and modern
languages. In Germany this gave rise to a new type of school called Realschule.
Unlike the traditional grammar schools the new type of school catered mainly
for children from the rising middle-classes. On the scientific side the call
for the teaching of living languages like French and English was accompanied by
the development of new linguistic approaches to the study of language. One of
the most prominent aspects of that development is the rise of phonetics and phonology
as a new linguistic discipline with the creation of the international phonetic
alphabet. At a time when teachers had no access to modern gadgets like tape
recorders or videos this provided them with the first sound information on how
to pronounce the target language words.
The teaching methods recommended by the new reform movement
followed logically from the emphasis on providing a useful knowledge of target
knowledge, because that can only be developed by the direct use of the target
language in class. Rather than forcing learners to accumulate abstract
knowledge about rules of grammar, declensions and conjugations, with
translations as a test of knowledge, reformers proposed that the target
language should be learnt like children learn their first language, that is by
using it in class. This is why the new approach is known as the Natural
Approach or the Direct Method. Typical of the new teaching methods is the use
of chains of activities accompanied by verbal comments like: I go to the door. I
open the door. I close the door. I return to my place. I sit down. They are
also called Gouin Series after the French reformer Gouin. There can be no
doubt, however, that given the general authoritarian attitude to education
typical of the 19th century teachers remained very much in command and all
teaching was very much teacher centred.
There was a marked change in teaching contents, however. The
emphasis was now on knowledge of words and phrases useful for everyday life,
and of factual knowledge about the target language country, its geography,
major cities, industry, etc. In contrast to that the reading of great literary
texts by the greatest authors, which is typical of the Grammar Translation
Method, was given no priority. Note, however, that the still strong and
influential faction of grammar school teachers considered this a debasing of
the high principles of good education, and eventually many reformers were
willing or forced to compromise when they fought for recognition of the new
type of Oberrealschule as institutions entitled to issue school living
certificates that granted access to university studies and were equal in status
to grammar school diplomas. It is important to note this because for many years
to come classroom reality was characterized by a mixture of methods and goals
of teaching that had their origin no less in ancient grammar translation
methods than in the reformist concepts of the Direct Method.
...................................................................................................................
TEACHING OF PROSE
Prose is meant for learning a language. Teaching prose means teaching reading with comprehension. The learners are taught the skill of reading. The next step is to teach them reading with comprehension. Reading with comprehension helps the learners to acquire new vocabulary and content words. The power of comprehension can be promoted through reading and listening. Teaching prose enables the students to understand the passage, to read fluently, to enrich their vocabulary and to enjoy reading and writing. It enables the learners to extend their knowledge of vocabulary and structures and to become more proficient in the four language skills. It develops the ability of speaking English correctly and fluently.
The main aims of teaching prose are
a) literary enrichment and
b) content knowledge
Reading a text for accuracy is a pre-requisite when a piece of Prose is taught.. It is done with the close guidance of the teacher. It forces the learners to pay more attention to the text. It involves the profound and detailed understanding of the text. It is primarily concerned with the developing of reading strategies.
The reading strategies are
Judgement
Reasoning
Interpretation and
Appreciation
Teaching a Prose lesson is more an exercise in accuracy. Students do not read a text only for a specific purpose of information. A text is considered suitable for scanning of information, paying attention to the writer’s intentions, arguments, ideas, style, etc., The students are expected to answer all questions which involve their understanding of the text, grammar, vocabulary, writing, etc., So, teaching of prose must be based on the structural syllabus.
It must be interesting.
It should be well graded.
More opportunities for oral discussions before reading the text.
Difficult words, phrases and ideas should be clearly explained by the teacher.
It must have provisions for silent reading and reading aloud.
AIMS OF TEACHING PROSE:
The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem.
GENERAL AIMS OF TEACHING PROSE:
To enable the students
To understand the passage and grasp its meaning.
To read with correct pronunciation, stress, intonation, pause and articulation of voice.
To enable students to understand the passage by silent reading.
To enrich their active and passive vocabulary.
To express the ideas of the passage orally and in writing.
To enjoy reading and writing.
To develop their imagination.
To prepare the students for world citizenship.
SPECIFIC AIMS:
The specific aims of prose change according to the subject matter like biography, play, story and essay.
SPECIFIC AIMS OF A STORY:
The learners learn a few facts through the story.
To teach morals.
To mould one’s character.
Exposure to the style of story writing.
SPECIFIC AIMS OF AN ESSAY:
The learners learn a few facts through the essay.
To make students curious about the subject of essay.
Exposure to the style of essay-writing.
To arrange ideas in an organized manner.
SPECIFIC AIMS OF A BIOGRAPHY:
The learners are exposed to the lives of great men.
To mould one’s character.
Aspiration for better things in life.
To inculcate in them desirable sentiments.
SPECIFIC AIMS OF A PLAY:
To provide opportunities for self-expression.
To play different roles.
To speak English in the conversational style.
To mould one’s character.
STRATEGIES INVOLVED IN TEACHING PROSE
Prose is generally written to convey thoughts and feelings. It can be difficult to make sense of a particular style of writing because authors often leave much up to the imaginations of the readers. However, by rereading the section of text, and partaking in class discussions, teachers can help students come to an understanding of a variety of prose texts.
Teaching prose focuses on increasing student's comprehension of the material and establishing a personal connection to it. The key is to use a variety of strategies to keep students interested and involved. "Teaching Strategies" author Leif Danielson states, "As an overall teaching strategy: You should create the conditions that will elicit the behavior that you want from your class or an individual student."
Break it Up ( Reading )
One of the best ways to understand prose is to divide the piece into smaller sections, and carefully reread each section until you understand. As a teacher, having the students focus on and reread a particular excerpt can help them gain further meaning than just reading the piece as a whole. Ask your students to answer questions about a small section to help them focus. The more they read the excerpt, the better they will be at picking up the key words that give emotion to the piece.
Encourage students to read the material several times if needed. Repeated observation reveals what they may have missed the first time. Introduce active reading strategies at the beginning of the course. First, teach them to observe what is on the page -- the facts and answers to "who, what, when, where, and how." Then encourage them to notice patterns, connections, repetition or contradictions. Tell them to question everything and explain that a situation or item wouldn't be in the text if there wasn't a reason for it. Lastly, teach students to discover the theme of the text -- what the author intended for the reader to understand. At the beginning of the course, make sure students understand literature terminology. They will need to know what the fiction elements are (point of view, character, setting, plot, structure and theme) and why writers use them. discuss the concepts with the students during class by using examples from the assigned readings. Give clear ideas about new words and their meanings. The meaning may be explained through ‘real situations’.
The purposes of expositions are:
i. To clear the meaning of difficult words, phrases & idioms.
ii. To make the comprehension of the passage easy.
iii. To promote intensive reading.
The teacher can read the selected passage aloud. He/She should be careful about pronunciation, words, phrases & intonation in his/her reading before the students. His/Her reading is observed by the learners and imitated. This model reading by the teachers helps the students for aural comprehension. The teacher should give instructions regarding postures and attention. The teacher should not be completely absorbed in his/her reading.
Class Discussions (Listening & Speaking)
Once the students have had a chance to read on their own, facilitating a class discussion is one of the best ways to further understanding. As students hear what their classmates felt, and thought when they read the piece of prose, they will gain another meaning for the text. Because prose is left to the reader to interpret, having a variety of opinions can be helpful in deciphering what the meaning is.
Lecturing helps students understand the material, but creating a discussion involves students more effectively. Hearing another point of view challenges them to comprehend the material deeper. During class, ask questions. According to Saskatchewan, "Effective teaching involves asking appropriate questions at appropriate times and helping students ask their own questions." Small group discussion gives shy students an opportunity to relate one-on-one. Group four or five students together and give them a long answer question to discuss. Let someone draw it randomly or use a question-and-answer form. Bring the smaller discussions back to the class by having one student report what was discussed.
Writing
One of the best ways for students to increase comprehension is to write about the story they've read. Insist upon the students to keep their Class Work books open during the lesson and have them brainstorm, list or free-write a paragraph immediately after completing the reading. Depending on the level of the class, create a form with questions to answer as homework.
Other writing assignments also enhance creative and critical thinking. Ask students to write a continuation of a short story and imagine what would happen next. Alternately, have them rewrite the ending of a short story, choosing a point in the action and changing the direction of the plot. You can also require that they change the gender, age, race or sexual orientation of a character from a story and rewrite the story or a selected scene. Assign the students a character and have them write a letter to him or her--or have the students write a letter to the author and tell him or her what they think of the piece of prose.
Act it Out ; Change the Medium & Integrate Technology
Assign your students to play roles for a piece of prose fiction. Give them some time to practice their lines so they understand the emotions and thoughts of their character. This is an effective strategy because it forces students to put themselves in the shoes of the character, thus enhancing their understanding of what is conveyed in the text.
Many works of prose have been turned into theatrical performances, plays or movies. Show your students the movie in class. Changing up the medium will help the visual learners in the class to grasp the concepts revealed in the text. Also, movies tend to simplify some of the themes and emotions, which are easier to grasp.
Integrate technology into your teaching strategies. After reading and discussing a work, watch the movie version in class. If a movie hasn't been made of that book, watch a similar one to compare or contrast. View author broadcasts reading their own work or commenting on it. Assign students to make a movie about the story or novel. Patty Blome at Scholastic notes that "students develop comprehension and increase learning while researching characters, storyboarding plots and learning the art of enacting the assigned roles by translating a novel into a piece of short skit for the entire class to watch.”
Giving Assignment:
Assignments to the students are should given by the teacher for the following purposes.
a) To remember the meaning and spelling of new words.
b) To use the words in sentences.
c) To write the gist of the passage.
d) To answer the questions.
e) To do the exercises based on the taught units.
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Teaching Prose
CHAPTER I
INTRODUCTION
A. BACKGROUND
Prose is a form of language which applies ordinary grammatical structure and natural flow of speech rather than rhythmic structure (as in traditional poetry). While there are critical debates on the construction of prose, its simplicity and loosely defined structure has led to its adoption for the majority of spoken dialogue, factual discourse as well as topical and fictional writing. It is commonly used, for example, in literature, newspapers, magazines, encyclopedias, broadcasting, film, history, philosophy, law and many other forms of communication.
The textbooks are written according to the structural approach, graded with each lesson illustrating on or two teaching items- vocabulary and structure. Reading skills are of two kinds. They are,
1. The Intensive Reading skill
2. The Extensive Reading skill.
Though only one or two textbooks are used to teach all language skills, generally the Intensive Reading skill is cultivated through the detailed textbook while the Extensive Reading skill is practiced through the Supplementary readers. As we are already aware of the fact that reading comprehension involves understanding the subject matter of the lesson including the important ideas in it,and the sequencing and relationship of these ideas to one another. It also involves understanding the meaning of new words and grammatical structures.
B. STATEMENT OF PROBLEM
What is the main aim of teaching prose?
What is the difinition of teaching prose?
CHAPTER II
DISCUSSION
A. TEACHING OF PROSE
Prose is meant for learning a language. Teaching prose means teaching reading with comprehension. The learners are taught the skill of reading. The next step is to teach them reading with comprehension. Reading with comprehension helps the learners to acquire new vocabulary and content words. The power of comprehension can be promoted through reading and listening.
Teaching prose enables the students to understand the passage, to read fluently, to enrich their vocabulary and to enjoy reading and writing. It enables the learners to extend their knowledge of vocabulary and structures and to become more proficient in the four language skills. It develops the ability of speaking English correctly and fluently.
The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem.
1. The main aims of teaching prose are
a) literary and
b) content
To achieve the literary and content, the aims of teaching of prose should be intensive and extensive.
2. General aims of teaching prose:
To enable the students
a) To understand the passage and grasp its meaning.
b) To read with correct pronunciation, stress, intonation, pause and articulation of voice.
c) To enable students to understand the passage by silent reading.
d) To enrich their active and passive vocabulary.
e) To express the ideas of the passage orally and in writing.
f) To enjoy reading and writing.
g) To develop their imagination.
B. INTENSIVE READING:
Reading a text for accuracy is called intensive reading. It is done with the close guidance of the teacher. It forces the learners to pay more attention to the text. It involves the profound and detailed understanding of the text. It is primarily concerned with the developing of reading strategies.
The reading strategies are
1. Judgement
2. Reasoning
3. Interpretation and
4. Appreciation
Intensive reading is more an exercise in accuracy. Students do not read a text only for a specific purpose of information. A text is considered suitable for scanning of information, paying attention to the writer’s intensions, arguments, ideas, style, etc., The students are expected to answer all questions which involve their understanding of the text, grammar, vocabulary, writing, etc.,
C. EXTENSIVE READING
Extensive reading or reading for fluency involves reading of longer texts for pleasure. It is not meant for minute details. It is a fluency activity. The students can read on their own. This is called Rapid reading or Independent silent reading. The specific objectives of extensive reading are:
1. To understand the meaning as quickly as possible.
2. To increase passive vocabulary.
3. To develop taste for reading.
4. To develop the habit of reading for pleasure.
5. To concentrate upon subject matter.
The term extensive reading means to read silently and quickly. It helps to read without the help of the teacher. It trains the reader to understand the subject matter as quickly and efficiently as possible.
It plays a vital role in the learning of second/foreign language. The students are made to read as much as possible. They are given choice and freedom to select the books of their choice. Reading has its own reward. There are no follow up activities. The reading texts are within the linguistic competence of the reader. Students are permitted to read at their own pace. They choose when to read or where to read. This creates interest among the learners. So they learn to read faster without any disturbance.
Steps involved in Extensive reading
I) Introduction:
1. The teacher gives main hints of the passage,
2. He explains the difficult portions,
3. He deals with difficult areas of a language,
II.) Silent Reading:
1. The students should read silently and quickly.
III.) Question:
1. The teacher asks questions to test the students understanding.
In extensive reading, the readers must read silently and understand the matter. This would create interest among the readers. The students may not be interested in reading text books. Interesting magazines, newspaper, etc., may be recommended.
D. EFFECTIVE TEACHING STRATEGIES FOR PROSE
Teaching prose focuses on increasing student's comprehension of the material and establishing a personal connection to it. The key is to use a variety of strategies to keep students interested and involved. "Teaching Strategies" author Leif Danielson states, "As an overall teaching strategy: You should create the conditions that will elicit the behavior that you want from your class or an individual student."
1. Read
Encourage students to read the material several times if needed. Repeated observation reveals what they may have missed the first time. Introduce active reading strategies at the beginning of the course. First, teach them to observe what is on the page -- the facts and answers to "who, what, when, where, and how." Then encourage them to notice patterns, connections, repetition or contradictions. Tell them to question everything and explain that a situation or item wouldn't be in the text if there wasn't a reason for it. Lastly, teach students to discover the theme of the text -- what the author intended for the reader to understand. At the beginning of the course, make sure students understand literature terminology. They will need to know what the fiction elements are (point of view, character, setting, plot, structure and theme) and why writers use them. Most textbooks explain these terms, so have students read about the concepts and then discuss them during class by using examples from the assigned readings.
2. Write
One of the best ways for students to increase comprehension is to write about the story they've read. Require students to keep a journal during the course and have them brainstorm, list or free-write a paragraph immediately after completing the reading. Depending on the level of the class, create a form with questions to answer as homework.
Other writing assignments also enhance creative and critical thinking. Ask students to write a continuation of a short story and imagine what would happens next. Alternately, have them rewrite the ending of a short story, choosing a point in the action and changing the direction of the plot. You can also require that they change the gender, age, race or sexual orientation of a character from a story and rewrite the story or a selected scene. Assign the students a character and have them write a letter to him or her--or have the students write a letter to the author and tell him or her what they think of the story.
3. Discuss
Lecturing helps students understand the material, but creating a discussion involves students more effectively. Hearing another point of view challenges them to comprehend the material deeper. During class, ask questions. According to Saskatchewan Education, "Effective teaching involves asking appropriate questions at appropriate times and helping students ask their own questions." Small group discussion gives shy students an opportunity to relate one-on-one. Group four or five students together and give them a question to discuss. Let someone draw it randomly or use a question-and-answer form. Bring the smaller discussions back to the class by having one student report what was discussed.
4. Integrate Technology
Integrate technology into your teaching strategies. After reading and discussing a work, watch the movie version in class. If a movie hasn't been made of that book, watch a similar one to compare or contrast. View author broadcasts reading their own work or commenting on it. Assign students to make a movie about the story or novel. Patty Blome at Scholastic notes that "students develop comprehension and increase learning while researching characters, storyboarding plots and learning the art of film-making by translating a novel into a Hollywood-style digital movie."
CHAPTER III
CLOSING
A. CONCLUSION
Teaching prose means teaching reading with comprehension. The learners are taught the skill of reading. The next step is to teach them reading with comprehension. Reading with comprehension helps the learners to acquire new vocabulary and content words.
The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem.
To achieve the literary and content, the aims of teaching of prose should be intensive and extensive. Reading a text for accuracy is called intensive reading and Extensive reading or reading for fluency involves reading of longer texts for pleasure.
Teaching prose focuses on increasing student's comprehension of the material and establishing a personal connection to it.
B. SUGGESTION
We expect the criticism and suggestion from reader that the develop because handing out which we make a long way of perfection.
TEACHING OF PROSE
Prose is meant for learning a language. Teaching prose means teaching reading with comprehension. The learners are taught the skill of reading. The next step is to teach them reading with comprehension. Reading with comprehension helps the learners to acquire new vocabulary and content words. The power of comprehension can be promoted through reading and listening. Teaching prose enables the students to understand the passage, to read fluently, to enrich their vocabulary and to enjoy reading and writing. It enables the learners to extend their knowledge of vocabulary and structures and to become more proficient in the four language skills. It develops the ability of speaking English correctly and fluently.
The main aims of teaching prose are
a) literary enrichment and
b) content knowledge
Reading a text for accuracy is a pre-requisite when a piece of Prose is taught.. It is done with the close guidance of the teacher. It forces the learners to pay more attention to the text. It involves the profound and detailed understanding of the text. It is primarily concerned with the developing of reading strategies.
The reading strategies are
Judgement
Reasoning
Interpretation and
Appreciation
Teaching a Prose lesson is more an exercise in accuracy. Students do not read a text only for a specific purpose of information. A text is considered suitable for scanning of information, paying attention to the writer’s intentions, arguments, ideas, style, etc., The students are expected to answer all questions which involve their understanding of the text, grammar, vocabulary, writing, etc., So, teaching of prose must be based on the structural syllabus.
It must be interesting.
It should be well graded.
More opportunities for oral discussions before reading the text.
Difficult words, phrases and ideas should be clearly explained by the teacher.
It must have provisions for silent reading and reading aloud.
AIMS OF TEACHING PROSE:
The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem.
GENERAL AIMS OF TEACHING PROSE:
To enable the students
To understand the passage and grasp its meaning.
To read with correct pronunciation, stress, intonation, pause and articulation of voice.
To enable students to understand the passage by silent reading.
To enrich their active and passive vocabulary.
To express the ideas of the passage orally and in writing.
To enjoy reading and writing.
To develop their imagination.
To prepare the students for world citizenship.
SPECIFIC AIMS:
The specific aims of prose change according to the subject matter like biography, play, story and essay.
SPECIFIC AIMS OF A STORY:
The learners learn a few facts through the story.
To teach morals.
To mould one’s character.
Exposure to the style of story writing.
SPECIFIC AIMS OF AN ESSAY:
The learners learn a few facts through the essay.
To make students curious about the subject of essay.
Exposure to the style of essay-writing.
To arrange ideas in an organized manner.
SPECIFIC AIMS OF A BIOGRAPHY:
The learners are exposed to the lives of great men.
To mould one’s character.
Aspiration for better things in life.
To inculcate in them desirable sentiments.
SPECIFIC AIMS OF A PLAY:
To provide opportunities for self-expression.
To play different roles.
To speak English in the conversational style.
To mould one’s character.
STRATEGIES INVOLVED IN TEACHING PROSE
Prose is generally written to convey thoughts and feelings. It can be difficult to make sense of a particular style of writing because authors often leave much up to the imaginations of the readers. However, by rereading the section of text, and partaking in class discussions, teachers can help students come to an understanding of a variety of prose texts.
Teaching prose focuses on increasing student's comprehension of the material and establishing a personal connection to it. The key is to use a variety of strategies to keep students interested and involved. "Teaching Strategies" author Leif Danielson states, "As an overall teaching strategy: You should create the conditions that will elicit the behavior that you want from your class or an individual student."
Break it Up ( Reading )
One of the best ways to understand prose is to divide the piece into smaller sections, and carefully reread each section until you understand. As a teacher, having the students focus on and reread a particular excerpt can help them gain further meaning than just reading the piece as a whole. Ask your students to answer questions about a small section to help them focus. The more they read the excerpt, the better they will be at picking up the key words that give emotion to the piece.
Encourage students to read the material several times if needed. Repeated observation reveals what they may have missed the first time. Introduce active reading strategies at the beginning of the course. First, teach them to observe what is on the page -- the facts and answers to "who, what, when, where, and how." Then encourage them to notice patterns, connections, repetition or contradictions. Tell them to question everything and explain that a situation or item wouldn't be in the text if there wasn't a reason for it. Lastly, teach students to discover the theme of the text -- what the author intended for the reader to understand. At the beginning of the course, make sure students understand literature terminology. They will need to know what the fiction elements are (point of view, character, setting, plot, structure and theme) and why writers use them. discuss the concepts with the students during class by using examples from the assigned readings. Give clear ideas about new words and their meanings. The meaning may be explained through ‘real situations’.
The purposes of expositions are:
i. To clear the meaning of difficult words, phrases & idioms.
ii. To make the comprehension of the passage easy.
iii. To promote intensive reading.
The teacher can read the selected passage aloud. He/She should be careful about pronunciation, words, phrases & intonation in his/her reading before the students. His/Her reading is observed by the learners and imitated. This model reading by the teachers helps the students for aural comprehension. The teacher should give instructions regarding postures and attention. The teacher should not be completely absorbed in his/her reading.
Class Discussions (Listening & Speaking)
Once the students have had a chance to read on their own, facilitating a class discussion is one of the best ways to further understanding. As students hear what their classmates felt, and thought when they read the piece of prose, they will gain another meaning for the text. Because prose is left to the reader to interpret, having a variety of opinions can be helpful in deciphering what the meaning is.
Lecturing helps students understand the material, but creating a discussion involves students more effectively. Hearing another point of view challenges them to comprehend the material deeper. During class, ask questions. According to Saskatchewan, "Effective teaching involves asking appropriate questions at appropriate times and helping students ask their own questions." Small group discussion gives shy students an opportunity to relate one-on-one. Group four or five students together and give them a long answer question to discuss. Let someone draw it randomly or use a question-and-answer form. Bring the smaller discussions back to the class by having one student report what was discussed.
Writing
One of the best ways for students to increase comprehension is to write about the story they've read. Insist upon the students to keep their Class Work books open during the lesson and have them brainstorm, list or free-write a paragraph immediately after completing the reading. Depending on the level of the class, create a form with questions to answer as homework.
Other writing assignments also enhance creative and critical thinking. Ask students to write a continuation of a short story and imagine what would happen next. Alternately, have them rewrite the ending of a short story, choosing a point in the action and changing the direction of the plot. You can also require that they change the gender, age, race or sexual orientation of a character from a story and rewrite the story or a selected scene. Assign the students a character and have them write a letter to him or her--or have the students write a letter to the author and tell him or her what they think of the piece of prose.
Act it Out ; Change the Medium & Integrate Technology
Assign your students to play roles for a piece of prose fiction. Give them some time to practice their lines so they understand the emotions and thoughts of their character. This is an effective strategy because it forces students to put themselves in the shoes of the character, thus enhancing their understanding of what is conveyed in the text.
Many works of prose have been turned into theatrical performances, plays or movies. Show your students the movie in class. Changing up the medium will help the visual learners in the class to grasp the concepts revealed in the text. Also, movies tend to simplify some of the themes and emotions, which are easier to grasp.
Integrate technology into your teaching strategies. After reading and discussing a work, watch the movie version in class. If a movie hasn't been made of that book, watch a similar one to compare or contrast. View author broadcasts reading their own work or commenting on it. Assign students to make a movie about the story or novel. Patty Blome at Scholastic notes that "students develop comprehension and increase learning while researching characters, storyboarding plots and learning the art of enacting the assigned roles by translating a novel into a piece of short skit for the entire class to watch.”
Giving Assignment:
Assignments to the students are should given by the teacher for the following purposes.
a) To remember the meaning and spelling of new words.
b) To use the words in sentences.
c) To write the gist of the passage.
d) To answer the questions.
e) To do the exercises based on the taught units.
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Teaching Prose
CHAPTER I
INTRODUCTION
A. BACKGROUND
Prose is a form of language which applies ordinary grammatical structure and natural flow of speech rather than rhythmic structure (as in traditional poetry). While there are critical debates on the construction of prose, its simplicity and loosely defined structure has led to its adoption for the majority of spoken dialogue, factual discourse as well as topical and fictional writing. It is commonly used, for example, in literature, newspapers, magazines, encyclopedias, broadcasting, film, history, philosophy, law and many other forms of communication.
The textbooks are written according to the structural approach, graded with each lesson illustrating on or two teaching items- vocabulary and structure. Reading skills are of two kinds. They are,
1. The Intensive Reading skill
2. The Extensive Reading skill.
Though only one or two textbooks are used to teach all language skills, generally the Intensive Reading skill is cultivated through the detailed textbook while the Extensive Reading skill is practiced through the Supplementary readers. As we are already aware of the fact that reading comprehension involves understanding the subject matter of the lesson including the important ideas in it,and the sequencing and relationship of these ideas to one another. It also involves understanding the meaning of new words and grammatical structures.
B. STATEMENT OF PROBLEM
What is the main aim of teaching prose?
What is the difinition of teaching prose?
CHAPTER II
DISCUSSION
A. TEACHING OF PROSE
Prose is meant for learning a language. Teaching prose means teaching reading with comprehension. The learners are taught the skill of reading. The next step is to teach them reading with comprehension. Reading with comprehension helps the learners to acquire new vocabulary and content words. The power of comprehension can be promoted through reading and listening.
Teaching prose enables the students to understand the passage, to read fluently, to enrich their vocabulary and to enjoy reading and writing. It enables the learners to extend their knowledge of vocabulary and structures and to become more proficient in the four language skills. It develops the ability of speaking English correctly and fluently.
The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem.
1. The main aims of teaching prose are
a) literary and
b) content
To achieve the literary and content, the aims of teaching of prose should be intensive and extensive.
2. General aims of teaching prose:
To enable the students
a) To understand the passage and grasp its meaning.
b) To read with correct pronunciation, stress, intonation, pause and articulation of voice.
c) To enable students to understand the passage by silent reading.
d) To enrich their active and passive vocabulary.
e) To express the ideas of the passage orally and in writing.
f) To enjoy reading and writing.
g) To develop their imagination.
B. INTENSIVE READING:
Reading a text for accuracy is called intensive reading. It is done with the close guidance of the teacher. It forces the learners to pay more attention to the text. It involves the profound and detailed understanding of the text. It is primarily concerned with the developing of reading strategies.
The reading strategies are
1. Judgement
2. Reasoning
3. Interpretation and
4. Appreciation
Intensive reading is more an exercise in accuracy. Students do not read a text only for a specific purpose of information. A text is considered suitable for scanning of information, paying attention to the writer’s intensions, arguments, ideas, style, etc., The students are expected to answer all questions which involve their understanding of the text, grammar, vocabulary, writing, etc.,
C. EXTENSIVE READING
Extensive reading or reading for fluency involves reading of longer texts for pleasure. It is not meant for minute details. It is a fluency activity. The students can read on their own. This is called Rapid reading or Independent silent reading. The specific objectives of extensive reading are:
1. To understand the meaning as quickly as possible.
2. To increase passive vocabulary.
3. To develop taste for reading.
4. To develop the habit of reading for pleasure.
5. To concentrate upon subject matter.
The term extensive reading means to read silently and quickly. It helps to read without the help of the teacher. It trains the reader to understand the subject matter as quickly and efficiently as possible.
It plays a vital role in the learning of second/foreign language. The students are made to read as much as possible. They are given choice and freedom to select the books of their choice. Reading has its own reward. There are no follow up activities. The reading texts are within the linguistic competence of the reader. Students are permitted to read at their own pace. They choose when to read or where to read. This creates interest among the learners. So they learn to read faster without any disturbance.
Steps involved in Extensive reading
I) Introduction:
1. The teacher gives main hints of the passage,
2. He explains the difficult portions,
3. He deals with difficult areas of a language,
II.) Silent Reading:
1. The students should read silently and quickly.
III.) Question:
1. The teacher asks questions to test the students understanding.
In extensive reading, the readers must read silently and understand the matter. This would create interest among the readers. The students may not be interested in reading text books. Interesting magazines, newspaper, etc., may be recommended.
D. EFFECTIVE TEACHING STRATEGIES FOR PROSE
Teaching prose focuses on increasing student's comprehension of the material and establishing a personal connection to it. The key is to use a variety of strategies to keep students interested and involved. "Teaching Strategies" author Leif Danielson states, "As an overall teaching strategy: You should create the conditions that will elicit the behavior that you want from your class or an individual student."
1. Read
Encourage students to read the material several times if needed. Repeated observation reveals what they may have missed the first time. Introduce active reading strategies at the beginning of the course. First, teach them to observe what is on the page -- the facts and answers to "who, what, when, where, and how." Then encourage them to notice patterns, connections, repetition or contradictions. Tell them to question everything and explain that a situation or item wouldn't be in the text if there wasn't a reason for it. Lastly, teach students to discover the theme of the text -- what the author intended for the reader to understand. At the beginning of the course, make sure students understand literature terminology. They will need to know what the fiction elements are (point of view, character, setting, plot, structure and theme) and why writers use them. Most textbooks explain these terms, so have students read about the concepts and then discuss them during class by using examples from the assigned readings.
2. Write
One of the best ways for students to increase comprehension is to write about the story they've read. Require students to keep a journal during the course and have them brainstorm, list or free-write a paragraph immediately after completing the reading. Depending on the level of the class, create a form with questions to answer as homework.
Other writing assignments also enhance creative and critical thinking. Ask students to write a continuation of a short story and imagine what would happens next. Alternately, have them rewrite the ending of a short story, choosing a point in the action and changing the direction of the plot. You can also require that they change the gender, age, race or sexual orientation of a character from a story and rewrite the story or a selected scene. Assign the students a character and have them write a letter to him or her--or have the students write a letter to the author and tell him or her what they think of the story.
3. Discuss
Lecturing helps students understand the material, but creating a discussion involves students more effectively. Hearing another point of view challenges them to comprehend the material deeper. During class, ask questions. According to Saskatchewan Education, "Effective teaching involves asking appropriate questions at appropriate times and helping students ask their own questions." Small group discussion gives shy students an opportunity to relate one-on-one. Group four or five students together and give them a question to discuss. Let someone draw it randomly or use a question-and-answer form. Bring the smaller discussions back to the class by having one student report what was discussed.
4. Integrate Technology
Integrate technology into your teaching strategies. After reading and discussing a work, watch the movie version in class. If a movie hasn't been made of that book, watch a similar one to compare or contrast. View author broadcasts reading their own work or commenting on it. Assign students to make a movie about the story or novel. Patty Blome at Scholastic notes that "students develop comprehension and increase learning while researching characters, storyboarding plots and learning the art of film-making by translating a novel into a Hollywood-style digital movie."
CHAPTER III
CLOSING
A. CONCLUSION
Teaching prose means teaching reading with comprehension. The learners are taught the skill of reading. The next step is to teach them reading with comprehension. Reading with comprehension helps the learners to acquire new vocabulary and content words.
The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem.
To achieve the literary and content, the aims of teaching of prose should be intensive and extensive. Reading a text for accuracy is called intensive reading and Extensive reading or reading for fluency involves reading of longer texts for pleasure.
Teaching prose focuses on increasing student's comprehension of the material and establishing a personal connection to it.
B. SUGGESTION
We expect the criticism and suggestion from reader that the develop because handing out which we make a long way of perfection.