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Project Action Research

Skill: Communication skills. Subject: English. Project Action Research. P. Nrupal Vamshikrishna. How do I get my students to talk in English during task execution which involves speaking and discussion?. My Research Question :. By the end of Term B. Targeted Time-limit:.

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Project Action Research

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  1. Skill: Communication skills Subject: English Project Action Research P. Nrupal Vamshikrishna

  2. How do I get my students to talk in Englishduring task executionwhich involves speaking and discussion? • My Research Question:

  3. By the end of Term B. • Targeted Time-limit:

  4. Instructions given... • All the students were informed that they should speak in English at all the times during their speaking and discussion tasks. • They were also told that English is the official language at school so it is mandatory to talk in English at all times. • Whenever they found a friend talking in a vernacular language, instead of directly complaining they should remind their friends to change the language with a positive verbal input BINGO. • After a student was found talking in a vernacular language more than twice, a cross would be given.

  5. Base-line data collection

  6. Maintaining daily records... • The students were given crosses if they were found talking in a vernacular language more than twice. • Out of 24 students in the class 6 students frequently slip into a vernacular language. • Out of these 6 students, 4 do it as a part of their habit. • One students is new and is not used to the idea of speaking English in general circumstances. He is improving noticeably with constant BINGO reminders from friends. • Whereas one student is new and not enough confident about her English speaking. • Nearly five students in the class occasionally slip into a vernacular language unaware of it, just casually talking to their friends.

  7. Anecdotal records... • Students who talk in English nearly for about 85-90% in English during their task discussions, get a Superstar Performance on the Anecdotal monkeys. • These notes are given in two ways... • One, they get a note saying, 'Tried to speak well in English'. • Two, with a verbal positive input about English speaking, they get a note like, 'presented the story very well' or may be, 'shared the views pretty well', etc.

  8. Taking videos...

  9. Intervention Strategies... • Speaking and discussion tasks are included in all cycles in all subjects. • MI-RBT Tasks. • Peer feedback. • Self evaluation. • Showing them the videos where they slip into a vernacular language. • Interviewing students individually, in pairs and as groups. • Giving all the related teachers a copy of class list and ask them to give a certain symbolic input for English speakers and non-English speakers.

  10. Strategy - 1 Including speaking and discussion tasks in all subjects.

  11. A few examples... ENGLISH: • Brainstorming different ways in which we can take care of animals. • Look at the picture given on the Smart Board and speak three sentences about that picture to your group. • Brainstorming different verbs that the students know. Ask them to make a mind-map on a chart paper. Group work. • Discuss the process of a seed transforming into a plant with your group. • If you would be asked to become an object-seller selling something for children of your age, what would you become and why? • Share with your friends: A time when you were caught doing something you were not supposed to do. What lesson did you learn from that incident? • If you have to undertake a long journey, which mode of transport would you prefer to travel in and why? (bus/car/train/aeroplane/cruise/any other).

  12. EVS... • Evaluative Task: Think and share with your partner about at least five ways in which you use water and at least two ways in which you waste water in your daily life. Write them in NB. • Compare and Contrast Task: Discuss two similarities between your family and Anwari-Surekha’s family and two differences between your family and Anwari-Surekha’s family with your partner. • Listening and Speaking Task: This task should be done in pairs. Do this task in turns. • Sub Task 1: Write five things your partner likes about one of his/her family member in your NB. • Sub Task 2: Compare your and your partner’s notes with each other and highlight common points. • Sub Task 3: Share these common points with your friends in your groups. • Unit Discussion Task: Discuss with your groups about Anwari’s and Surekha’s family. • Compare and Contrast Task: Discuss two similarities between your family and Anwari-Surekha’s family and two differences between your family and Anwari-Surekha’s family with your partner. • Debating Task: Debate on “Indoor games are better than outdoor games”...

  13. Strategy - 2 MI - RBT Tasks

  14. A few examples... • Thinking and Decision-making Task: Practical Concept Activity using water for the theory of Conservation of Liquids. • Dictionary Task: Do this task in your group. Chits of different words will be given to each group. Arranging them in alphabetical order will make a sentence. Share this sentence with the entire class. Write only your sentence in NB. • Racing Task: Dictionary Race. Group Work. Find out the page numbers of the words of the list given to you by the teacher. • Story Boarding Task: Make a story board of A little Fish Story in your groups. On each story board, write the relevant story-part in short. Display your stories in the class display. • Speaking and Listening Task: Spin a tale. • Listening and Speaking Task: This task should be done in pairs. Do this task in turns. Look carefully at the dots given below. Draw the design that your partner tells you in the given grid of dots.

  15. Strategy - 3 Peer Feedback

  16. Feedbacks: • The students gave BINGO reminders. • If a student slipped in a language other than English, they would call that student’s name four times to catch his/her attention. • If a student replied in a vernacular language, others still continued to converse in English. (Initially prompted by the teacher. The students took on naturally, later). • Two stars and a wish.

  17. Strategy - 4 Self Evaluation

  18. Strategy - 5 Showing videos

  19. Showing videos • The students were shown videos where: • They were conversing naturally in English. • They were not conversing in English. • These videos worked as “Eye Openers”, as they made the students realize about their vernacular language usage.

  20. At the end of Term B...

  21. At the end of Term B... • 2 students out of 24 students have left school. Now, I have only 22 students in the class. • Out of these 22 students, 20 students usually use English as a medium of usual task communication. • Almost 18 of them use English most of the time in the classroom as a medium of conversation. • The student who was new and timid in the beginning of the year has overcome her fears and tries her best to converse in English most of the times. (Reminders are required). • 1 students is still unable to converse in English even after giving constant reminders, appreciations, prompts from the teacher and the peers.

  22. waiting for all 22 students to converse in English...

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