Changes

In this module, the focus will be on hearing the words and word phrases as spoken in English, without an emphasis on seeing / reading script.  The seeing of the words will come later and association of the sounds with the script will come later. The focus is  her on getting the students familiar with the arbitrariness of a group of sounds to indicate meaning for specific words and contexts.

In this module, the focus will be on hearing the words and word phrases as spoken in English, without an emphasis on seeing / reading script.  The seeing of the words will come later and association of the sounds with the script will come later. The focus is  her on getting the students familiar with the arbitrariness of a group of sounds to indicate meaning for specific words and contexts.

# Word categories - animals, plants, relationships - See a list in this spreadsheet

# Word categories - animals, plants, relationships - See a list in this spreadsheet

# Simple sentences

# Simple sentences

# ''Alternate sources of materials - <u>[https://storyweaver.org.in/stories?language=English-Kannada&query=&sort=Relevance Pratham storyweaver]</u>''

# ''Alternate sources of materials - <u>[https://storyweaver.org.in/ Pratham storyweaver]</u>''

===== Unit 1 - Introduction to simple words in the environment (object identification) =====

===== Unit 1 - Introduction to simple words in the environment (object identification) =====

===== Unit 2 - Introduction to simple conversational structures =====

===== Unit 2 - Introduction to simple conversational structures =====

Activity:  The teacher will introduce simple conversational structures and also numbers and counting in English. This assumes, of course, that children have basic number-quantity association understanding.  This can also include simple words that qualify objects and also introduce colour names.  Here again, the local language of the classroom will be used to introduce the conversational words.  For example, in the examples below - "ಹೆಸರು" "ಬಣ್ಣ" can be used to introduce words like name and color.

Activity:  The teacher will introduce simple conversational structures and also numbers and counting in English. This assumes, of course, that children have basic number-quantity association understanding.  This can also include simple words that qualify objects and also introduce colour names.  Here again, the local language of the classroom will be used to introduce the conversational words.  

Examples:

Examples:

As a variant, the teacher can project a picture, have the children work in groups to tell a story.  These stories can be told by the children and recorded and these can be used further as resources.

As a variant, the teacher can project a picture, have the children work in groups to tell a story.  These stories can be told by the children and recorded and these can be used further as resources.

(Stories should be graded across easy-difficult levels, so that every learner has stories that are appropriate to her context. Pratham StoryWeaver uses the following levels- '''Level 1  -''' Easy words, repetition, less than 250 words, '''Level 2 -''' simple concepts up to 600 words, '''Level 3 - L'''onger sentences up to 1500words and '''Level 4 -''' Longer, more nuanced stories, more than 1500 words).

(Stories should be graded across easy-difficult levels, so that every learner has stories that are appropriate to her context. [https://storyweaver.org.in/ Pratham StoryWeaver] uses the following levels - '''Level 1  -''' Easy words, repetition, less than 250 words, '''Level 2 -''' simple concepts up to 600 words, '''Level 3 -''' Longer sentences up to 1500 words and '''Level 4 -''' Longer, more nuanced stories, more than 1500 words.

===== Unit 4 - Making categories of words =====

===== Unit 4 - Making categories of words =====

Families of words can be made into lists along with recordings of phrases

Families of words can be made into lists along with recordings of phrases

===== Assessment =====

===== Assessment =====

# Make a list of all the words students have been introduced to and allow them to pair up / work in small groups to listen to each other speak the words.

# Make a list of all the words students have been introduced to and allow them to pair up / work in small groups to listen to each other speak the words.  

# The teacher must observe how much of the local language is being used to communicate

# The teacher must observe how much of the local language is being used to communicate

# With simple picture stories (these can be created even by the students), ask students to communicate in English a story from the pictures

# With simple picture stories (these can be created even by the students), ask students to communicate in English a story from the pictures