*The way I dealt with 'Being Neighborly' in classroom.*
✒Prafulla Mahure
✒Prafulla Mahure
I began with ice breaking activities. I got oral as well as written responses. Students came up with different responses. I accepted them. For the web diagram I drew it on the white board and asked students to complete. When they were unable to express in English, I allowed them to express in Marathi or Hindi and provided them with necessary words /expression and sentence structure in English.
Henceforth I introduced them with the writer and the write up in short. (I didn't read each line from introduction section, asked them to read at home.)
While dealing with the story my focus was on reading. I read the dialogue in a bit louder tone. I asked them to explain the meaning of simple sentences. I allowed them to discuss. I read and explained 4 to 5 sentences together. I explained in simple English with gesture and actions so that students may understand. I wrote meanings of words. I provided synonyms and antonyms whenever possible. I drew their attention to activities given in margin at the necessary time. I asked them to complete with the help of the text. I didn't feel the need of explaining each line in Marathi. *(In the beginning they did not understand still I explained in English. Within a month they will become habitual to listen in English. I strongly believe understanding a story or essay in mother tongue is of no use to learn English. )*
I reminded them the names of four sisters every now and then.
I asked them to identify the speaker of the dialogue when it is not mentioned (page no. 4, 11). I treated it as nuisances of spoken English. I introduced stress pattern for reading purpose . Here I didn't give explanation. I drew their attention towards the of phrases like *bag and baggage* and grammatical use *too..... to and exclamatory sentences .* I would ask some statements for true and false, to complete as ice breaker activities every next day. Activities in the margins helped me a lot to deal with the story. I made as much use of them as possible.
After completing the story I went for brain storming activities. We had discussion on it. I asked them to write completed activities in notebook at home. I summed up the story in short .
I introduced them with different activities . (I use printed activity sheet for std 12 ) I reminded them the names of four sisters every now and then.
I asked them to identify the speaker of the dialogue when it is not mentioned (page no. 4, 11). I treated it as nuisances of spoken English. I introduced stress pattern for reading purpose . Here I didn't give explanation. I drew their attention towards the of phrases like *bag and baggage* and grammatical use *too..... to and exclamatory sentences .* I would ask some statements for true and false, to complete as ice breaker activities every next day. Activities in the margins helped me a lot to deal with the story. I made as much use of them as possible.
After completing the story I went for brain storming activities. We had discussion on it. I asked them to write completed activities in notebook at home. I summed up the story in short .
