WEEKLY REFLECTION

 WEEKLY REFLECTION 

III SEMESTER

28/6/16 - 1/7/16

As per the B.Ed curriculum our third semester school internship program for forty days started on 28 June 2016. I got S.N.TRUST H.S.S., Kollam for my internship program.  I got class 8B for teaching. The concerned teacher assigned me to take Unit I and II. As a B.Ed trainee the school atmosphere was a new experience for me. This week I took the prose ‘The Boy Who Drew Cats’ and various teaching aids were used for an effective teaching.

4/7/16 – 8/7/16

I continued the chapter ‘The Boy Who Drew Cats’ on this week. Pupils’ response was better compared to the last week. Pupils were curious to know the rest of the chapter. After each class I gave assignments and I was happy to see their effort in completing the task.

11/7/16 – 15/7/16

I started the third week of our teaching practice on 11/7/16. On this week I completed the prose ‘The Boy Who Drew Cats’ and the poem ‘Taj Mahal’. Pupils were very active during the scaffolding questions and we completed some textual activities related to this chapter. Then I started the lyrics ‘We’re the World’ by Michael Jackson and Lionel Richie. On the whole I had a nice experience during this week.

18/7/16 – 22/7/16

In this week I started with the thirteenth lesson plan and with three classes I completed the poem and the textual activities related to it.  Then I started next unit “Wings and Wheels”. As an introduction to the topic “A Shipwrecked Sailor” Pupils enjoyed the class as they were involved in the learning process. Then I continued with the same chapter for the whole week.

25/7/16 – 29/7/16

The same lesson was continued in this week. Pupil showed curiosity to learn the lesson. While I shared ideas of Shipwreck pupils at once connected it to the film Titanic and the class was very interesting. Then I gave some textual activities as group activity and pupils actively participated. Thus I was satisfied with the teaching process of this week.

1/8/16 – 5/8/16

In this week I completed the prose ‘A Ship wrecked Sailor’.  I conducted a test paper based on the last unit Majority of the students scored high marks beyond my expectation and in this week I continued with twenty-third lesson. Pupils were very much curious in learning this chapter and they suggested their own ideas to help the boy in the chapter and it was very interesting to hear that. In this week I got many substitution periods, engaging with the students of LP and UP Section was different experience for me.

8/8/16 – 12/8/16

On 8/8/16 I completed the chapter ‘A Shipwrecked Sailor’ and taught articles with Concept Attainment Model then I started the new poem ‘From a Railway Carriage’. I used sufficient teaching aids the better understanding of the lesson. When I checked their notebooks I found it incomplete and asked them to complete the notes as early as possible.

16/8/16 – 19/8/16

With the 33^rd lesson plan I completed the chapter ‘Marvelous Travel’ and started the chapter ‘The Little Round Red House’ on Wednesday and made a good entry activity to the chapter. They were very curious to know the rest of the chapter. This increased their interaction with the teacher. And this week we were assigned to serve the meals for the student. It was a new experience for me and I enjoyed that.

22/8/16 – 26/8/16

On 22/8/16 I completed the chapter ‘The Little Round Red House’ and I taught adjectives using Advance Organizer Model. The classes were very interesting and students grasped the idea. I think it was more effective than normal classes. Then I made them enact the story ‘A Shipwrecked Sailor’ using role play model. And this week we completed our teaching practice program.

DIGITAL TEXT

WATER PARK

A water park or waterpark is an amusement park that features water play areas, such as swimming pools, water slides, splash pads, spray grounds (water playgrounds), lazy rivers, or other recreational bathing, swimming, and barefooting environments. Water parks in more current states of development may also be equipped with some type of artificial surfing or body boarding environment such as a wave pool or Flow Rider.

Water parks have grown in popularity since their introduction in the late 1940s and early 1950s. The United States has the largest and most concentrated water park market, with over a thousand water parks and dozens of new parks opening each year. Major organizations are IAAPA (International Association of Amusement Parks and Attractions) and WWA (World Waterpark Association), which is the industry trade association.

Water parks which emerge from spas tend to more closely resemble mountain resorts, as they become year-round destinations. For example, Splash Universe Water Park Resort, a member of the WWA, is themed to match the community in which it is located. The theme is intended to enhance the community's destination appeal. Therefore, the amusement and leisure-time industry is becoming more concentrated, as winter sports are becoming common themes in summertime water recreation.

An unusual feature at a water park is ice skating. Deep River Water Park in north western Indiana features ice 2 skating made possible by cooling pipes installed under their massive plaza during a recent expansion.

ICT LESSON TEMPLATE

4-7-16 Ict Lesson Plan by soorya raj on Scribd

ASSIGNMENT 2

THE ROLE OF LANGUAGE LAB IN LEARNING ENGLISH AS A SECOND LANGUAGE

INTRODUCTION

Good communication skills are indispensable for the success of any professional. If one wants to reach out to people, he or she has to speak their language. The English language, in particular, has become essential in the lives of young people who aspire to advance their careers anywhere in the world. English language learning has therefore become a must for any Indian student today.

Language learning is not the same as learning any other subject. It is not confined to writing an examination and getting a degree or award. The four skills of reading, writing, listening and speaking have to be practiced. Being able to communicate well is the most important factor when seeking a placement in a company or institution. Communication involves one’s ability to listen carefully so as to grasp the meaning and to respond in turn with apt words and clarity of pronunciation.

The language laboratory plays an important role in the language learning process. This article discusses the various features of the language laboratory. As it is a technological aid for learning, it has a number of advanced facilities that can help a student to learn a language with proficiency to communicate. It has become inevitable in today’s context but, at the same time, it poses certain challenges. This article attempts to highlight the significance of the language laboratory and its challenges imposed on the learner and the teacher.

Language Lab

Language laboratory is an audio-visual installation used in modern teaching methods to learn the foreign languages. The language lab is a technological break for imparting skills in English. The language lab offers an exclusive result oriented and efficient to enrich the English language learning process. The multimedia based language lab helps to learn and enhance the language proficiency by sharing the course materials with in a second where the teacher and the students involved effortlessly. The language lab is developed on the methodology of LSRW skills.

CONCLUSION

With the most advance computer hardware performance and multimedia technology, pure software solution will become more and more common. Most of the software companies with the experience in teaching software, providing pure software based language lab solution. It contains the following advantages: Using “Function Oriented” design concept, divided teaching method, with the user-friendly interface, user can use it easily. By using professional sound technology with video broadcasting function, the language lab provides a rich environment to learn the language. Break through the traditional teaching method with the rich teaching material contents, the digital language lab motivates student’s learning attitude, providing an interactive learning environment.

VIDEO SCRIPT

VIDEO SCRIPT

HOME THEY BROUGHT HER WARRIOR DEAD

                                                         -Alfred Lord Tennyson

SYPNOPSIS :True vile of death and the matter of continuity of life.

OBJECTIVES:

Ø to enable students to group the theme of the poem.

Ø to show the life situations of human being.

Ø   to develop an awareness about the power of relationship.

SPECIFIC OBJECTIVES:to familiarize students to group the life of warriors their  patriotism and their family.

Medium: video and audio [ENGLISH]

TIME: 4 mints.

VIDEO  / TIME  Ø Shot 1 (30 sec)                              The house of the warrior and         the crowing sound of crows [CS].            Ø Shot 2 [30 sec] Wife of the warrior and others are standing. Their faces show deepgrief [m5]. Ø Shot 3 [30 sec] Setting the room to say the body of the dead warrior. Ø Shot 4 [60 sec] A close up of the warriors heart broken wife without any expressions in her face she neither speakers nor moves . The furious sea and its shot] Ø Shot 5 [60 sec] The progressions in emotions of women when the music lays her own body in her lap. [cu followed by MS]

AUDIO Ø Silence followed by sound of amelodious solo violin. Ø  Music Ø Song [oruyaathramozhiyode..] Ø Music Ø  Voice [noise of people in the house. Music in background.