now asked to submit to the teacher and present it to the whole class or to the whole school during assembly or special occasions (in case of play, songs, etc.) Follow Up: Teacher with the group carried out the project can think of • possible follow up activities that would enable students to use language in contexts. For example, a project given in the list at the end is about class newspaper. This could be explored as a continuous feature and some other group could try the next issue of the newspaper / magazine. Teacher should take care as the project should not hamper the other learning activities of students. 3. role Teacher’s Teacher is the facilitator throughout the life time of the project. S/he is a catalyst and makes him /herself available whenever the learners need-helping, prompting, clarifying and delimiting. Consultations with the teacher concerned or other subject teachers (if needed) are of immense support for learners to accomplish the task. Teacher along with students in the initial classroom discussions develop a schedule of activities for each group and number of meeting / consultation that they can have with the teacher while doing the project. It is not difficult for the teacher (to some extent) to know about each student and his / her area of interest and how s/he could do things. Teachers should be able to suggest activities (i.e. projects) that would suit to the interest of particular group of learners. Short term project 1. Designing a brochure for tourist about your town / village. Level: Secondary Age: 14 16 years – Time: One / Two week(s) General Aim: To produce a brochure for tourist and visitors to our town / village Language Aims: i. To develop four language skills and strategic competences by using interviewing techniques, collection data / information about people, places and economic indicators; ii. To learn to use appropriate vocabulary and structures specific to idea (a brochure); iii. To learn to write in a poster from the collected information. The Process: Teacher has a brain storming discussion with the group about the idea / theme and asks learners to chalk out a plan of action for the project. Learners plan and allocate work to each member of the group and collect required information. They work together to design the brochure based on the collected data. The collected information from various sources-interviews, photos of monuments, facts and figures
now asked to submit to the teacher and present it to the whole class or to the whole school during assembly or special occasions (in case of play, songs, etc.) • Follow Up: Teacher with the group carried out the project can think of possible follow up activities that would enable students to use language in contexts. For example, a project given in the list at the end is about class newspaper. This could be explored as a continuous feature and some other group could try the next issue of the newspaper / magazine. Teacher should take care as the project should not hamper the other learning activities of students. 3. Teacher’s role Teacher is the facilitator throughout the life time of the project. S/he is a catalyst and makes him /herself available whenever the learners need-helping, prompting, clarifying and delimiting. Consultations with the teacher concerned or other subject teachers (if needed) are of immense support for learners to accomplish the task. Teacher along with students in the initial classroom discussions develop a schedule of activities for each group and number of meeting / consultation that they can have with the teacher while doing the project. It is not difficult for the teacher (to some extent) to know about each student and his / her area of interest and how s/he could do things. Teachers should be able to suggest activities (i.e. projects) that would suit to the interest of particular group of learners. Short term project 1. Designing a brochure for tourist about your town / village. Level: Secondary Age: 14 – 16 years Time: One / Two week(s) General Aim: To produce a brochure for tourist and visitors to our town / village Language Aims: i. To develop four language skills and strategic competences by using interviewing techniques, collection data / information about people, places and economic indicators; ii. To learn to use appropriate vocabulary and structures specific to idea (a brochure); iii. To learn to write in a poster from the collected information. The Process: Teacher has a brain storming discussion with the group about the idea / theme and asks learners to chalk out a plan of action for the project. Learners plan and allocate work to each member of the group and collect required information. They work together to design the brochure based on the collected data. The collected information from various sources-interviews, photos of monuments, facts and figures