Members: JAYA MISHRA,PARUL SETHI, MEENAKSHI , VIJAYA
The videos offer a comprehensive understanding of some of the basic
concepts of English Language. The use of ICT, in providing audio cum
visual aids indeed has a great pedagogical applicability.
The first video offers a very precise and clear way of understanding
‘sentences’ in its three forms:
Direct/Indirect forms
The question forms(the interrogatives)
The negative form
Though devised for grade 6, this video is equally beneficial for
smaller children beginning to read and write and understand English
language. It picks up very small everyday instances to explain these
complex concepts so that the learners are at ease while dealing with
them. Interestingly the video is not taken inside a closed setting but
the link between their real life and classroom is ensured through
these videos. What makes these videos really interesting is the large
number of examples and the funny way they are narrated to make sense.
It uses examples that we so often use but are unaware of the very way
we use them. For example in order to explain Direct/ Indirect speech,
the speaker asks the listener to call the third person to which the
listener goes to the third person and says “ she is calling you”; the
speaker explains then that that is an example of Indirect speech which
we keep on using but do not pay attention to. Further, she goes on to
explain the various rules involved in forming question forms of
sentences and yes/ no type questions. For example how does the verb
change its form when converted from Direct to Indirect speech and vice
versa. Very nicely the speaker makes sure that the listener(the
learner) speaks/repeats/ frames his own sentences as and when the
former explains them thus, a simultaneous practicing and assessment
follows.
https://youtu.be/_ePNJ8ys1UM
The second and the third video provide an entry point into the
world of poetry for the young learners( class 6-7). Through the help
of several caricatures and clay moulds the teacher explains how poets
express emotions through words in the poems and how we(the audience)
react to them. After each emotion follows a detailed description of
the characters in the text. It is interesting that this video is in
sync with the age of the learners; the teacher knows that at this age
the learners are unable to grasp the abstract concepts of love,
happiness, confusion, joy, pride etc so she gives a list of words
which convey a similar feeling. For example an explanation of
loneliness follows a couple of sentences from a poem which is about
loneliness and the teacher makes sure the learners focus on the
words- sad, tears, friendless etc to make the image stable in the
children’s mind.
Also the use of clay to shape the emotions is interesting and the
following session of role-playing and the response to such attitudes.
The video provides an opportunity to the children to think and feel,
to develop effective sensitivity and communication and to be a reader
of poetry. The third video explains the making of poetry to the
little budding poets.
‘ when we read a book (or read a poem), we read it according to our
minds”; reading is subjective. Different people read a same text in
different ways and are affected differently. The video , with the help
of varied settings and backgrounds , asks the children how they feel
and how would they react. For example the speaker sings the poem ‘ At
the Railway Station’ by Thomas Hardy and explains how the poetry has
so many emotions mixed up in one of waiting. The only problem with
this video is its language which is not clearly understood being set
in an African context.
Jaya 