World of Self, Family & Friends.pptx

7/28/2019 World of Self, Family & Friends.pptx

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How stories are related to

KBSR & KSSR curriculum

World of Self, Family and

Friends


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World the inhabitants of the earth; human

society; the human race; a great quantity or

amount

Self one's identity, character, abilities, and

attitudes, especially in relation to persons or

things outside oneself or itself.


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Family All the members of a household under

one roof.A group of persons sharing commonancestry.

Friends A person whom one knows; anacquaintance.


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promotes bonding and helps to build your

relationship social, communication and interpersonal

skills.

Reading stories exposes children to propergrammar and phrasing. It enhances the

development of their spoken language skills,

their ability to express themselves verbally.


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can open up new worlds and enrich

children's lives.

As mentioned above, reading opens doors -

doors to factual information about any

subject on earth, practical or theoretical.


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Through stories , children can also learn about people

and places from other parts of the world, improving

their understanding of and concern for all of

humanity.

This, in turn, contributes towards our sense that we

truly live in a "global village" and may help us bring

about a more peaceful future for everyone.

This can happen through nonfiction but, perhaps even

more importantly, reading novels that are set in other

places and time periods can give children a deeperunderstanding of others through identification with

individual characters and their plights.


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Through stories children can vicariously try

out new experiences and test new ideas,

with no negative consequences in their reallives.

They can meet characters who they'll enjoy

returning to for comforting and satisfyingvisits when they reread a cherished book or

discover a sequel.


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give kids the opportunity to flex their critical

thinking skills in such areas as problem solving,

the concepts of cause and effect, conflict

resolution, and acceptance of responsibility for

one's actions.

Children are influenced by and imitate the worldaround them.

enhance children's social skills.


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Guidelines for devising activities for

young learners


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Activities should be well-planned

Learning takes place in stages, so activities

need to be planned according to goals and

sub-goals, and terminal 2 skills and sub-skills.


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Activities should be authentic,

meaningful and communicative

It is important that the learner realizes therelevance of what he is learning; whatever he haslearnt should play a meaningful role in his life,

and help him attain the goals that he has set forhimself.

Classroom activities should thus becontextualized so that they acquire greater

authenticity, and meaning. Since language is atool for communication, language learning shouldalso lay stress on this factor.


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Activities should be learner-centred

As far as possible, the learner should be

allowed to assume a dominant participatory

role in the learning process.

At times, it may even be possible to allow him

to determine what he wants to learn; this

might provide him with the commitment and

intrinsic motivation that is so crucial toeffective learning/education.


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Activities should be varied

A good way to make provisions for these factors

is to build in variety as an active ingredient during

class activities.

One way of doing this is to design activities whichwould enable a child to use more than one of the

four language skills (listening, reading, speaking

and writing) within the same lesson. Another wayis to create opportunities for individual, paired,

group and class work.


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Activities should be integrated and

interactive

The rationale for adopting the integrated ormulti-skills approach in any ELT methodology isthat this approach reflects authentic language

use, where more than one skill is employed. Also, it leads to more effective learning because it

is conducive to the inclusion of variety inlanguage teaching.

Moreover, it facilitates the reinforcement oflearning since a particular discourse or sub-skillcan be taught by using more than one mode.


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The teacher should be the facilitator of

learning

The traditional educational system in this countryhas always seen the teacher as the central figurein the classroom she is the dispenser of

knowledge which she keeps in a vast storehousewithin her.

She determines what is to be taught (this neednot necessarily coincide with what is, or has to be

learnt by the passive pupil), and she has thisawful hold over the academic future of the childin the classroom

Date post:	03-Apr-2018
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World of Self, Family & Friends.pptx

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