Classroom Research

Lingusa Baddi

GHPS Navanahar, Hubli.

Dharwad, dist, Karnataka

I have 30 children in my class out of 30, 10 students only less knowledge vocabulary. Due to they did not make simple sentence. So I take the action research topic vocabulary development to develop vocabulary of children.

Action research questions.

1. What are the common issues half children in vocabulary development question mark?

2. What are thne specific issues of each children vocabulary development ?

3. Are the same problems existing in other class and other School ?

4. What are the strategies of peer group improvement vocabulary ?

5. What are the strategies experts/ resources?

6. What do you need to improve my teaching?

7. What are the various solutions to improve vocabulary?

8. What is the best solution to improve my class students?.

Students sample form

1. Student's name . All students are written name.16 response.

2. Do you like learn English.

100% yes, 16 responses.

3. How many English words are familiar to you.?

Less than 50/ given 56.3% student.

50 to 80 given 12.5% students.

More than 80 given 31.3% students. 16 responses.

4. Are you able to read three letters words in English?

100% yes 16 response.

5. Are you able to read four letters words in English?

Yes 81.2%

No 18.8%

16 response.

Parents response form

1. Name of the parents.

All parents written names. 12 responses.

2. Occupation.

All 12 response.

Cooley 25%.

Farmer 8.3%.

Govt/private employee 41.7%.

Business man 8.3%.

Others 16.7

3. How many children do you have?

All 12 response.

1 no

2 50%.

3 41.7%.

4 or more than 4 8.3

4 How many of your children are studying?

All 12 response

1 16.7%

2 50%

3. 25%

4 or more than 48.3%

5 The language using at your home.

All 12 response

Kannada 83.3%

English 16.7%

Hindi 0%

Urdu 0%

Others 0%.

6. Can your child read English?

All 12 response

Yes 91.7%

No 8.3%

Is there any facility provided to you children to improve English reading ability?

All 12 response

Yes 75%

No 25%

8. Do you want the school to provide facility to improve English reading ability of your children?

All 12 response

Yes 91.7%

No. 0%

Maybe 8.3%

9. Are you ready if school ask for your support to improve English reading ability of your children?

All 12 response

Yes 91.7%

No. 0%

Maybe 8.3%

Peer teacher's response

1. Name of the teachers.

All are written names

All 14 response.

2. Subject of teaching.

All 14 response

English 7.1%

Kannada 35.7%

Hindi 7.1%

Other 50%

3. How many pupils react to your activities ability in the class?

All 14 response.

30% no

50% . 7.1%

80% . 85.7%

100%. 7.1%

4. How many students can do all home works given by you?

All 14 response.

Less than 30% no

Less than 60% ~28.6%

Less than 80% ~42.9%

80%~100% ~28.6%

5. How many students can read your teaching language in understanding why ?

All 14 response

Less than 30% no.

Less than 60% ~21.4%.

Less than 80% ~28.6%.

80% ~ 100% ~50%

6. What are the activities you use in your class to enhance students ability of reading? (Any two)

All 14 response are there.

7. Can you observe Mr. Lingua Baddi's class and advise to help him improve his teaching?

All 14 response

Yes 100%

No. 0%

*VOCABULARY AND ACTIVITIES*

*Date 22/03/2021 to 27/03/2021*

VOCABULARY :

Learning vocabulary and adding to the exiting list is important part of any language, learning programme. Vocabulary is an essential instrument helps in making communication effective. It securely speeds the learner’s efficient and sensitive control of the language. If we want to develop the communicative ability in the learners first we have to focus on the development of the vocabulary. On the other hand, communication becomes difficult when a person has limited vocabulary.

Meaning of Vocabulary :

To know a vocabulary does not only mean the knowledge of its meaning. Meaning is only one aspect of the vocabulary.

A vocabulary has form / shape [spelling], sound [pronunciation] and

Environment [ the other words associated with the word ] So learning

vocabulary means learning all aspects.

The definition of the “VOCABULARY” is

V - Vitality - working in an effective way

O - Originality - quality of being original

C - Complexity - the state of being complex

A - Actuality - the state of being real

B - Brevity - the quality of being concise

U - Utility - the degree of usefulness

L - Legibility - which can be read easily

A - Affinity - close similarities with each other

R - Reliability - It should be true for centuries

Y - Yield ability - to produce as a result of work or effect.

Types of words / vocabulary

Type of vocabulary What ? How ?

• Active Vocabulary The learner will use the words in speech and writing To present it in meaningful context.

• Passive Vocabulary The learner might come across in speech or writing. Therefore a learner should be able to recognize though he/she may never use them in her / his own writing. To present in meaningful context to bring out the meaning shape [spelling] pronunciation and stress.

• Ad-hoc Vocabulary Words which may be important for a given piece of text, but are unlikely to have any utility outside the text. Just gloss i.e give the meaning in the given context.

• Island Vocabulary It refers to the vocabulary which is totally new to the learner To approach someone who knows or refer a dictionary.

To improve vocabulary proficiency this need has to be created in the classroom by the teacher. The major source is reading material and related activities. Teaching of words means selecting the words to be taught, presenting the words in context, creating opportunities for practice and providing suitable contexts for independent use.

Once the word list is decided, one can explore ways to teach these words effectively by different activities.

The capacity of the teacher is in understanding the different levels and in being resourceful enough to design a suitable activity.

To be able to give each of the learners a feeling the he/she is important, one can choose suitable mode of transaction and appropriate activities. This means one should be able to manage the class in such a way that one can pay sufficient attention to each one of them. And also should be able to plan a variety of activities which will suit every learner including the child with special need.

A variety of activities can be planned to suit varied levels of proficiency and interests. An ability [competence] can be developed by using activities. Therefore these activities are tools to teach vocabulary.

1. Using Picture :

Students / Learners can easily understand the words through the pictures because they can see and remember.

2. Stick Figures :

It is easy to draw on the black board. We can use this technique to teach verbs, prepositions, adjectives, nouns etc.

3. Homophones :

Words having same pronunciation but different meaning and spelling is called homophones.

Eg :- See- Sea, Sell-cell, Steel- steal, site-sight, weak-week, hare-hair, I-eye, sail-sale, son-sun.

4. Homonyms :

Words having same pronunciation and spelling but different meaning is called homonyms.

Eg : Book - I have a book Right - I sat at right.

Book - I book a ticket Right - My answer is right

Light - Switch on the light Nail - I cut my nail

Light - The bag is very light Nail - Fix the nail on the wall.

5. Analogies :

A degree of similarity between one thing and another is called ‘Analogies’

Eg : 1. Finger is to hand as toe is to _ _ _ _ _ __ _ _ __ _ _ _ _ _

2. Animal is to do dog as Bird is to _ _ _ _ _ __ _ _ _ __

*Date 29/03/2021 to 03/04/2021*

6. Words beginning with :

Some words begin the same words and end with different words and

give the different words and give the different meanings.

Eg : teach – teacher – teaches – teaching

7. Realia / Authentic Materials :

Realia are objects from real life used in classroom instruction

by teachers improve their vocabulary.

Eg : Fruits and Vegetables , wrappers _ _ _ _ _ _ _ _ _ etc.

8. Word Association :

It is a common word game involving an exchange of words that are

associated together.

Eg : STAR ---- Galaxy, twinkle, sky, light, bright, _ _ _ _ _ __ _ _ _ _

HONEYBEE ------ Queen, workers, drones, beehive, honey_ _ _ _ _ _ _ _ _

9. Connotation :

The feelings or ideas that are suggested by a word rather than the

actual meaning of the word.

When we say some words, these words give the positive meaning and

some words give negative meaning. Thus is called the connotation.

Eg : Childish, Childlike and youthful have the same denotative, but

different connotative, meanings.

Childish and Childlike have negative meaning which referes to immature

behavior. Youthful has positive meaning like lively and energetic.

10. Kangaroo words :

Kangaroo is the national animal of Australia, that carries its baby in a pouch

on its stomach. Like this a word in normal order as a baby word hidden. Hence

It is called Kangaroo word.

Eg : a.] Capable – cap, able

Teacher – Tea, each, he, her, teach

Wheat - he, at, heat, eat

b.] A word is given, find as many words as possible

Eg : Wheat : We, he , at, eat, ate, hat, heat, what

This is also called Kangaroo game.

11. ] Idiomatic Pairs :

A unique kind of idiom using pairs and groups of words.

Eg: Then and there – at that time & place

Thick and thin – in good and bad times

Time and again – often or repeatedly

to and fro – back and forth

12.] Similes :

A simile is an expression which describe a person or thing as being similar to

Someone or something else.

Eg : She runs like a deer

As green as the grass

As white as snow

13.] Proverbs :

A short well-known sentence or phrase that gives advice or says that something

is generally true in life.

Eg : 1.] Work is worship 2.] Knowledge is power

3.] Talkless work more 4.] Health is wealth.

14.] Collocation :

A word or phrase that is often used with another word or phrase, in a way that form fixed relationships.

Eg : strong coffee, chain smoker, heavy drinker, hard worker, ice cream, get up etc.

Even when we hear the word ‘doctor’ we think of the word ‘patient’. This is also called collocation.

Eg : pen and paper, cup and saucer, teacher and student, bat and ball etc.

15.] Odd man out :

In each groups of words one word is odd because it has nothing to do with the others. This is called the odd man out.

Eg : Mother, Father, grandmother, children, neighbor, classroom, black board,

piece of chalk, duster, ground.

*Date 05/04/2021 to 10/04/2021*

16.]

i.] Puzzles :

A puzzle is a game, problem that tests a person’s knowledge. In a puzzle, the solver is expected to put pieces together in a logical way, in order to arrive at a solution.

B C D Y B E N C H M

T A B L E L S H T O

X C H A L K M A E D

M G I R L J V I A E

A N M B O O K R C P

P Z F A N P E N H A

O P Q G B O Y R E S

L I B R A R Y C R T

Key Answers : 1.] Library 2.] Book 3.] Chair 4.] Bench 5.] Bag 6.] Table 7.] Bell 8.] Map 9.] key 10.] Fan 11.] Teacher 12.] Pen 13.] Boy 14.] Girl 15.] Mode

16.] Past 17.] Chalk 18.] Hair 19.] Air 20.] Teach.

ii.] Box Puzzle :

Make as many words as possible hidden in box. You can use the letters in any order.

A E S C Key Answers : - 1.] Song 2.] Sing 3.] Coil 4.] Leg

T R T S 5.] ring 6.] strong 7.] star 8.] car

S O N I 9.] long 10.] string……..

E L G H

iii.] Cross Word Puzzle :

F U N

S A L E S

R E C E I P T

M E R E F A R M

D O V E R A I L

M O R E D R A W

H A R D T I E D

L I O N S A N D

E V E N I N G

E V A D E

A R E

17.] Word Building :

Make new words using one meaningful word and join with other different words are called word building.

Eg : Post ---- Post card, postmaster, postman, postbox, postpaid , post office , post mail, post officer.

Making compound word is also called word building : Two different meaningful word make another meaningful word. Eg : birthday, sunflower, chairman, butterfly, Sunday, bedroom, sandpaper etc.

18.] Classifications :

Identifying to which of a set of categories

The words belongs.

Name Place Animals Things

Ben Bangalore Bull Bus

Ann Australia Ant Axe

To teach Nouns

Noun Verb Adjective Adverb

Happiness - Happy Happily

Organization Organize - -

To teach different parts of speech.

*Date 12/04/2021 to 17/04/2021*

19.] Antonyms :

Antonyms are the words that is opposite of the given word.

Eg : life x death early x late open x close happy x sad first x last brave x coward

20.] Synonyms :

One or two or more words of the same language that has the same meaning is called the synonyms.

Eg : Brave – bold – courageous – daring

Clever – wise – intelligent

Forest – jungle – woods

21.] Dumb Charades :

An act or the practice of using actions without using language to show the meaning is called “Dumb Charades”

Mime – lips movement without sound is called miming. It is also a type of dumb charades.

22.] Riddles :

A type of question that describes something in a difficult and confusing way and has a clever or funny or amusing answer.

1. I come once a YEAR

And twice a WEEK Ans : E

2. I love to dance in the forest green

A hundred eyes in my tail are seen

National bird of India grand

Tell me who I am Ans : Peacock

23.] Anagram :

A word or phrase made by changing the position of the spelling gives another word is called Anagram.

Eg : Silent – listen, Male – lame, meal Team- meat, mate Smiles – miles , stop-spot,

post, opts, tops.

24.] Gestures / Body Language :

The use of movement of the body especially of the hands to express certain meaning one can convey much merely through gestures.

25.] Demonstration :

An act of showing that something exists or is true by giving proof or evidence, a practical exhibition etc.

Demonstration involves showing by reason or proof, explaining or making clear by use of examples or experiments.

26.] Prefixes :

Prefixes are letters which we add to the beginning of a word to make a new word with a different meaning. They create a new word negative or opposite in meaning.

Eg : honour – dishonor happy – unhappy

Complete – incomplete polite – impolite

social – antisocial violence – non violence

*Date 19/04/2021 to 24/04/2021*

27.] Suffixes :

Suffixes are letters that we add at the end of a word that changes the meaning of the word and its usages.

Eg: improve-improvement worth-worthless faith – faithful product – production

neat-neatness boy- boyhood

28.] Affixes :

Suffixes and Prefixes together are called Affixes.

Eg : honour –dishonourable, point- appointment faith-unfaithful connect-disconnection.

29.] Family Tree :

A Family tree is a chart that shows all the people in a family.

MOM DADDY

GRANDMA GRANDPA GRANDMOTHER GRANDFATHER.

This technique is used to show the relationship of the members of a family.

30.] Register Language :

Register is defined as the level of formality in language that is determined by the contexts in which it is spoken or written. It is associated with the given word.

Eg :- HOSPITAL – admission, operation, surgeon , doctor, nurse, medicines etc

COURT – lawyer, judge, clint, witness, case etc

31.] Jumble words :

Give the learners jumble letters and ask them to find out the correct word.

Eg : Find the names of the birds :

ackopec – peacock, orankrgo – kangaroo toprar- parrot kucd –duck

32.] Game of Dice :

Divide the learner in two groups.

Say them to throw the dice and move their pawn along the game board. If the land on a blank space, the game passes to the text group. If it has a word. The players as to use the word in a sentence. If the fail, the opposite team gets the point.

END ADVERB NOUN PREPOSITIONS VERB

ARTICLE CONJUNCTIONS VERB ADVERB INTERJECTION

PREPOSITIONS VERB NOUN ARTICLE CONJUNCTIONS

PRONOUN ARTICLE INTERJECTION PRONOUN PREPOSITIONS

START NOUN VERB ADVERB ADJECTIVE

33.] Using Objects :

Using Living and non living things and make the learners understand.

Eg : flowers, leaves, bottles, gloves etc.

34.] Antakshari :

Give a word to the learner.

Ask them to give another word according to the ending alphabet. They must not use

words more than once.

Eg : work-king-game – eat-time-enter-ring……..

*Date 26/04/2021 to 30/04/2021*

35.] Socrates says

* One child acts as Socrates

* The group to follow Socrates

Eg: Socrates says pull your ears, scratch your head, thump your feet, dance etc.

* Socrates to ensure that everyone is participating

* Anyone who goes wrong he/she is OUT.

36.] Story Weaving :

* Form a circle, learner can sitdown

* The first learner is asked to start with a familiar story

* Next participant to continue to speak sentences related to the story

* The story goes on….. The facilitator can help if there is any block.

37.] Rainbow Game [VIBGVOR]

* Leaners sit in groups

* The first learner starts

* Red…. Red….. tell about Red

* The next learner says ….. The chilly is red

* Violet…..Violet…… tell about Violet

* The bluebell is violet ……. so on. It continues.

38.] Unknown story, unknown end :

* Form a circle

* One starts any story and it follows

* The chain should be kept goin

* Encourage them to form sentences

* It goes on till the last child in the circle gets his chance to say his sentence.

39.] Tiger and Lamb :

* Learners form a circle joining hands

* Select – 2 learner – one tiger, one lamb

* Tiger is outside the circle, lamb inside the circle

* The circle joining hands should not allow the tiger to come in. If the tiger catches the

Lamb. The lamb should say any rhyme.

* Next 2 to begin. The activity continuous.

40.] Swing Swing Swing :

* Sit in a circle

* One learner with a ball, runs outside the circle

* The group sings

Swing Swing Swing on the way we go

Cadbury’s will you please, name some

5 nouns, verb, adjective etc.

* The child outside the circle drops the ball behind anyone

* The child has to tell the name of ………….

* If he/she fails is out.

*Date 03/05/2021 to 08/05/2021*

41.] Pyramid Game :

* Divide the class in four groups

* Draw 4 pyramids on the black board

* Ask the groups to write the words of 5,4,3,2 and 1 letter which begin with the same

letter.

Eg : T B

AT BE

EAT BEE

HEAT BEST

WHEAT BEGIN

42.] Flower game :

* Draw an empty flower on the black board

* Ask the learners to come one by one to form new phonic word by adding one letter or two or three

* This can be done in groups

Eg:

43.] Spy Game :

* Tell the learners to watch all things in the classroom and keep them in their mind

* He/She should ask others to guess the word

* He/She must begin “I spy something……….beginning with …….. It’s colour is …….

Shape is ………..

* To give 5 clues. The others try to guess.

* If they fail, He/She tells the answer.

* The next learner continuous with another word.

44.] Substitution table game :

* Sit in a circle

* One learner says I like Apple

* The second learner substitute another word with apple….. I like Apple, Mango

* The third learner says I like Apple, Mango, Grapes………

* The game continuous.

45.] Memory Game :

* Write some 20-30 words on flash cards .

* Place them on the table

* Let the learners observe it for 5-10 minutes

* Withdraw them quickly

* Let the learners write the words they saw from the memory

* The learner who writes many number of words correctly is the winner

46.] Expanding Game :

* This is one activity through which we can expand a sentence word by word

* Divide the class in four groups

* Write a subject on the black board

* Ask the group to add one word at a Time and expand

* The group which adds more words with correct structure is the winner.

Eg : She

She is

She is selling

She is selling mangoes

She is selling mangoes in the market to earn money for her family …………

*Date 10/05/2021 to 15/05/2021*

47.] Pick and Say :

* Prepare some flash cards with some familiar words written on it. Words like : School,

Family, bank etc

* Put the cards in a box

* Let the learner come one by one and pick the card

* Talk some 5-6 sentences on the given word

* Encourage the learners if necessary.

48.] Slap the board :

* Write the words you want the learners to practice, randomly on the board

* Tell the learners that they are going to play a game called ‘Slap the board.’

* Divide the class into two.

* Each team stands in a line facing the board

* Tell the learners that you will read a definition for one of the words/phrases on the board.

* The first person of the line should identify the word, run and slap the word.

* The first slapper gets a point for their team

* The two learners who slapped the board go to the back of the line.

* Continue until all the words have been slapped

* The team who gets the highest point is the winner.

49.] Hangman :

* Choose a word or phrase. Write one dash on the board for each letter or words.

Eg __c__t__ __it__ __ s [activities]

* Learners have to guess the word or phrase.

*They shout out one letter at a time

* It it’s correct, you fill in the blanks everywhere the letter appears

* If it’s incorrect you start to draw the hangman

* Draw a part of the hangman for each wrong guess

* The Learners win if they guess the word before you complete the hangman.

3 5

9 8

2 7

10 11

50.] Back to the board / Hotseat

* Write the words you want the learners to practice,

1. Write the words you want the learners to practice, randomly on the board

2. Tell students that they are going to play a game called ‘Back to the board’

3. Divide learners into two teams. You might want the learners to discuss the meanings of

the words in their teams before they start to play

4. Each team stands or sits in a circle in front of the board. One of the learners in each team has their ‘back to the board’ and cannot see it. The other learners can all see the

board.

5. Point to one of the words on the board

6. The learners who can see the word have to describe it to the student who has their back to the board. They must not say the word [if they do minus points ! ]

7. The learner with their back to the board has to guess the word and when they do they shout it out

8. The first team to guess the word scores a point

9. Make sure you keep a score of which team has won each point

10. The learners then all move round one place, so that everyone has a turn having their back to the board

11 Continue until all the words have been used.

*Date 17/05/2021 to 22/05/2021*

51.] Robot Action Game :

* Two children volunteer to be the robots

* Stand at opposite ends of a large room

* One give the command like walk slow, turn right, open the door, pick the box, wave an arm et.

* In turns the other two children act and follow the instruction

* The game continues

52.] Dream Game :

* The facilitator tells a story and stops at a word

* Tell the students that you want them to image and describe the words for the word where the facilitator stopped.

* Ask them to write down those describing words

Eg : We are walking down a path

Path – narrow, broad, big, small, horrible, clean ………..

We found a stick.

Stick – golden, thin, think, round, magic……………

We reached a forest

Forest – dense, beautiful, big, colorful, greenery………

* The game continues

53.] Drawing Game :

* Divide the class into 4-5 groups

* Give a word of place to each group

* Ask the children to write words related to that place

Eg : School, Bank, Field, Hospital, Post office etc

1.] School  Classroom, Students, Teachers, Playground, Garden etc

* Ask the children to draw that place including all the vocabularies which they have listed

* The group which has listed more number of words is the winner.

54.] Matching Mimes :

* Prepare two sets of cards A and B

‘A’ cards [ Adjectives]

 Loving, angry, shy, proud, energetic,hungry, sleepy etc

‘B’ cards [Nouns]

 Postman, teacher, carpenter, tailor, policeman, athlete etc.

* Divide the class into two groups

* Give one group A cards and the other B cards

* The B card children one by one enact and mime the noun

* The A card children have to identify the noun and match the correct adjective for that noun.

55.] Introducing each other :

* Stand in a circle

* One child tells her / his name and passes the ball to the next

* The next child must tell the first child’s name, then his/her name and pass the ball to the third.

* This continues till the end

56.] Birthday line :

* Divide the class in two group A and B

* Give them clear instructions not to talk or whisper but only to mimi their birthday date and month

* Then ask the children to stand in the sequence order according to their birth date and month

* The group which completes the task first will shout “BINGO”

* Check and announce the winner.

57.] Chinese whispers :

* Stand in a circle

* Whisper a sentence on the ear of one learner

* Ask him /her to whisper the same sentence standing beside him/her

* He/She should whisper to the next, the whisper continues till the last child in the circle

* The last child should tell the sentence aloud

*Date 24/05/2021 to 29/05/2021*

58.] Dictogloss/Running dictation :

* Divide the class in 5-6 groups

* Stick some 8-10 sentences on different premise of the school building

* One child of the group is the writer

* The other group members will run and read one sentence at a time and dictate it to the writer.

* The group which has written all the sentences correctly and first will be the winner.

59.] Ladder race :

* Draw two ladders on the board having same number of rungs in the ladder

* Number of rungs and learners should be same.

For example if you have two teams of 10+10 learners then draw 10+10 rungs.

* Learners have to write a word, then the next learners must write the word beginning with the last letter of the first word. Thus it continues

Eg :

Nose

Train

Elephant

Nurse

• The team members must stand in a straight line and takes to write

• At last want the letter and see if the words are spelt correctly.

• Check and announce the winner who complete the last first

60.] Noughts and Crosses :

• Draw 3 by 3 grid on the board

• Number the squares

• You need two teams

• One team is X, the other O

• Each teams takes turns, They give you a number, answer your question and put

an ‘X’ or ‘O’ on the grid if they get it right

• Teams must try and stop the other team getting a line [cross, down or diagonally]

• The winning team gets a row of 3 X2s or 3 O’s

Eg : O X

X O

Conclusion : Language is a medium of communication.

English is a very important language of communication. But at the same time facilitators feel very difficult in teaching English at all stages of Education. Therefore our

Aim is to make English more feasible to all the children keeping the varied backgrounds of pupils. This 30 days English training programme for primary school teachers of South India has made a sincere effort to pinpoint the required outcomes of a lesson through competencies, language functions, structure techniques, grammar, vocabulary development activities, phonetic, language skills, pronunciation etc.

A vocabulary is a set of familiar words within a person’s language. A vocabulary, usually developed with age , serves as a useful and fundamental tool for communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the largest challenges in learning a second language.

An activity in a classroom has got its own importance. In this regard, I have discussed some sample activities in simple language. These activities will certainly help the facilitators to motivate the pupils to engage learners in self-learning.

These activities discussed here will provide opportunities to the pupils to enrich their vocabularies and make their usage in the language. The success of all these activities depends upon the facilitators who deal them and their language involvement and harmonious relationship they have with the pupils.

Impact of this training on me as a facilitator and my pupil in the classroom :

Vocabulary games make language learning an enjoyable experience. As children play the game, they practice language. This develops confidence among the learners to use English language in a communicative situation. Vocabulary games also create a free environment. Finally it leads for better learning.

As a facilitator I involved all my pupils in the vocabulary development activities. I made use of these activities as warm up exercises, recapitulation and some time as evaluation. All my pupils participate in group activities effectively. My pupils are getting maximum exposure of listening to English words and sentences.

Now in my English classroom pupils try to imitate and speak on their own.

“Tell me I will Forget Show me I will remember, Involve me I will understand”

Hence this 30 days training programme helped me to grow more as the facilitator. I thank everyone for giving me opportunity in forum to take part in this action research.

This is Mr.Lingusa Baddi.

Thank you.

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