📋 Topics:-
📗 Topic: Role and Importance of English
English is an international language (अंतरराष्ट्रीय भाषा) used for communication, education, and knowledge all over the world.
It acts as a bridge (सेतु) among people of different countries and cultures.
In India, English works as a second language (द्वितीय भाषा) and sometimes as a link language (सेतु भाषा) between different regions.
👉 Keyword: Global Language (वैश्विक भाषा) – spoken and understood worldwide.
Example: A person from India can easily talk to someone from Japan in English.
English helps people from different countries talk, write, and understand each other.
It is the official language in many international organizations like the UN, WHO, and UNESCO.
👉 Keyword: Universal Medium (सार्वभौमिक माध्यम) – connects the global community.
Example: Emails, meetings, and conferences are mostly conducted in English.
English is used as a medium of instruction in many schools and colleges.
Most textbooks, reference books, and research papers are written in English.
It helps students access modern knowledge and world literature.
👉 Keyword: Academic Language (शैक्षणिक भाषा).
Example: Science and technology subjects are usually taught in English.
English opens doors to better career opportunities.
It is required in IT, business, tourism, aviation, and education sectors.
👉 Keyword: Professional Growth (व्यावसायिक विकास).
Example: Job interviews, CV writing, and office communication mostly happen in English.
Most modern inventions, scientific research, and internet content are available in English.
It is the language of computers, coding, and digital communication.
👉 Keyword: Modern Knowledge (आधुनिक ज्ञान).
Example: To learn about Artificial Intelligence or medicine, English is essential.
English gives people confidence to express themselves in a modern and respectful way.
It is often used for social greetings, discussions, and public speaking.
👉 Keyword: Social Mobility (सामाजिक उन्नति) – helps in moving up in society.
Example: Saying “Good morning,” “Thank you,” or “Nice to meet you” is part of English social culture.
India has many regional languages; English acts as a common link among all.
It promotes national integration (राष्ट्रीय एकता) by connecting people from different linguistic backgrounds.
👉 Keyword: Link Language (सेतु भाषा).
Example: A student from Tamil Nadu and another from Punjab can easily communicate in English.
English helps people understand other countries’ literature, films, and ideas.
It gives access to global culture and entertainment.
👉 Keyword: Cultural Exchange (संस्कृतिक आदान-प्रदान).
Example: We enjoy English songs, movies, and books worldwide.
English is used by teachers to give instructions and teach lessons.
👉 Example: “Open your notebook,” “Work in pairs,” “Read aloud.”
Regular exposure helps students learn naturally.
English learning improves Listening, Speaking, Reading, and Writing (LSRW).
👉 Keyword: Language Skills (भाषा कौशल).
Example: Reading a story improves vocabulary; speaking in class builds confidence.
Through English, students learn to express ideas, emotions, and imagination.
👉 Keyword: Creative Expression (रचनात्मक अभिव्यक्ति).
Example: Writing short poems, role play, and classroom discussions.
English helps maintain unity in a multilingual country.
It is used in government, education, and media.
👉 Keyword: Official Language (राजभाषा का सहयोगी).
English connects India with the world community.
It is the language of global cooperation and progress.
👉 Keyword: World Language (विश्व भाषा).
Example: In international sports, meetings, and trade, English is the common medium.
Many students have limited exposure outside school.
Pronunciation and grammar may be difficult due to mother tongue influence.
Lack of English-speaking environment in rural areas.
Need for trained teachers who can use modern, activity-based methods.
👉 Solution:
Use games, songs, stories, and role play to make learning natural and fun.
Encourage students to speak in English daily without fear.
Builds confidence and communication skills.
Improves academic performance.
Increases career and global opportunities.
Encourages creativity and critical thinking.
Promotes unity, understanding, and modern outlook.
English is a global and second language in India.
It plays an important role in education, employment, science, and communication.
Acts as a link language and medium of national integration.
Essential for modern learning and technological development.
In classrooms, it develops LSRW skills and builds confidence & creativity.
Teachers should make learning practical, joyful, and communicative.
📗 Topic: English as a Second Language
A second language is a language that is learned after the mother tongue (L1).
In India, most people learn English as their second language (L2).
It is not learned naturally at home, but taught in school through reading, writing, and speaking activities.
👉 Keyword: Second Language (दूसरी भाषा) – a language learned after one’s native language.
Example: A Hindi-speaking child learns English in school as an additional language.
India is a multilingual country (बहुभाषी देश) where people speak different regional languages like Hindi, Tamil, Telugu, Bengali, etc.
English acts as a link language (सेतु भाषा) among these regions.
It is not the mother tongue (मातृभाषा) of most Indians but is used widely for education, jobs, and communication.
👉 Keyword: Link Language (सेतु भाषा) – connects speakers of different native languages.
Example: A student from Kerala and another from Punjab can talk to each other in English.
The first language (L1) is learned naturally at home from parents.
The second language (L2) is learned consciously through formal teaching in schools.
L1 is used for everyday communication, while L2 is used for education and official purposes.
👉 Keyword: Learning (सीखना) vs Acquisition (अर्जन) – L1 is acquired naturally; L2 is learned through study.
Example: Speaking Hindi comes naturally; learning English requires practice and lessons.
English came to India during British rule (औपनिवेशिक शासन).
In 1835, Lord Macaulay’s Minute on Education introduced English as the medium of higher education.
Even after Independence, English continued as an associate official language (सह-राजभाषा).
👉 Keyword: Colonial Legacy (औपनिवेशिक विरासत) – English stayed because of its practical importance.
Example: English remained important for administration, education, and business communication.
English is taught as a subject and sometimes used as a medium of instruction in schools.
Many textbooks, reference materials, and online content are in English.
👉 Keyword: Educational Tool (शैक्षणिक साधन).
Example: Subjects like Science or Computer Studies often use English words and explanations.
English helps people get better jobs and build professional skills.
It is required in offices, tourism, IT, and business.
👉 Keyword: Employability (रोजगार योग्यता) – ability to find and keep a job.
Example: Job interviews and emails are usually in English.
English is used for national and international communication.
It helps people interact across states and countries.
👉 Keyword: Global Language (वैश्विक भाषा) – used worldwide.
Example: A doctor from India and one from Japan can communicate in English.
Most research papers, inventions, and internet content are in English.
Learning English helps students access global knowledge.
👉 Keyword: Modern Knowledge (आधुनिक ज्ञान).
Example: Computers, coding, and mobile apps use English words and commands.
Knowing English gives confidence, respect, and modern identity.
It shows one’s education and global awareness.
👉 Keyword: Social Mobility (सामाजिक उन्नति) – progress in social and professional life.
Example: People use English greetings like “Good morning” or “Thank you” in daily life.
Teachers use English to give instructions and explanations.
👉 Example: “Take out your book,” “Discuss in pairs,” “Write a short story.”
Regular use creates an English-rich environment (भाषाई वातावरण).
Students practice Listening, Speaking, Reading, and Writing (LSRW) through classroom activities.
👉 Keyword: Language Skills (भाषा कौशल).
Example: Storytelling improves speaking; reading passages improves comprehension.
Use of pair work, group work, and role play.
Activity-based learning (गतिविधि आधारित शिक्षण) makes learning interesting.
👉 Keyword: Communicative Approach (संचारात्मक दृष्टिकोण) – focus on using language for real-life communication.
Example: Students discuss topics in pairs or act out short dialogues.
Limited exposure – students don’t hear or use English at home.
Mother tongue influence (L1 interference) – affects pronunciation and grammar.
Fear or hesitation in speaking English.
Lack of English environment in rural schools.
Need for trained teachers who can make English learning fun and meaningful.
👉 Solution: Create an English-rich classroom with songs, stories, games, and visual aids.
Builds confidence and communication skills.
Provides global opportunities in study and career.
Helps understand technology, science, and media.
Promotes national unity and cultural exchange.
Encourages critical thinking and creativity among learners.
English is a second language (L2) learned after the mother tongue (L1).
It came to India during British rule and continues as a link and official language.
It plays an important role in education, communication, and employment.
In classrooms, it develops LSRW skills through activity-based learning.
English promotes unity, modern thinking, and global awareness.
Teachers should use simple, communicative, and creative methods to teach English effectively.
📗 Topic: Multilingualism & Inclusive Use
Multilingualism means the ability to use or understand more than one language.
It refers to a situation where people or communities speak multiple languages.
👉 Keyword: Multilingual (बहुभाषी) – someone who knows and uses many languages.
In India, it is common and natural, as children often hear and use 2–3 languages daily.
Example: A child speaks Marathi at home, Hindi with friends, and English in school.
India is one of the most linguistically diverse countries (भाषाई विविधता वाला देश) in the world.
The Indian Constitution recognizes 22 scheduled languages and hundreds of regional dialects.
Most Indians grow up hearing multiple languages in their environment.
👉 Keyword: Linguistic Diversity (भाषाई विविधता) – variety of languages in one region.
Example: In Delhi, students may hear Hindi, Punjabi, and English daily.
Multilingualism is not a barrier but a resource (संसाधन) for learning English.
Students can use their mother tongue (L1) to understand and build new English words (L2).
👉 Keyword: Translanguaging (भाषा-परिवर्तन) – using more than one language to make meaning.
Example:
Teacher says: “Apple means Seb in Hindi.”
Students connect new words easily and remember them longer.
Students use their known language to understand new English words.
It helps in building strong vocabulary and comprehension.
Example: “Hot” = गरम, “Cold” = ठंडा – learners grasp meanings faster.
Children feel safe when they can relate to their home language in the classroom.
This removes fear and helps them participate freely.
Example: A teacher allows short answers in Hindi while students learn English sentences gradually.
All languages are respected; no child feels left out.
Promotes a sense of belonging and equality (समानता) among students.
Example: A teacher appreciates local languages like Tamil or Bengali while teaching English stories.
Children learn how to switch between languages according to situation and need.
It improves their social communication and problem-solving ability.
Example: Students use Hindi for informal talk and English for formal conversation.
Inclusive language means using language that is respectful, unbiased, and culturally sensitive (संवेदनशील).
Teachers must include all learners, regardless of their language background or ability.
👉 Keyword: Inclusive Education (समावेशी शिक्षा) – education that welcomes all children.
Example: A teacher mixes Hindi and English while giving instructions so that every student understands.
Teachers and students shift between languages to explain or understand concepts.
Example: “Now open your book – किताब खोलो।”
Students who know English help others in their home language.
Builds cooperation and social harmony.
Example: One student explains English words in Kannada to a friend.
Include folk tales, proverbs, and songs from students’ local languages in English lessons.
Makes learning meaningful and enjoyable.
Example: A story from Panchatantra can be retold in English.
Ask students to translate small sentences from their language to English.
Helps them notice differences in grammar and sentence structure.
Example: “Main school jaata hoon” → “I go to school.”
Teacher should create an environment where all languages are valued (सम्मानित).
Helps children develop positive attitude towards English and their mother tongue.
Example: Display classroom charts in both English and local language.
Act as a bridge between languages – use L1 to support learning of L2.
Encourage interaction among children from different language backgrounds.
Avoid punishment or shame for using mother tongue.
Celebrate linguistic diversity through poems, songs, or language days.
Use visuals, gestures, and expressions for better understanding.
👉 Keyword: Facilitator (सुविधादाता) – teacher guides learning rather than just teaching.
Develops respect for diversity (विविधता का सम्मान).
Promotes cognitive flexibility (मानसिक लचीलापन) and better problem-solving.
Encourages collaboration and empathy.
Makes learning child-centered (बाल-केंद्रित) and meaningful.
Reduces language barriers and builds a positive classroom culture.
Multilingualism means using more than one language.
It is natural in India and helps in learning English easily.
Students can use mother tongue (L1) to support English (L2) learning.
Teachers should follow inclusive practices like code-switching, translation, and peer learning.
Inclusive language ensures that all students feel respected and involved.
A multilingual classroom promotes confidence, understanding, and social harmony.
Teacher’s role is to be a facilitator who bridges languages and cultures.
📋 Topics:-
📗 Topic: Synonyms, Antonyms, and Homophones
Vocabulary means the collection of words (शब्दों का समूह) that a person knows and uses.
A strong vocabulary helps in reading, writing, speaking, and understanding English better.
👉 Keyword: Vocabulary (शब्दावली) – the set of words known and used by a person.
Example: Words like happy, beautiful, fast, good are part of English vocabulary.
Vocabulary is the foundation (आधार) of communication.
Without words, it’s hard to form sentences or express ideas.
It helps learners understand texts, answer questions, and speak confidently.
Rich vocabulary improves fluency (धाराप्रवाहता) and comprehension (समझ).
Example: If a student knows the meaning of angry, upset, furious, they understand the mood in a story easily.
There are mainly two types:
Active Vocabulary (सक्रिय शब्दावली): Words we use while speaking/writing.
Passive Vocabulary (निष्क्रिय शब्दावली): Words we understand but rarely use.
Example: We understand the word melancholy but may not use it in daily talk.
Synonyms are words that have the same or nearly the same meaning (समान अर्थ वाले शब्द).
They make our language rich, beautiful, and expressive.
👉 Keyword: Synonym (समानार्थक शब्द) – word with a similar meaning.
Help avoid repetition (दोहराव) of the same word.
Improve writing and expression.
Help understand nuances (सूक्ष्म अर्थ) of words.
Example: Instead of saying happy repeatedly, you can say joyful, glad, pleased, delighted.
Big – Large (बड़ा)
Begin – Start (शुरू करना)
Child – Kid (बच्चा)
Smart – Intelligent (होशियार)
Teacher can ask:
👉 “Find a synonym for ‘Beautiful’.”
Students reply: “Pretty, lovely, attractive.”
Antonyms are words that have opposite meanings (विपरीत अर्थ वाले शब्द).
👉 Keyword: Antonym (विलोम शब्द) – word that means the opposite of another.
Helps in understanding contrast (विपरीतता) in meaning.
Improves comprehension while reading or writing.
Strengthens vocabulary through comparison.
Hot – Cold (गरम – ठंडा)
Good – Bad (अच्छा – बुरा)
Fast – Slow (तेज़ – धीमा)
Day – Night (दिन – रात)
True – False (सच – झूठ)
Teacher says: “What is the opposite of happy?”
Student answers: “Sad.”
This activity develops quick vocabulary recall.
Homophones are words that sound the same (उच्चारण समान) but have different meanings and spellings (अलग अर्थ व वर्तनी).
👉 Keyword: Homo (same) + phone (sound) = same sound, different meaning.
These words can confuse learners in spelling and writing.
Two – Too – To
Two (2) – number
Too (भी) – also
To (को / की ओर) – preposition
See – Sea (देखना – समुद्र)
Write – Right (लिखना – सही)
Son – Sun (बेटा – सूरज)
Meet – Meat (मिलना – मांस)
Flower – Flour (फूल – आटा)
If a child writes I can sea you instead of I can see you, it changes the meaning completely!
So, teachers must give listening and spelling practice regularly.
Use Flashcards / Word Walls (शब्द कार्ड): Write one word on the board and ask for its synonym or antonym.
Games:
“Word Pair Match” (e.g., Hot ↔ Cold, Big ↔ Small).
“Same Sound, Different Meaning” for homophones.
Context Practice:
Use the word in a sentence (वाक्य) and let students guess the meaning.
Example: “He is a brave soldier.” → Synonym: Courageous.
Story Reading:
Encourage children to note new words and find synonyms/antonyms from dictionary.
Listening Exercises:
Teacher reads homophones aloud; students write correct spellings.
Builds language awareness (भाषाई जागरूकता).
Improves reading comprehension and grammar usage.
Enhances spelling, pronunciation, and writing accuracy.
Helps learners use words precisely (सटीक रूप से).
Encourages creative and expressive writing.
Vocabulary = set of words a person knows and uses.
Synonyms = same meaning words (happy – joyful).
Antonyms = opposite meaning words (hot – cold).
Homophones = same sound, different meaning and spelling (sea – see).
Use of games, examples, and visuals helps in easy understanding.
Builds word power, confidence, and accuracy in English communication.
📗 Topic: Idioms, Phrases, and One-word Substitution
Vocabulary means the collection of words and expressions (शब्दों व अभिव्यक्तियों का समूह) used to express thoughts clearly.
It includes single words, idioms, phrases, and expressions.
👉 Keyword: Vocabulary (शब्दावली) – the total stock of words and expressions a person knows.
Example: Words like brave, on time, break the ice, honesty are all part of vocabulary.
Idioms are groups of words whose meaning is different from the literal meaning of individual words.
They express feelings, ideas, or situations in a colourful or imaginative way.
👉 Keyword: Idiom (मुहावरा) – a fixed expression whose meaning is not directly understood from the words used.
They are fixed expressions (स्थायी अभिव्यक्तियाँ) — words cannot be changed or replaced.
Their meaning is figurative (रूपकात्मक), not literal.
Used commonly in daily conversation and literature.
Break the ice (पहली झिझक तोड़ना):
To start a conversation in a social situation.
Example: The teacher told a joke to break the ice on the first day of class.
A piece of cake (बहुत आसान काम):
Something very easy to do.
Example: The exam was a piece of cake for me.
Hit the nail on the head (बिलकुल सही कहना):
To describe exactly what is causing a situation or problem.
Example: When she said we need better planning, she hit the nail on the head.
Once in a blue moon (बहुत कम बार):
Something that happens rarely.
Example: I visit my village once in a blue moon.
Let the cat out of the bag (राज़ खोल देना):
To reveal a secret by mistake.
Example: Rohan let the cat out of the bag about the surprise party.
A phrase is a group of words that gives some meaning but does not form a complete sentence.
👉 Keyword: Phrase (वाक्यांश) – a group of related words without a subject-verb combination.
A sentence has both subject and verb and gives a complete thought.
A phrase gives partial meaning only.
In time (समय पर): I reached school in time for the assembly.
On time (समय के ठीक अनुसार): The train arrived on time.
At a glance (एक नजर में): She recognized him at a glance.
By heart (कंठस्थ करना): Students learn poems by heart.
In trouble (मुसीबत में): The boy was in trouble for breaking the rule.
Teacher can ask: “Find a phrase from this sentence — The girl ran in a hurry.”
Answer: “In a hurry” (it gives meaning but not a full sentence).
One-word substitution means expressing a long phrase or sentence in one single word.
It helps make language concise (संक्षिप्त) and effective (प्रभावी).
👉 Keyword: One-word substitution (एक शब्द में अभिव्यक्ति) – replacing a group of words with one precise word.
Makes writing and speaking clear and short.
Improves vocabulary and comprehension.
Commonly asked in competitive exams (जैसे CTET, SSC).
A person who loves books → Bibliophile (पुस्तक प्रेमी)
A place where animals are kept → Zoo (चिड़ियाघर)
A person who writes poems → Poet (कवि)
A life story written by oneself → Autobiography (आत्मकथा)
A person who travels → Traveller (यात्री)
A person who studies stars and space → Astronomer (खगोल वैज्ञानिक)
Teacher asks: “What do we call a person who tells lies?”
Student replies: “Liar.”
→ This helps children learn logical connections between words and meanings.
Contextual Learning (संदर्भ के साथ सिखाना):
Teach idioms and phrases through stories or conversations.
Example: Use a story where “a piece of cake” naturally fits.
Use of Visuals and Dramatization (चित्र और अभिनय):
Act out idioms or show pictures for better recall.
Example: “Spill the beans” – show a student spilling something and explaining “revealing a secret.”
Daily Practice (दैनिक अभ्यास):
Introduce 1–2 idioms/phrases daily on classroom board.
Sentence-Making Activities (वाक्य निर्माण गतिविधि):
Ask students to make their own sentences using idioms/phrases.
Games / Word Wall:
Use “Idiom of the Day” or “Word of the Week” corners.
Encourage peer learning.
Story and Reading Integration:
Ask children to identify idioms or phrases in storybooks.
Builds expressive power (अभिव्यक्ति की शक्ति) in English.
Helps learners understand figurative meanings in reading comprehension.
Improves creative writing and spoken fluency.
Encourages thinking in English rather than direct translation.
Develops cultural awareness (संस्कृतिक समझ) — idioms often reflect customs and beliefs.
Idioms → fixed expressions with hidden or figurative meanings.
Example: Break the ice = to start talking.
Phrases → group of words giving partial meaning but not a full sentence.
Example: In trouble, at a glance.
One-word Substitution → long ideas expressed in a single word.
Example: A book lover = Bibliophile.
Teachers should use context, activities, and visuals to make learning interesting.
Learning these helps in better comprehension, expression, and exam performance.
📗 Topic: Vocabulary Games & Contextual Learning
Vocabulary means the collection of words (शब्दों का भंडार) that a person knows and uses to express thoughts.
Vocabulary is not learned by memorizing word lists, but by understanding words in real-life contexts (वास्तविक जीवन के संदर्भों में).
Keyword: Vocabulary Development (शब्दावली विकास) – the continuous process of learning new words and their meanings.
Example: When a child learns the word “river” while looking at a picture of a river, that is contextual learning.
Vocabulary Games are fun-based learning activities (मनोरंजक शिक्षण क्रियाएँ) designed to help students learn new words easily.
They make learning active, enjoyable, and long-lasting.
To make word learning interesting and playful (रुचिकर व खेल के रूप में).
To improve retention (स्मरण शक्ति बढ़ाना) through repetition in fun ways.
To encourage participation of every learner, even the shy ones.
To create a positive learning environment in the classroom.
Example: Children remember “fruits” vocabulary better when they play “Guess the Fruit” game rather than just reading from a book.
Students make a chain of words — each new word begins with the last letter of the previous one.
Example: Cat → Tiger → Rat → Tree → Elephant.
Purpose: Builds vocabulary recall and spelling awareness.
Teacher gives each child a grid of words. As the teacher calls meanings, students mark the correct words.
Example: If teacher says “A big animal with a trunk,” students mark “Elephant.”
Purpose: Builds listening comprehension and quick word recognition.
One student draws an object, and others guess the word.
Example: Drawing of “rainbow” → students say the word.
Purpose: Connects vocabulary with visual memory (दृश्य स्मृति).
Students find objects in the classroom that start with specific letters.
Example: Find something that starts with “B” → Book, Bag, Blackboard.
Purpose: Encourages observation and word recall.
Teacher gives word cards and students match synonyms or antonyms.
Example: Happy ↔ Glad, Hot ↔ Cold.
Purpose: Reinforces meaning relationships among words.
Teams make meaningful sentences using given words.
Example: Word – “Beautiful” → Sentence: “The garden is beautiful.”
Purpose: Helps students use vocabulary in context.
Change one letter at a time to form a new word.
Example: CAT → COT → DOT → DOG.
Purpose: Improves spelling, pattern recognition, and critical thinking.
Contextual Learning means learning words through real situations, stories, or sentences instead of rote memorization.
Keyword: Context (संदर्भ) – the situation or background in which a word is used.
When students see how a word is used in different contexts, they understand its true meaning and usage.
Example:
“Bank” – In “river bank” and “money bank,” the same word has different meanings depending on the context.
Words are understood in meaning-rich situations, not isolation.
Builds deeper comprehension (गहरी समझ) of word use.
Improves reading and writing skills naturally.
Helps students guess meanings of new words from context.
Makes learning more permanent and enjoyable.
Introduce new words through story reading or poems.
Example: While reading “The Lion and the Mouse”, teach words like brave, trap, help, grateful.
Context helps students grasp meaning.
Create classroom situations where new words are used naturally.
Example: While discussing “Weather,” talk about rainy, cloudy, sunny.
Learners connect words to real experiences.
Show pictures or gestures to make meaning clear.
Example: Teacher says “Jump” and shows the action → students understand easily.
Ask children to make sentences using new words.
Example: Word – “Honest” → “An honest person never tells lies.”
Display new words on a classroom wall with pictures and meanings.
Encourage students to use these words in speaking or writing.
Ask questions that make students use the word meaningfully.
Example: “Where do we see a rainbow?” → Students answer using the word “sky.”
Create a rich language environment (भाषाई माहौल):
Use English words regularly in classroom talk.
Encourage curiosity:
Let students ask the meaning of new words freely.
Integrate vocabulary across subjects:
Use English terms in Science, EVS, or Math lessons too.
Provide continuous feedback:
Correct pronunciation, spelling, and usage gently.
Motivate through appreciation:
Praise students for using new words correctly.
Balance fun and learning:
Games should support understanding, not just competition.
Promotes constructivist learning (निर्माणवादी शिक्षण) where children discover meanings themselves.
Builds confidence in speaking and writing English.
Enhances creativity and collaboration through group games.
Encourages inclusive learning (समावेशी शिक्षण) — all students participate.
Develops HOTS (Higher Order Thinking Skills) — guessing, comparing, classifying words.
Vocabulary Games make word learning fun and memorable.
Games like Word Chain, Bingo, Pictionary, and Word Hunt promote active participation.
Contextual Learning means learning words through real situations or meaningful sentences.
Words are better understood in context, not through rote memorization.
Teachers should use stories, pictures, role-play, and real-life connections.
Such methods make vocabulary learning inclusive, creative, and long-lasting.
📋 Topics:-
📗 Topic: Parts of Speech
Parts of Speech are the basic building blocks of English grammar (व्याकरण के मूल घटक).
Every word in a sentence belongs to one of these parts based on how it functions (कार्य) in that sentence.
There are 8 main parts of speech in English.
They help us understand the structure and meaning of a sentence.
Keyword: Parts of Speech (भाषा के अंग) → the categories into which words are divided according to their function in a sentence.
Example:
In the sentence “The boy runs fast,”
“boy” is a Noun,
“runs” is a Verb,
“fast” is an Adverb.
A Noun is the name of a person, place, thing, or idea.
It tells us who or what we are talking about.
Types of Nouns:
Proper Noun (व्यक्तिवाचक) → Ravi, Delhi, Ganga
Common Noun (जातिवाचक) → boy, city, river
Collective Noun (समूहवाचक) → team, crowd, bunch
Abstract Noun (भाववाचक) → honesty, beauty, freedom
Material Noun (पदार्थवाचक) → gold, milk, wood
Example (daily life):
Rita is reading a book. → Rita (person), book (thing).
A Pronoun is a word used in place of a Noun (संज्ञा के स्थान पर प्रयुक्त शब्द).
It avoids repetition of nouns in sentences.
Examples:
He, she, it, we, they, you, this, that.
Example (daily use):
Instead of “Ravi is my friend. Ravi is smart.” → say “Ravi is my friend. He is smart.”
A Verb shows action (कर्म) or state of being (अवस्था).
Every sentence needs a verb — it tells what the subject does.
Types:
Action Verbs: run, eat, play
State Verbs: is, am, are, was, were
Examples:
She dances beautifully. → (Action)
He is a teacher. → (State)
An Adjective describes a Noun or Pronoun — it tells how someone or something is.
It adds quality, quantity, number, color, size, etc. information.
Examples:
A tall man walked in. → “tall” shows quality.
Three boys are playing. → “three” shows number.
Daily life example:
When you say “a red apple,” “red” is an adjective describing color.
An Adverb describes a Verb, Adjective, or another Adverb.
It tells us how, when, where, or to what extent an action happens.
Examples:
She sings sweetly. → (How?)
He came yesterday. → (When?)
They live nearby. → (Where?)
Keyword: Adverb = adds meaning to verb (क्रिया का वर्णन करने वाला शब्द)
A Preposition shows relation (संबंध) between a Noun/Pronoun and other words in the sentence.
It usually tells about place, time, direction, or position.
Examples:
in, on, at, under, over, between, beside, behind
Example (daily use):
The book is on the table.
She is at school.
A Conjunction is a joining word (जोड़ने वाला शब्द).
It connects words, phrases, or sentences together.
Examples:
and, but, or, because, although, so
Example:
I like tea and coffee.
She is sad because she lost her book.
An Interjection expresses sudden feelings or emotions (भावनाएँ).
It is often followed by an exclamation mark (!).
Examples:
Wow! Oh! Alas! Hurray! Bravo!
Example (daily use):
Wow! You did a great job!
Alas! He failed the test.
Helps to understand the structure of sentences.
Makes reading and writing English clear and correct.
Improves grammar, speaking, and comprehension skills.
Enables students to use correct words in correct places.
Forms the foundation of English grammar for all language learning.
Example:
If you know “run” is a verb, you’ll use it correctly in sentences like “I run fast.”
Word Sorting Activity:
Give students word cards and ask them to classify into Noun, Verb, Adjective, etc.
Parts of Speech Song/Game:
Use songs or games like “Find the Verb!” to make learning fun.
Sentence Building Race:
Groups create correct sentences using mixed words on the board.
Real-life Integration:
Ask children to describe their classroom using adjectives (big, clean, colorful).
Same word can be different parts of speech depending on use:
Light (noun): The light is bright.
Light (adjective): The bag is light.
Light (verb): Please light the lamp.
Avoid mixing Adjectives and Adverbs:
She sings sweet (❌) → She sings sweetly (✅)
8 Parts of Speech: Noun, Pronoun, Verb, Adjective, Adverb, Preposition, Conjunction, Interjection.
Each word in English belongs to one of these based on its function in a sentence.
Noun → names, Pronoun → replaces, Verb → shows action, Adjective → describes, Adverb → modifies, Preposition → relates, Conjunction → joins, Interjection → expresses feelings.
Knowing them helps to build correct sentences and speak/write English effectively.
Use classroom examples, games, and visuals to make grammar interesting for learners.
📗 Topic: Articles & Determiners
Articles and Determiners are words placed before nouns (संज्ञाओं के पहले प्रयोग किए जाने वाले शब्द) to give more information about them.
They tell us which noun, how much, or whose noun we are talking about.
Both belong to the category of modifiers (वर्णन करने वाले शब्द) — they help specify nouns.
Keyword:
Article (लेख) → a, an, the
Determiner (निर्धारक) → words like this, some, my, two, many, etc.
Example:
A cat is on the table.
→ “A” tells there is one cat (Article)
→ “The” specifies the table (Article).
An Article is a word used before a noun to define it as specific or general (विशिष्ट या सामान्य रूप से बताने वाला शब्द).
There are 3 Articles in English: a, an, the.
Used when we talk about a thing in general, not a particular one.
‘A’ is used before words starting with a consonant sound.
‘An’ is used before words starting with a vowel sound (a, e, i, o, u).
It means “one” but in a general sense.
Examples:
A book is on the desk. (any book, not specific)
An apple is red. (any apple, not specific)
Daily life example:
I saw a dog in the park. (not a particular dog).
Used when we talk about a specific person or thing (विशिष्ट व्यक्ति या वस्तु).
It means the listener already knows which thing we are referring to.
Used before unique nouns, famous places, rivers, mountains, directions, newspapers, etc.
Examples:
The sun rises in the east.
The Ganga is a holy river.
The Taj Mahal is beautiful.
Daily life example:
The book you gave me is interesting. (a specific book).
Before superlatives: The best student, The tallest tree.
Before musical instruments: She plays the guitar.
Before ordinal numbers: The first day, The second chapter.
Before names of seas, oceans, rivers, mountain ranges: The Pacific Ocean, The Himalayas.
Determiners are words used before nouns to determine or limit their meaning (संज्ञा का अर्थ सीमित करने वाले शब्द).
They tell which one, how many, how much, or whose noun it is.
Determiners include articles, possessives, demonstratives, quantifiers, numerals, etc.
Keyword:
Determiner = word that introduces a noun and gives information about it (संज्ञा की पहचान बताने वाला शब्द).
Already explained: a, an, the.
Point out specific nouns (इशारा करने वाले शब्द).
this, that, these, those
Examples:
This book is mine.
Those flowers are beautiful.
Daily life example:
Teacher says: “This is your notebook; that is mine.”
Show ownership or belongingness (स्वामित्व).
my, your, his, her, its, our, their
Examples:
My bag is new.
Their house is big.
Example:
Her dress is blue. (shows belonging).
Show how much or how many (कितना या कितने).
some, any, much, many, few, little, several, enough
Examples:
I have some money.
There are many books on the shelf.
We have little time left.
Example (classroom):
Teacher says: “You have few mistakes to correct.”
Indicate numbers or order (संख्या या क्रम).
one, two, first, second, several, all, both, each, every
Examples:
I have two pencils.
She came first in class.
Refer to members of a group separately.
each, every, either, neither
Examples:
Each child got a chocolate.
Either pen will do.
Used to ask questions about nouns.
which, what, whose
Examples:
Which color do you like?
Whose bag is this?
Articles are a type of Determiner — they only specify if a noun is general or specific.
Determiners include many other types (demonstratives, quantifiers, numerals, etc.) that give different kinds of information.
Example:
A boy → “a” (Article)
This boy → “this” (Demonstrative Determiner)
My boy → “my” (Possessive Determiner)
❌ She is a honest girl.
✅ She is an honest girl. (because “honest” begins with a vowel sound /o/).
❌ He is best student.
✅ He is the best student. (superlative needs ‘the’).
❌ He gave me some advices.
✅ He gave me some advice. (advice is uncountable).
Article Hunt:
Ask students to find all the articles in a paragraph.
Fill in the Blanks Game:
Students fill missing determiners in fun sentences.
Real Object Demonstration:
Use classroom items: This chalk, those books, my pen.
Pair Work Activity:
One student asks: “Whose pencil is this?”
Another answers: “It’s my pencil.”
Articles:
a, an → general (Indefinite)
the → specific (Definite)
Determiners: Words used before nouns to limit or specify them.
Types: Articles, Demonstratives, Possessives, Quantifiers, Numerals, Distributives, Interrogatives.
Articles are a part of Determiners, but Determiners are a larger group.
Correct use of articles and determiners improves accuracy and clarity in speaking/writing English.
Teachers should give visual, fun, and context-based practice instead of rote memorization.
📗 Topic: Subject–Verb Agreement (कर्ता और क्रिया में सामंजस्य)
Subject–Verb Agreement means that the verb (क्रिया) must agree (सामंजस्य रखना) with its subject (कर्ता) in number (एकवचन/बहुवचन) and person (पुरुष).
If the subject is singular (एकवचन) → the verb must be singular.
If the subject is plural (बहुवचन) → the verb must be plural.
This rule helps make sentences grammatically correct and meaningful.
Example:
✅ She runs fast. (singular subject “she” → singular verb “runs”)
✅ They run fast. (plural subject “they” → plural verb “run”)
Singular Subject → Singular Verb
He plays football every day.
A dog barks loudly.
Plural Subject → Plural Verb
They play football every day.
Dogs bark loudly.
👉 Tip: Singular verbs in Present Tense usually end with -s or -es, while plural verbs don’t.
‘To be’ verbs (am, is, are, was, were) also follow subject–verb agreement.
Examples:
I am a teacher.
He is in class.
They are my students.
She was happy yesterday.
We were late for school.
Meaning: When subjects are connected with and, verb becomes plural.
Ravi and Sita are good friends.
My father and mother work hard.
Exception: When both subjects refer to one person or one idea, verb is singular.
Bread and butter is my favorite breakfast.
The poet and philosopher is dead. (same person)
Rule: Verb agrees with the subject closest to it.
Examples:
Either Ravi or his friends are going.
Neither the students nor the teacher is present.
Explanation: These words are singular in meaning, even if they look plural.
Examples:
Each student has a book.
Everybody loves ice cream.
Neither answer is correct.
Explanation: When the group is considered as one unit, use singular verb.
Examples:
The team is playing well.
The family lives in Delhi.
👉 But if the members are acting individually, use plural verb:
The team are arguing among themselves.
Examples:
Mathematics is my favorite subject.
The news is interesting.
Economics is difficult for many students.
Examples:
Water is essential for life.
Money makes the world go round.
A number of students are absent today. ✅ (plural verb)
The number of students is high. ✅ (singular verb)
Rule: Verb agrees with the first subject.
Examples:
The teacher, along with the students, is going on a trip.
My friends, as well as my cousin, like cricket.
Examples:
Some milk is left in the glass. (uncountable → singular)
Some students are absent today. (countable → plural)
Examples:
Five kilometers is a long distance.
Ten rupees is not enough.
Two hours is too long to wait.
Examples:
The United States is a powerful country.
The news is shocking.
❌ She go to school every day.
✅ She goes to school every day.
❌ The children plays in the park.
✅ The children play in the park.
❌ Either my brother or my parents is coming.
✅ Either my brother or my parents are coming. (verb agrees with nearest plural “parents”)
❌ The list of items are long.
✅ The list of items is long. (main subject = list)
❌ Ten miles are a long walk.
✅ Ten miles is a long walk. (distance = one unit)
Game: Find the Error
Write sentences on the board with wrong verbs.
Ask students to correct them.
Pair Activity:
One student says the subject; the other gives the correct verb.
Example: “The dogs…” → “bark.”
Story Writing Practice:
Ask students to write short paragraphs and underline correct subject–verb pairs.
Visual Cards:
Use charts with singular and plural subjects to show matching verbs.
Subject–Verb Agreement → Verb must agree with its Subject in number and person.
Singular subject → singular verb, Plural subject → plural verb.
Each, every, everyone, either, neither → take singular verbs.
Collective nouns → usually singular, but can be plural when individuals act separately.
“A number of” → plural verb, “The number of” → singular verb.
With “or/nor” → verb agrees with the nearest subject.
Uncountable nouns → take singular verbs.
Always identify the real subject (not words in between) before choosing the verb.
✅ Final Tip for CTET:
Most CTET questions on this topic are error detection or fill-in-the-blank type, so understanding rules + examples is more important than memorizing.
📋 Topics:-
📗 Topic: Tense – Present, Past, Future
The word Tense comes from the Latin word “Tempus” (meaning – Time / समय).
Tense tells us the time of an action (क्रिया का समय) — when something happens, happened, or will happen.
Every verb changes its form according to the time of action.
In English grammar, there are three main tenses:
Present Tense (वर्तमान काल) – action happening now.
Past Tense (भूत काल) – action that already happened.
Future Tense (भविष्य काल) – action that will happen later.
Each tense has four forms (चार रूप):
Simple (Indefinite) – for general facts or habits
Continuous (Progressive) – for ongoing actions
Perfect – for completed actions
Perfect Continuous – for actions continuing over time
So, total 12 forms of Tense = 3 (Tenses) × 4 (Forms)
Used to show habitual actions (आदतें), universal truths, and daily routines.
Helping verb: do/does
Main verb: base form (1st form)
Examples:
I go to school every day.
She plays the piano well.
The sun rises in the east.
Keywords: always (हमेशा), every day (प्रतिदिन), usually (आमतौर पर)
Used for actions happening right now (इस समय हो रही क्रिया).
Structure: am/is/are + verb + ing
Examples:
I am reading a book.
She is cooking food.
They are playing football.
Keywords: now (अभी), at the moment (इस समय)
Shows an action just completed (अभी-अभी पूरी हुई) or experience till now.
Structure: has/have + past participle (3rd form)
Examples:
I have finished my homework.
She has gone to market.
We have seen this movie before.
Keywords: just (अभी-अभी), already (पहले से), yet (अभी तक)
Used to show an action that started in the past and is still continuing (लगातार चल रही क्रिया).
Structure: has/have been + verb + ing + since/for
Examples:
I have been studying since morning.
She has been working here for two years.
Keywords: since (से), for (से लेकर)
Used for completed actions in the past (भूतकाल में पूरी हुई क्रिया).
Structure: Verb (2nd form)
Examples:
I visited Delhi last week.
She danced beautifully.
We played cricket yesterday.
Keywords: yesterday (कल), last week (पिछले हफ्ते)
Used for actions that were happening at some time in the past (भूतकाल में जारी क्रिया).
Structure: was/were + verb + ing
Examples:
I was reading a book when you came.
They were playing football in the evening.
Keywords: while (जबकि), when (जब)
Shows an action completed before another past action (एक क्रिया जो दूसरी भूतकालीन क्रिया से पहले पूरी हो गई).
Structure: had + past participle (3rd form)
Examples:
I had finished my homework before dinner.
She had left when I arrived.
Keywords: before (पहले), after (बाद में)
Used for a past action that was continuing for some time before another action happened.
Structure: had been + verb + ing + since/for
Examples:
He had been working there for five years before he left.
We had been waiting since morning.
Used to show an action that will happen in the future (भविष्य में होने वाली क्रिया).
Structure: will/shall + base verb
Examples:
I will call you tomorrow.
She will go to school next week.
Keywords: tomorrow (कल), next (अगला)
Used for actions that will be happening at a specific time in the future (भविष्य में जारी रहने वाली क्रिया).
Structure: will be/shall be + verb + ing
Examples:
I will be studying at 8 p.m.
They will be traveling to Delhi next month.
Used for an action that will be completed before a certain future time (भविष्य के किसी समय से पहले पूरी होने वाली क्रिया).
Structure: will have + past participle (3rd form)
Examples:
I will have finished the report by Monday.
She will have reached home before sunset.
Used for an action that will be continuing for some time up to a point in the future.
Structure: will have been + verb + ing + since/for
Examples:
By next year, I will have been teaching for ten years.
She will have been waiting here for two hours.
Timeline Charts:
Use visual timelines to show difference between past, present, and future.
Action Cards Game:
Give students verbs; they form sentences in different tenses.
Daily Routine Writing:
Students write their daily schedule (Simple Present) and yesterday’s (Past).
Story Sequencing Activity:
Ask students to arrange events in correct tense order.
“What Will You Do Tomorrow?” Activity:
Practice of future tense through oral conversation.
Tense shows the time of an action.
There are 3 main tenses – Present, Past, Future.
Each tense has 4 forms → Simple, Continuous, Perfect, Perfect Continuous.
Present Tense → habits, truths, ongoing or recent actions.
Past Tense → completed or ongoing past actions.
Future Tense → actions that will happen later.
Use correct helping verbs:
Present → am/is/are, has/have
Past → was/were, had
Future → will/shall, will have
Always match time expressions (e.g., yesterday → past tense, now → present, tomorrow → future).
✅ CTET Tip:
In the exam, tense questions usually appear as fill in the blanks, sentence correction, or identifying errors.
Understanding the verb form + time expression is the key to scoring full marks.
📗 Topic: Question Formation – WH, Yes/No, and Tag Questions
Question Formation means the process of changing a statement into a question (वाक्य को प्रश्न में बदलना).
Questions help in getting information, checking understanding, or confirming facts.
There are three main types of questions in English:
Yes/No Questions
WH-Questions
Question Tags
A Yes/No question is a question that can be answered simply with “Yes” or “No.”
(ऐसे प्रश्न जिनका उत्तर केवल “हाँ” या “नहीं” में दिया जा सके।)
Helping Verb + Subject + Main Verb + Object?
Start the question with a helping verb (सहायक क्रिया) such as is, am, are, was, were, do, does, did, will, have, has, had.
If there is no helping verb in the statement, use do, does, or did.
She is a teacher. → Is she a teacher?
They are playing football. → Are they playing football?
He goes to school every day. → Does he go to school every day?
You went to the market. → Did you go to the market?
Keywords:
Helping Verb (सहायक क्रिया) – helps the main verb form a question.
Inversion (उलटफेर) – changing the order of subject and verb.
Teacher says: “You completed your homework.”
→ Student Question Form: Did I complete my homework?
Questions that begin with question words (प्रश्नवाचक शब्द) like What, Where, When, Why, Who, Which, How, etc.
These questions cannot be answered with just Yes or No — they need specific information (विशिष्ट उत्तर).
WH-Word + Helping Verb + Subject + Main Verb + Object?
What (क्या) – asks about a thing or action.
👉 What are you doing?
Where (कहाँ) – asks about a place.
👉 Where do you live?
When (कब) – asks about time.
👉 When is your birthday?
Why (क्यों) – asks about reason or cause.
👉 Why are you late?
Who (कौन) – asks about a person (as subject).
👉 Who teaches you English?
Whom (किसे) – asks about object (formal).
👉 Whom did you meet?
Which (कौन सा) – asks for choice.
👉 Which color do you like?
How (कैसे) – asks about manner, process, or condition.
👉 How are you today?
👉 How do you make tea?
How many / How much (कितने / कितना) – asks about quantity.
👉 How many students are in the class?
👉 How much money do you have?
He is eating lunch. → What is he eating?
They live in Delhi. → Where do they live?
She comes at 8 o’clock. → When does she come?
You are crying. → Why are you crying?
Teacher: “I am teaching grammar.”
Student Question: What are you teaching?
A Question Tag is a short question added to the end of a statement to confirm or check information.
(किसी वाक्य के अंत में लगाया गया छोटा प्रश्न जो पुष्टि या सहमति के लिए होता है।)
Example:
You are a student, aren’t you?
She isn’t coming, is she?
A positive statement takes a negative tag, and
A negative statement takes a positive tag.
Examples:
You are happy, aren’t you? ✅
She isn’t your teacher, is she? ✅
Use the same helping verb as in the main sentence.
He can drive, can’t he?
They won’t come, will they?
You didn’t go, did you?
The tag always uses a pronoun referring to the subject.
Ravi is tall, isn’t he?
Your parents are doctors, aren’t they?
Rising tone (⬆️) → when you are not sure.
👉 She is from Delhi, isn’t she? (unsure)
Falling tone (⬇️) → when you are sure.
👉 She is from Delhi, isn’t she? (sure, friendly)
| Type | Answer Type | Example |
|---|---|---|
| Yes/No Question | Simple “Yes” or “No” | Are you ready? → Yes, I am. |
| WH-Question | Detailed information | Where are you going? → I’m going to school. |
(Table omitted as per instruction — comparison explained textually below)
👉 In short:
Yes/No = short answer.
WH = detailed answer.
“Question Chain” Activity:
One student asks a question, next answers and makes a new one.
👉 What is your name? – My name is Riya. Where do you live?
“Yes or No” Game:
Teacher asks quick yes/no questions to test listening.
👉 Is it raining? – Yes, it is.
“WH-Word Wall”
Paste big flashcards of Who, What, When, Where, Why, How in classroom for visual aid.
“Tag Talk” Practice:
Students convert statements into tag questions for fun checking.
👉 You like ice cream, don’t you?
Pair Work:
Students form questions using WH words and answer each other.
👉 Where do you study? – I study in DAV School.
Question Formation means changing a statement into a question.
Yes/No Questions → begin with a helping verb and answer in Yes or No.
WH-Questions → begin with What, Where, When, Why, Who, Which, How, etc. and require specific information.
Question Tags → short questions at the end of a sentence, used for confirmation.
Positive sentence → Negative tag.
Negative sentence → Positive tag.
Always use the same helping verb in the tag as in the main sentence.
Practice in classroom through pair work, games, and conversation drills.
CTET often tests this topic through error correction, fill-in-the-blank, or identifying tag rules.
✅ CTET Tip:
In pedagogy questions, remember —
“Questioning develops thinking, curiosity, and communication.”
So, teachers should use different types of questions to engage all learners.
📗 Topic: Error Spotting & Sentence Correction
Error Spotting means identifying the grammatical mistake (व्याकरण की गलती) in a sentence.
→ Example: She go to school every day. ❌
Correct: She goes to school every day. ✅
Sentence Correction means rewriting the same sentence correctly by fixing the grammar, tense, or structure.
In CTET, this topic checks your understanding of grammar rules, especially related to:
Tenses
Subject–Verb Agreement
Articles & Prepositions
Pronouns, Adjectives, Adverbs
Word order
Confusing words (like fewer/less, much/many)
Error spotting helps you identify common mistakes learners make — important for teachers.
It checks language accuracy (शुद्धता) and sentence sense (अर्थ की स्पष्टता).
As a teacher, you must model correct English usage for children, so knowing these rules is essential.
Let’s understand them one by one 👇
🔹 The verb must agree with the subject in number (singular/plural) and person.
He go to school. ❌ → He goes to school. ✅
They plays cricket. ❌ → They play cricket. ✅
📖 Tip:
If the subject is singular, verb ends with -s / -es in present tense.
If plural, verb stays in base form.
🔹 Use correct verb form according to time of action (समय).
He is went to market. ❌ → He went to market. ✅
I am studying since two hours. ❌ → I have been studying for two hours. ✅
📖 Tip:
Watch for time words like yesterday, now, tomorrow, since, for, already — they signal which tense to use.
🔹 Use ‘a’ before consonant sounds, ‘an’ before vowel sounds, ‘the’ for specific things.
He is an honest man. ✅
She bought a umbrella. ❌ → She bought an umbrella. ✅
Sun rises in east. ❌ → The sun rises in the east. ✅
📖 Tip:
Remember — we use ‘the’ before unique things (the sky, the earth, the Taj Mahal).
🔹 Wrong prepositions change meaning.
He is good in English. ❌ → He is good at English. ✅
She depends on me. ✅ (Not depends of me)
I prefer coffee than tea. ❌ → I prefer coffee to tea. ✅
📖 Tip:
Some prepositions are fixed with verbs — you must memorize them (interested in, depend on, insist on, listen to).
🔹 Pronouns must agree in number and gender with nouns.
Every boy must bring their book. ❌ → Every boy must bring his book. ✅
Rita and Sita love her mother. ❌ → Rita and Sita love their mother. ✅
📖 Tip:
Singular pronouns: he, she, it → Plural: they
🔹 Adjectives describe nouns, adverbs describe verbs.
She sings beautiful. ❌ → She sings beautifully. ✅
He is a fast runner. ✅ (fast = adjective)
📖 Tip:
Ask: “What is being described?”
If a noun, use adjective.
If a verb, use adverb.
🔹 In English, the normal order is Subject + Verb + Object.
Always she helps her friends. ❌ → She always helps her friends. ✅
I only saw him yesterday. ✅ (emphasis on ‘only’)
📖 Tip:
Modifiers like always, often, never, sometimes usually come before the main verb.
🔹 Only one negative word should be used.
I don’t need no help. ❌ → I don’t need any help. ✅
He never does nothing. ❌ → He never does anything. ✅
📖 Tip:
Two negatives = positive meaning, which becomes grammatically wrong.
🔹 Use correct comparative or superlative forms.
She is more smarter than me. ❌ → She is smarter than me. ✅
Of the two, Riya is the best. ❌ → Of the two, Riya is the better. ✅
📖 Tip:
Use “more + adjective” for long adjectives (more beautiful, more intelligent)
Use “-er” for short ones (taller, bigger).
🔹 Some words sound similar but differ in meaning:
Accept (स्वीकार करना) vs Except (के अलावा)
👉 I accept your gift. ✅
👉 Everyone came except Rohan. ✅
Fewer (गिनती योग्य) vs Less (अगिनती योग्य)
👉 Fewer students came today. ✅
👉 There is less water in the bottle. ✅
📖 Tip:
Focus on whether the noun is countable or uncountable.
Read the sentence carefully — understand the overall meaning.
Identify the subject and verb — check agreement and tense.
Look for small words — articles, prepositions, pronouns — these often contain the error.
Check modifiers — adjectives/adverbs placement.
Confirm logic — does the sentence make sense?
Rewrite correctly — ensure grammar and sense both fit.
📖 Example:
❌ He don’t likes mangoes.
👉 Step 1: Subject = He (singular)
👉 Step 2: Helping verb “don’t” → should be “doesn’t”
👉 Step 3: Main verb “likes” → should not have ‘s’ after “doesn’t”
✅ Correct: He doesn’t like mangoes.
Error Hunt Activity:
Teacher writes sentences with small mistakes on the board.
Students spot and correct them.
👉 She go to school every day. → She goes to school every day.
Pair Correction:
Students exchange notebooks and correct each other’s sentences.
Builds observation & grammar sense.
Daily Sentence Correction Corner:
Every day, write one wrong sentence on the board.
Students discuss and fix it together.
Group Games:
“Find the Error” team game — whoever finds and explains first, wins a point.
Error Spotting = Finding the grammar mistake.
Sentence Correction = Fixing it to make correct sense.
Common error areas:
Subject–Verb Agreement
Tense consistency
Articles & Prepositions
Pronouns
Adjectives/Adverbs
Double Negatives
Word Order
Confusing Words
Always read for meaning + grammar together.
CTET checks both grammar accuracy and teacher awareness of learners’ errors.
Practice through error correction games, peer feedback, and daily usage.
✅ CTET Pedagogical Insight:
Children often make systematic grammar errors due to mother-tongue influence or incomplete understanding.
A good teacher corrects errors gently, using positive reinforcement, not punishment.
👉 “Let’s say it correctly together!” instead of “That’s wrong!”
📋 Topics:-
📗 Topic: Reading Types – Loud Reading & Silent Reading
Reading means the process of understanding written symbols (letters and words) to make meaning.
👉 It is not just “speaking words” but understanding (समझना) what they mean.
Reading involves recognition + comprehension + interpretation.
Recognition (पहचानना): Knowing words.
Comprehension (समझना): Understanding the idea.
Interpretation (अर्थ निकालना): Making sense of what the author means.
In English language teaching, reading skills are essential for developing language, vocabulary, pronunciation, and comprehension.
There are mainly two types of reading:
Loud Reading (ऊँचे स्वर में पठन)
Silent Reading (मौन पठन)
Let’s understand each one in detail 👇
Loud reading means reading aloud (ऊँचे स्वर में पढ़ना) so that others can hear.
It focuses on pronunciation, fluency, and confidence.
Voice and Pronunciation:
The reader must pronounce words correctly and clearly.
Example: When a student reads “The sun is shining bright,” the teacher listens to how clearly they say sun, shining, etc.
Eye–Voice Coordination (आँख और स्वर का तालमेल):
The eyes should move ahead while the voice follows.
This helps in reading smoothly without stopping too often.
Teacher-Centered Practice:
Mostly used in primary classes to train children in reading English words correctly.
Purpose:
To develop proper articulation (उच्चारण), intonation (स्वर–लय), and reading confidence.
Example: Teacher asks each student to read 2–3 lines aloud from a storybook.
Benefits:
Improves spoken fluency.
Builds confidence to speak in English.
Helps teacher identify pronunciation errors.
Limitations:
Focuses more on sound than on meaning.
If used too much, children may just “read aloud mechanically” without understanding.
👩🏫 Teacher asks: “Ravi, please read the first paragraph aloud.”
Ravi reads slowly but clearly: “Once upon a time, there was a lion in the jungle...”
👉 The teacher corrects pronunciation of ‘jungle’ and praises him.
Silent reading means reading without speaking aloud (बिना आवाज़ के पढ़ना) — only using the eyes and mind.
It focuses on understanding meaning and reading speed.
Eye Movement Only:
The reader’s eyes move across the page — no lip or voice movement.
The mind understands silently.
Understanding-Oriented:
The main goal is comprehension (अर्थ समझना), not pronunciation.
Example: Reading a story and answering questions about it.
Faster Reading:
Helps in reading more words in less time because the mouth is not used.
Useful for Higher Classes:
Encourages independent reading habits.
Example: Students silently read a passage and find main ideas.
Benefits:
Improves concentration and imagination.
Builds comprehension skills (पाठ समझने की क्षमता).
Helps students enjoy stories and information on their own.
Limitations:
Teacher cannot easily check pronunciation errors.
Some students may pretend to read but actually not follow the text.
👩🏫 Teacher says: “Now everyone read the story silently and underline new words.”
👉 After 5 minutes, students answer: “The story is about a kind king who helps his people.”
(Explained in words — no table as per instruction)
Loud reading helps students pronounce and speak correctly, while silent reading helps them think and understand better.
Loud reading is used more in lower grades (primary classes), whereas silent reading is used more in upper grades (secondary classes).
The aim of loud reading is accuracy and fluency, while silent reading aims for speed and comprehension.
Start with Loud Reading:
Help students read aloud with correct pronunciation, pauses, and intonation.
Gradually Move to Silent Reading:
Once students can read words correctly, encourage them to read silently for understanding.
Use Comprehension Questions:
After silent reading, ask questions like:
“Who was the main character?”
“What did he do?”
Provide Meaningful Material:
Choose simple, interesting stories, poems, or dialogues from real-life situations.
Encourage Reading Habits:
Have a classroom reading corner or story time every day.
Example: 10 minutes silent reading after lunch.
Correct with Positivity:
If a child mispronounces, gently correct by repeating the right word instead of scolding.
Reading is the foundation of language learning.
It helps in word recognition, vocabulary growth, spelling, and grammar understanding.
In CTET pedagogy, teachers must use both Loud and Silent reading techniques for balanced skill development.
Reading activities also promote thinking, imagination, and confidence in children.
Choral Reading: Whole class reads together aloud.
Reading Relay: Each student reads one line, next continues.
Silent Story Reading: Read silently, then narrate or summarize.
Find the Word Game: While reading, find and underline a specific word (like ‘happy’ or ‘blue’).
Reading Journal: Students write what they read and what they liked about it.
Reading means understanding written words to get meaning.
Two main types:
Loud Reading: Reading aloud for pronunciation and fluency.
Silent Reading: Reading quietly for comprehension and speed.
Loud Reading → sound-based learning (useful for beginners).
Silent Reading → meaning-based learning (useful for advanced learners).
Teachers should balance both types in classroom.
Reading should be meaningful, enjoyable, and linked to real-life situations.
Encourage daily reading habits — storybooks, short passages, or classroom magazines.
✅ CTET Pedagogical Insight:
Reading develops cognitive (thinking) and linguistic (language) skills.
A good teacher always combines loud reading (for pronunciation) and silent reading (for comprehension).
Encourage children to become independent readers who read not just to learn English, but to enjoy it! 📚✨
📗 Topic: Reading Comprehension & Levels
Reading Comprehension means the ability to read, understand, and interpret written text.
👉 In simple words: “Reading to understand the meaning behind words.”
The word Comprehension means understanding (समझना).
So, reading comprehension is not only about reading words but also about grasping ideas, emotions, and information in the text.
It is a thinking process where the reader connects the written message to his/her own knowledge and experience.
Reading comprehension is the final goal of reading — if you can read but not understand, reading is incomplete.
In CTET English pedagogy, it checks how a teacher helps learners to read, think, and respond meaningfully.
It helps students understand what they read in stories, poems, or textbooks.
Improves language development, vocabulary, and grammar through real use.
Builds critical thinking (आलोचनात्मक सोच) and reasoning skills.
Helps in other subjects too — science, math, and social studies require reading comprehension.
Promotes independent learning — students can study new topics by reading on their own.
Word Recognition:
Understanding what each word means.
Example: Knowing that “kind” means helpful (दयालु).
Vocabulary Understanding:
Knowing the meanings of new or difficult words from context.
Example: In the sentence “The boy was shivering with cold,” we understand shivering = trembling (काँपना).
Sentence Understanding:
Grasping the meaning of each sentence correctly.
Connecting Ideas:
Joining ideas between sentences or paragraphs to understand the full meaning.
Example: If the first sentence says “It was raining,” and the second says “Children played indoors,” — we connect both ideas.
Inferencing (निष्कर्ष निकालना):
Understanding what is not directly written but is implied.
Example: “The road was wet and umbrellas were open” → It must be raining.
Summarizing (सारांश बनाना):
Expressing the main idea of a paragraph in a few lines.
Evaluating (मूल्यांकन करना):
Judging or forming opinions about what is read.
There are mainly three levels of comprehension:
👉 “Reading the lines” — Understanding exactly what is written.
Main Points:
It deals with facts and details directly stated in the passage.
The reader answers questions like who, what, where, when.
No deep thinking — only direct understanding.
Example:
Passage: “Ravi went to school at 8 a.m.”
Question: “When did Ravi go to school?”
Answer: “At 8 a.m.”
CTET Tip: Literal comprehension checks basic understanding and word meaning.
👉 “Reading between the lines” — Understanding what is implied but not directly written.
Main Points:
It involves interpretation and reasoning.
The reader uses own thinking + clues from text to find hidden meaning.
Answers questions like why, how, what might happen next.
Example:
Passage: “The streets were full of water, and children carried umbrellas.”
Question: “What can you say about the weather?”
Answer: “It was raining.”
CTET Tip: Inferential comprehension shows a child’s thinking ability and logical connection.
👉 “Reading beyond the lines” — Evaluating and forming personal opinions.
Main Points:
The reader judges the ideas, expresses opinion, or evaluates truth and value.
Requires deep thinking and personal understanding.
Questions like — “Do you agree with the author’s opinion?” or “Was the character right or wrong?”
Example:
Passage: “The king punished the poor man for a small mistake.”
Question: “Do you think the king was fair?”
Answer: “No, because punishment should be according to the mistake.”
CTET Tip: Critical comprehension reflects value-based judgment and ethical understanding.
Vocabulary Knowledge:
If students don’t know word meanings, understanding becomes difficult.
Background Knowledge (पूर्व ज्ञान):
When students know about the topic, they understand better.
Example: If a child knows about rainy season, they’ll easily understand a passage about rain.
Attention and Focus:
Reading requires concentration; distractions reduce comprehension.
Sentence Structure Understanding:
Complex grammar can confuse beginners. Teacher should simplify.
Purpose of Reading:
If the child knows why they are reading (for fun, for information), comprehension improves.
Pre-reading Stage:
Introduce topic, discuss pictures, and activate prior knowledge.
Example: Before reading “The Fox and the Grapes,” ask — “Have you seen grapes?”
While Reading Stage:
Guide students to underline key words, find meanings, and predict outcomes.
Post-reading Stage:
Ask comprehension questions, summarization, or creative writing tasks.
Use of Simple Texts:
Start with short, familiar, interesting stories.
Encourage Thinking Questions:
Ask “Why do you think the boy did that?” or “What will happen next?”
Use Visuals & Real-life Links:
Use pictures, flashcards, real objects to build meaning connection.
Group Reading & Discussion:
Pair or group activities help students explain ideas to each other.
Story Mapping: Draw main characters, setting, and events.
Sequencing: Arrange story events in correct order.
True or False Questions: For literal understanding.
Guess the Meaning: Find word meanings from context.
Prediction Game: Stop halfway and ask, “What might happen next?”
Open-ended Questions: For critical comprehension.
Summary Writing: Express the story in 3–4 lines.
Comprehension checks language + thinking + interpretation skills together.
Teachers must train students at all three levels (Literal, Inferential, Critical).
Helps in assessing reading fluency, understanding, and expression.
Develops communication skills, creative writing, and critical reasoning.
Reading Comprehension = Understanding meaning from text.
It involves word recognition + understanding + reasoning + judgment.
Three Levels:
Literal: Direct understanding (what is written).
Inferential: Indirect understanding (what is meant).
Critical: Evaluation or judgment (what you think).
Teacher’s role: Pre-reading → While reading → Post-reading activities.
Develop comprehension through: vocabulary games, discussion, and prediction.
Comprehension = Thinking process, not just reading words.
Encourage silent reading + questioning + summarizing for better results.
✅ CTET Pedagogical Insight:
Reading comprehension builds the foundation for learning in all subjects.
Teachers must move students from literal → inferential → critical understanding gradually.
Aim: Make students independent, thoughtful readers who can read with meaning and joy. 🌿📖
📗 Topic: Writing – Paragraph, Story, Letter, Diary
Writing is a process of expressing thoughts, feelings, and ideas through words (विचारों को शब्दों में व्यक्त करना).
It is a productive skill (उत्पादक कौशल) — it produces language instead of just receiving it.
Writing requires clarity, organization, vocabulary, and grammar accuracy.
For primary students, writing helps in developing creativity, spelling, and language structure.
Teachers should encourage purposeful and meaningful writing tasks — not just copying sentences.
Pre-writing: Thinking and planning what to write. (e.g., brainstorming ideas for a story)
Drafting: Writing the first version (rough work).
Revising: Improving ideas, sentence flow, and grammar.
Editing: Checking spelling, punctuation, and grammar mistakes.
Final Writing: Neat and complete version for submission.
🪄 Teacher Tip: Encourage students to plan before writing — this makes their ideas clear and organized.
A paragraph is a short piece of writing that talks about one main idea (एक मुख्य विचार).
A paragraph usually has 5–7 sentences about a single topic.
It has three parts:
Beginning (Opening sentence): Introduces the topic.
Middle (Supporting sentences): Explains or gives examples.
End (Concluding sentence): Sums up the idea.
Topic: My School
“My school is very big and beautiful. It has many classrooms and a big playground. All the teachers are kind and helpful. We learn many new things every day. I love my school very much.”
Start with familiar topics — My Family, My Pet, My Favorite Game, etc.
Encourage students to use simple, short sentences and link them logically.
Story writing is the art of narrating a sequence of events (घटनाओं की श्रृंखला बताना) in an interesting way.
Title (शीर्षक): A short, catchy name for the story.
Characters (पात्र): People or animals in the story.
Setting (स्थान/समय): Where and when the story happens.
Plot (कथानक): Series of events or actions.
Moral (नीति): Lesson or message at the end.
Title: The Honest Woodcutter
Once, a woodcutter’s axe fell into a river. A fairy appeared and showed him a golden and silver axe, but he refused them and asked for his old axe. The fairy rewarded him for his honesty.
Moral: Honesty is the best policy.
Ask students to write stories from moral tales, daily experiences, or pictures.
Use story maps or picture sequences to help them build imagination.
A letter is a written message (लिखित संदेश) from one person to another for communication.
Formal Letter (औपचारिक पत्र):
Used for official or professional purposes.
Examples: Letter to Principal, Complaint letter, Application for leave.
Informal Letter (अनौपचारिक पत्र):
Personal letter to friends or family.
Example: Letter to a friend telling about your holidays.
Sender’s Address
Date
Salutation (Greeting) – e.g., Dear Sir / Dear Friend
Body (Main content) – Reason for writing, details.
Closing – e.g., Yours sincerely / Yours lovingly
Signature (Name of writer)
Dear Riya,
I hope you are fine. I wanted to tell you about my trip to Delhi. I saw many historical places and learned a lot. Hope to meet you soon!
Yours lovingly,
Priya
Use real-life situations — writing letters for school trips, festivals, or invitations to friends.
A diary is a personal record of daily events and feelings (दैनिक अनुभवों और भावनाओं का व्यक्तिगत लेखा).
It is written in first person (I / my) and usually dated.
Written in a personal tone – like talking to yourself.
Contains feelings, experiences, reflections, and plans.
Use of past tense for describing the day.
Begin with date and day on the top.
March 10, Monday
Today was a wonderful day. Our class went to the zoo. I saw many animals like lions, elephants, and monkeys. My favorite was the peacock. I enjoyed a lot with my friends.
Ask children to write daily or weekly diary entries about school, friends, or festivals. It improves self-expression and writing fluency.
Provide Meaningful Contexts:
Give real-life situations for writing (letters, diary, messages).
Encourage Creativity:
Allow students to imagine freely while writing stories or paragraphs.
Focus on Process, not only Product:
Appreciate the effort and improvement, not just correct grammar.
Use Group or Pair Work:
Students can plan and share ideas before writing.
Provide Feedback:
Guide students with corrections in spelling, punctuation, and sentence structure.
Integrate Writing with Reading:
After reading a story, ask them to write a summary or diary entry about it.
Grammatical errors (व्याकरण की गलतियाँ): Wrong tense or subject-verb agreement.
Spelling mistakes (वर्तनी की त्रुटियाँ): Incorrect word spellings.
Lack of organization (विचारों की अव्यवस्था): No logical order in ideas.
Repetition of ideas (दोहराव): Writing same idea again and again.
Ignoring punctuation (विराम चिह्न): Missing full stops or commas.
🪄 Teacher Tip: Use checklists and peer review to help students self-correct their writing.
Builds clarity of thought and confidence.
Improves vocabulary, grammar, and sentence construction.
Encourages creative expression and critical thinking.
Helps in communication — written and spoken.
Supports overall language learning (Reading → Thinking → Writing).
Writing = Expressing ideas through words.
It is a productive skill — requires practice and structure.
Paragraph Writing: One main idea, 5–7 sentences, clear structure.
Story Writing: Title, characters, setting, plot, moral.
Letter Writing: Formal (official) or Informal (personal), with clear format.
Diary Writing: Personal record, emotional tone, dated entries.
Teacher’s Role: Motivate, provide context, correct gently, encourage creativity.
Common Errors: Grammar, punctuation, spelling, poor organization.
Goal: Make students confident, creative, and correct writers.
✅ CTET Pedagogical Insight:
Writing is not about memorizing formats but expressing ideas meaningfully.
Teachers should guide learners through practice, imagination, and correction to make writing natural and enjoyable. ✍️✨
📋 Topics:-
Meaning:
Acquisition means learning something naturally without formal teaching. In language, it refers to the unconscious (अवचेतन) process of picking up a language through daily use and listening.
Example:
A child learns to say “mummy” or “water” just by hearing people at home — no one formally teaches it. This is language acquisition.
Meaning:
Learning means gaining knowledge through study, instruction, or teaching. Unlike acquisition, this process is conscious (सचेतन) and structured — like classroom teaching.
Example:
When a student learns English grammar rules like “is/am/are” from the teacher, that’s language learning.
Meaning:
Introduced by B.F. Skinner, it means encouraging correct behavior or response through reward or praise.
It helps the learner remember correct usage.
Example:
If a child says “I am eating” correctly and the teacher says “Very good!”, the praise acts as positive reinforcement.
Meaning:
Copying the speech or action of others. Children learn pronunciation and sentence patterns by imitating adults.
Example:
When the teacher says “Good morning!” and children repeat it, they are imitating the teacher’s speech.
Meaning:
Any word, action, or situation that triggers a response in learning. Skinner explained that language develops through stimulus-response chains.
Example:
Teacher asks, “What is your name?” → The question acts as a stimulus and the child’s answer “My name is Riya” is the response.
Meaning:
A natural, inborn ability present from birth. According to Chomsky, every child is born with an innate capacity to learn language.
Example:
Even without formal lessons, every normal child begins to speak around the same age — this shows innate ability.
Meaning:
Chomsky’s theory that the brain has a special mechanism designed for understanding and producing language. It helps children form sentences they’ve never heard before.
Example:
A child says, “I goed there” instead of “I went there.” → Even though wrong, it shows the LAD is working because the child applies grammar rules naturally.
Meaning:
Temporary help or guidance given by a teacher or adult to support a child’s learning until they can do it independently.
Example:
Teacher helps a student say, “I am playing” by giving hints — “Say I... am... playing.”
Later, the student says it alone → teacher removes scaffolding.
Meaning:
Concept by Vygotsky – the gap between what a child can do alone and what they can do with guidance.
Learning happens best in this zone.
Example:
A student can read words alone but can read sentences only when teacher helps → that’s the ZPD area.
Meaning:
Communication between people through talking, listening, or gestures.
According to Vygotsky, learning happens through social interaction with adults and peers.
Example:
Children learn new words like “share,” “thank you,” while talking with classmates during playtime.
Meaning:
The surroundings that provide language exposure — home, school, friends, media, etc.
A language-rich environment helps better language development.
Example:
A classroom full of stories, word walls, and discussions gives children a strong language environment.
Meaning:
Continuous contact with language through hearing, reading, and speaking. The more exposure a learner has, the faster they acquire the language.
Example:
A student who watches English cartoons daily learns faster than one who only studies grammar.
Meaning:
When a child’s first language rules influence their second language learning — both pronunciation and grammar.
Example:
An Indian student says, “He go to school” instead of “He goes to school” — this is mother tongue interference.
Meaning:
The ability to understand or use more than one language.
In India, children naturally grow up multilingual — learning their mother tongue, regional, and English simultaneously.
Example:
A child speaks Hindi at home, Marathi in the market, and English at school — that’s multilingualism.
Meaning:
Learning language through real-life situations rather than rote memorization.
Words gain meaning when learned in context (संदर्भ में).
Example:
Students learn “raincoat” better when they actually see or use it during rainy season lessons.
✅ First Language vs Second Language:
First language is learned naturally at home.
Second language is learned formally in school.
Environment and exposure are key factors.
✅ Skinner (Behaviorist Theory):
Language learned by imitation, practice, and reinforcement.
Stimulus → Response → Reinforcement.
✅ Chomsky (Nativist Theory):
Every child has an innate ability through LAD.
Focus on creativity in language use, not memorization.
✅ Vygotsky (Social Interaction Theory):
Language develops through interaction and social dialogue.
ZPD and Scaffolding are core ideas.
✅ Role of Environment & Interaction:
Language grows through meaningful communication.
Positive emotional environment encourages expression.
Teacher acts as facilitator, not strict corrector.
✅ Practical Classroom Implications:
Provide print-rich, talk-rich, and multilingual environment.
Encourage pair work, storytelling, role play.
Avoid over-correcting errors; focus on fluency first.
✨ In Short:
“Children learn language best when they are surrounded by meaningful, interactive, and encouraging environments — not just grammar drills.”
📗 Topic: First vs Second Language Acquisition
Language Acquisition means naturally learning a language (स्वाभाविक रूप से भाषा सीखना) — just like children learn to speak their mother tongue without formal teaching.
It happens through listening, imitation, and practice, not by studying grammar rules.
There are two main types:
First Language Acquisition (L1) – Mother tongue
Second Language Acquisition (L2) – Any language learned after the first
🪄 Example:
A child in India learns Hindi at home (L1) and later learns English in school (L2).
It is the natural and unconscious process by which a child learns their mother tongue (मातृभाषा).
Natural Process:
Happens automatically through interaction with family and surroundings.
No formal teaching required.
Example: A baby learns to say “Mama,” “Water,” “Play,” by hearing others.
Imitation and Practice:
Children imitate (अनुकरण करना) the sounds and words they hear.
Contextual Learning:
Learning occurs in real-life situations — for example, when the child is hungry, they learn to say “food” or “milk.”
Error-Tolerant Process:
Parents or elders do not criticize mistakes; correction happens naturally over time.
Purpose of Communication:
Motivation comes from the need to express feelings, needs, and thoughts.
Sequence of Development:
Listening → Speaking → Reading → Writing
🪄 Example:
A toddler hears family talking in Marathi, starts saying small words like aai (mother) or paani (water) without any grammar lesson.
It refers to the process of learning another language (दूसरी भाषा) after the first one has already been acquired.
Formal Learning Environment:
Usually learned in school or classroom with a teacher’s help.
Example: Learning English through lessons, books, or grammar rules.
Conscious Effort (सचेत प्रयास):
Learner is aware they are learning a new language.
They try to remember vocabulary, grammar, and sentence structures.
Transfer of Knowledge:
Learners often use their first language to understand the second.
Example: Student translates “apple” = “सेब” to remember it.
Need for Motivation and Practice:
Students need regular exposure and encouragement to use L2 confidently.
Errors Due to Interference:
Sometimes, L1 rules interfere (हस्तक्षेप करना) with L2.
Example: Hindi speaker may say “He go to school” instead of “He goes to school.”
Role of Teacher:
Teacher provides guidance, examples, correction, and motivation.
🪄 Example:
A Hindi-speaking child learns English in class — reading short stories, learning grammar, practicing speaking through role play.
Let’s understand the differences through simple comparison (without using a table):
Nature of Learning:
L1: Natural and automatic.
L2: Conscious and deliberate.
Environment:
L1: Home or family setting.
L2: School or classroom environment.
Focus:
L1: Communication and understanding.
L2: Correctness and grammar.
Motivation:
L1: Need to communicate feelings.
L2: Need for education, job, or social interaction.
Error Handling:
L1: Errors ignored, corrected naturally.
L2: Teacher corrects errors formally.
Speed of Learning:
L1: Quick during early childhood.
L2: Slower, depends on practice and age.
Age Factor:
L1: Learned in early childhood (critical period).
L2: Learned anytime, even in adulthood.
Age of Learner: Younger learners learn faster and pronounce better.
Exposure (संपर्क): More exposure to the new language = faster learning.
Motivation (प्रेरणा): If learner wants to use English for real-life goals, progress is better.
Teaching Method: Communicative, activity-based learning gives better results.
Mother Tongue Influence: Strong L1 background can both help and interfere.
Environment: English-speaking surroundings encourage use and confidence.
🪄 Example:
Students in English-medium schools with group discussions and story reading learn English faster than those with rote grammar drills.
Create a Supportive Environment:
Encourage students to use English without fear of mistakes.
Use Meaningful Contexts:
Teach through real-life examples, stories, and pictures.
Encourage Interaction:
Use pair work, dialogues, and role plays to develop confidence.
Balance Fluency and Accuracy:
Focus on both speaking freely and using correct grammar.
Use L1 Wisely:
Allow limited use of mother tongue to explain difficult concepts.
🪄 Example:
Teacher explains “past tense” in English but uses Hindi examples to make meaning clear.
Helps teachers use students’ previous language knowledge effectively.
Enables code-switching (भाषा परिवर्तन) — using both languages smartly for explanation.
Prevents confusion by recognizing language interference patterns.
Helps in inclusive classrooms where students speak multiple languages.
Supports better planning of bilingual activities (like story translation, word games).
👩🏫 Teacher Activity:
While teaching the word “Elephant,” teacher asks:
“Elephant means क्या होता है?”
Students reply “हाथी!”
Then teacher continues in English — “Yes, elephant is a big animal.”
👉 This shows bridge between L1 and L2 — helpful in bilingual learning.
Fear of Speaking (झिझक): Students feel shy or afraid of making mistakes.
Lack of Practice: Limited use of English outside class.
Overuse of Grammar Drills: Reduces communication confidence.
Pronunciation Problems: Influenced by mother tongue accent.
Limited Vocabulary: Hard to express ideas freely.
🪄 Teacher Tip: Create a “No fear zone” — where making mistakes is part of learning.
First Language Acquisition (L1): Natural, effortless, at home.
Second Language Acquisition (L2): Learned later, often through teaching.
L1 develops through listening and imitation, while L2 develops through study and practice.
L1 errors are not corrected strictly; L2 errors are addressed through feedback.
Teacher’s role – provide real-life use, motivation, and safe environment.
L1 helps in learning L2 if used smartly (translation, comparison, examples).
Goal of both – effective communication and understanding.
✅ CTET Pedagogical Insight:
Understanding the difference between first and second language acquisition helps teachers plan lessons that connect students’ mother tongue experiences with new language learning.
It promotes bilingual, inclusive, and stress-free classrooms. 🌈
📗 Topic: Theories of Language Learning – Skinner, Chomsky, and Vygotsky
Language Learning Theories try to explain how humans acquire and develop language — that is, how children learn to speak, understand, and use words.
These theories come from psychologists and linguists who studied children’s language development.
The three most important theories for CTET are:
B.F. Skinner – Behaviorist Theory
Noam Chomsky – Nativist / Innate Theory
Lev Vygotsky – Interactionist / Social Theory
🪄 Example:
If a child says “Mamma give toy,” these theories explain how the child learned to speak like that — by imitation, inborn ability, or social help.
Language is learned through imitation, repetition, and reinforcement (प्रबलन) — just like other behaviors.
Learning by Imitation (अनुकरण):
Children listen to adults and copy their words and sentences.
Example: Child hears “Thank you” often and starts saying it.
Repetition and Practice:
Repeated practice helps in memorizing language patterns.
Example: Child repeats “Good morning” daily and learns it correctly.
Reinforcement (Positive & Negative):
When parents praise or encourage correct speaking, learning strengthens.
If the child says something wrong and is corrected, they learn proper usage.
Example: Child says “goed” → Parent says “No, say ‘went’” → child learns.
Role of Environment:
Environment gives stimulus (उद्दीपन) and response (प्रतिक्रिया); learning happens through this interaction.
Example: Mother says “Say bye!” → Child waves → rewarded with smile or praise.
Teacher’s Role (In Class):
Teacher should give positive reinforcement like “Good job!” for correct answers.
Use drills, repetition, and oral practice to strengthen learning.
🪄 Classroom Example:
Teacher: “Say – This is a ball.”
Students repeat multiple times.
Teacher praises correct responses — reinforcing language habit.
Language learning is innate (जन्मजात) — children are born with an inbuilt ability to learn language.
Language Acquisition Device (LAD):
Chomsky said every child is born with a Language Acquisition Device (LAD) — a special mental system that helps them understand and create sentences.
Universal Grammar (सार्वभौमिक व्याकरण):
All human languages share basic grammatical rules, and children naturally learn them.
Creativity in Language Use:
Children make new sentences they have never heard before — shows they aren’t just imitating.
Example: Child says “Mummy goed to office” (even though no one said that) → it shows language rule-making ability.
Minimal Role of Environment:
Chomsky believed environment helps, but main ability comes from within the child.
Speed of Learning:
All children, regardless of culture or background, learn their first language in the same sequence and time frame.
Teacher’s Role:
Provide rich language environment for natural learning.
Don’t overcorrect mistakes; allow the child’s creative language use to grow.
🪄 Classroom Example:
Teacher gives students freedom to speak and form their own sentences instead of forcing memorization — this supports their innate language ability.
Language develops through social interaction (सामाजिक संपर्क) — children learn by communicating with others.
Social Context of Learning:
Children learn language because they want to communicate (संवाद करना) with family, friends, and teachers.
Interaction gives meaning to language.
Zone of Proximal Development (ZPD):
Learning happens best when a child gets help from an adult or more capable peer.
This “help” is called scaffolding (सहारा देना).
Role of Adults (Parents/Teachers):
Adults guide children’s speech by asking questions, modeling correct sentences, and giving feedback.
Example: Parent says, “Do you want the ball?” → Child replies, “Yes, ball!”
Language as a Tool of Thought:
Vygotsky said thinking and language are connected.
As children talk, they learn to organize and express thoughts better.
Internalization:
Words and sentences first come from outside (social speech), then become internal (inner speech).
Teacher’s Role:
Encourage pair work, group discussions, and role play.
Create a talk-rich classroom — let children express ideas freely.
🪄 Classroom Example:
During a story activity, teacher asks questions and lets students describe pictures — this helps them learn language through interaction.
Without using a table, here’s how they differ:
Skinner (Behaviorist): Language is learned through imitation and reinforcement.
Chomsky (Nativist): Language is innate and natural; children are born ready to learn.
Vygotsky (Interactionist): Language develops through social interaction and guidance.
🪄 Simple Memory Trick:
👉 S – C – V → Skinner, Chomsky, Vygotsky = Imitation – Inborn – Interaction
Behaviorist (Skinner):
Use drills, repetition, and positive reinforcement.
Example: “Say after me – The sun rises in the east.”
Nativist (Chomsky):
Give freedom to explore language.
Avoid punishing mistakes; focus on creativity.
Example: Ask students to create new sentences using known words.
Interactionist (Vygotsky):
Use group work, peer learning, dialogue, and real-life tasks.
Example: Role play — “Shopping in the market” to practice conversation.
👩👧 A child says “Dog runned away.”
Skinner would say: Child heard “run” and added “-ed” by imitation and correction.
Chomsky would say: Child applied a grammar rule naturally using innate ability.
Vygotsky would say: Child learned language form through social talk and guidance.
Skinner – Behaviorist Theory:
Language = habit formation.
Learned through imitation + practice + reinforcement.
Chomsky – Nativist Theory:
Language ability is inborn (LAD).
Children create language rules themselves.
Vygotsky – Interactionist Theory:
Language develops through social interaction and scaffolding.
Teacher’s Role:
Combine all three — practice (Skinner), creativity (Chomsky), and communication (Vygotsky).
CTET Insight:
A good classroom supports listening, speaking, and thinking together.
Focus on meaningful communication, not just grammar drills.
🌈 Final Note for CTET Exam:
CTET questions often ask:
“According to Chomsky, language development is –” → Innate process.
“According to Skinner, children learn language by –” → Imitation and reinforcement.
“According to Vygotsky, language develops through –” → Social interaction.
📗 Topic: Role of Environment and Interaction in Language Learning
Language learning is not only about grammar or words; it happens through exposure (अनुभव) and interaction (संवाद).
The environment (पर्यावरण) around the child and the interactions (अंतःक्रिया) they have with people play a major role in language development.
Children learn to speak, understand, and use language by listening, observing, and communicating in real situations.
🪄 Example:
A child learns the word “water” not from a grammar book but by hearing parents say “Drink water!” every day.
Children learn by being surrounded with meaningful language.
A rich environment provides input (सुनने व देखने का सामग्री) like words, gestures, tone, and expression.
The more language a child hears, the better they learn.
🪄 Example:
A home where people talk, tell stories, and sing rhymes naturally supports language learning.
When language is used in real situations, children understand its meaning easily.
Words connected with experience stay longer in memory.
🪄 Example:
If the teacher says “Open your notebook” while doing it, students understand through both words and action.
In India, many children hear more than one language (home + school).
This helps in language flexibility (लचीलापन) and improves listening and comprehension skills.
Teachers can use students’ mother tongue (मातृभाषा) as a support to learn English.
🪄 Example:
If a child doesn’t understand “sit down,” teacher may say “baith jao” once, then repeat in English — gradually the child learns.
A positive and supportive environment builds confidence to speak.
Children learn better when they are not afraid of making mistakes.
Encouragement (प्रोत्साहन) is more effective than punishment.
🪄 Example:
Teacher smiles and says, “Good try!” when a student says an incorrect sentence — this motivates the child to try again.
A classroom full of charts, word walls, labels, and storybooks gives children continuous exposure to words.
They connect written and spoken language naturally.
🪄 Example:
Label classroom items — “door,” “table,” “window.” Seeing and hearing them daily builds vocabulary.
Language grows when learners communicate with others.
Through talking, asking, answering, and listening, children understand how language works in context.
🪄 Example:
Student asks, “Can I go to the washroom?” and learns polite request structure by using it repeatedly.
Based on Vygotsky’s Social Interaction Theory, language develops through dialogue and cooperation.
Communication helps children move from simple to complex language.
🪄 Example:
Children talking while playing learn words like “your turn,” “mine,” “let’s go,” naturally.
Adults model correct language and provide feedback.
They help expand the child’s sentence and meaning.
🪄 Example:
Child: “Dog run.”
Teacher: “Yes, the dog is running fast.”
→ Child learns correct structure through interaction.
Children feel comfortable speaking with friends.
Peer interaction encourages practice without fear.
🪄 Example:
Pair activities like “Ask your friend his favourite colour” help children practice real conversation.
Asking and answering helps children think, respond, and use correct forms.
Dialogue helps develop fluency (धाराप्रवाहता) and confidence.
🪄 Example:
Teacher asks, “What did you eat today?” — students reply using complete sentences.
When a child interacts with a more knowledgeable person, they learn faster.
The teacher provides scaffolding (temporary help) until the learner becomes independent.
🪄 Example:
Teacher helps student say “I am playing” → after some practice, child can say it independently.
Storytelling and Role Play: Makes learning fun and natural.
Group Work / Pair Work: Gives children chance to talk and listen.
Language Corners: Display new words, rhymes, and pictures.
Use of Real Objects (Realia): Show objects while naming them to connect meaning.
Encourage Questions: Let students ask “why,” “what,” “how.”
Daily Conversations: Start class with short talk like “How are you today?”
Use of Songs and Rhymes: Builds pronunciation, rhythm, and memory.
🪄 Example:
Teacher greets students daily — “Good morning! How are you?” → students naturally learn greetings.
Skinner: Supports environment and reinforcement → imitation through interaction.
Chomsky: Emphasized innate ability, but interaction gives real practice.
Vygotsky: Stressed social interaction and scaffolding → most relevant for classroom.
Language Learning happens best in a rich and supportive environment.
Meaningful exposure (सार्थक संपर्क) is more powerful than rote memorization.
Interaction builds understanding and fluency.
Teachers and peers act as facilitators (सहयोगी).
Positive emotional environment motivates children to express freely.
Use activities, stories, and dialogue to make interaction natural.
Environment + Interaction = Successful Language Learning.
🌈 CTET Key Takeaways:
Question Example: “According to Vygotsky, language learning takes place through —”
👉 Social interaction and guidance.
Classroom implication: Teacher should create a talk-rich, encouraging environment for learners.
📋 Topics:-
Difficult Words List for:📘 Listening & Speaking
(Topics: Listening Activities, Speaking Practice, Pronunciation & Recitation)
🔹 Meaning: The correct way of saying a word using proper sounds (ध्वनियाँ) and stress (बल).
🔹 It decides how clearly and beautifully you speak a language.
🔹 Example:
Teacher says — “It’s not aks but ask.”
👉 Correct pronunciation helps in clear communication.
🔹 Meaning: The rise and fall of voice (आवाज़ का ऊपर-नीचे होना) while speaking. It shows emotion or attitude.
🔹 Example:
When asking a question — “Are you coming?” (voice goes up ↑)
When giving information — “I am coming.” (voice goes down ↓)
🔹 Meaning: Emphasizing a particular syllable or word while speaking to make meaning clear.
🔹 Example:
In the word TEAcher, more stress is on the first part – TEA.
In comPUTer, stress is on the middle part – PUT.
🔹 Meaning: The musical flow or beat in spoken English. It comes from using stressed and unstressed syllables.
🔹 Example:
“The sun is shining bright.”
→ Words in bold are stressed, creating rhythm.
🔹 Meaning: Reading or repeating a poem, rhyme, or short text aloud with expression, rhythm, and correct pronunciation.
🔹 Example:
Children recite “Twinkle Twinkle Little Star” with happy expressions and gestures.
🔹 Meaning: The clear movement of tongue, lips, and mouth while producing sounds.
🔹 It helps in clarity of speech.
🔹 Example:
A child says “th” in “think” by keeping tongue between teeth — correct articulation.
🔹 Meaning: A classroom activity where students act out a situation to practice speaking.
🔹 It helps build confidence and real-life communication skills.
🔹 Example:
Two students act as shopkeeper and customer — learning polite expressions like “How much is this?”
🔹 Meaning: A conversation between two or more people to express thoughts or ideas.
🔹 It improves fluency and interaction.
🔹 Example:
Student A: “Good morning!”
Student B: “Good morning! How are you?”
👉 Practicing such dialogues helps in natural speaking.
🔹 Meaning: The ability to speak smoothly and naturally without long pauses or hesitation.
🔹 Example:
When a student can tell a short story easily without stopping — that’s fluency.
🔹 Meaning: The ability to understand and make meaning from what you hear.
🔹 Example:
Teacher reads a story and asks: “Who was the main character?”
If the child answers correctly, it shows good listening comprehension.
🔹 Meaning: When students are actively involved and interested in the learning activity.
🔹 Example:
During a listening game, all children eagerly respond — that’s engagement.
🔹 Meaning: Showing feelings and emotions through voice, tone, and face while speaking or reciting.
🔹 Example:
While saying “I’m so happy!”, the student’s face and tone show real happiness.
🔹 Meaning: The quality or mood of your voice — it can be happy, sad, angry, excited, etc.
🔹 Example:
Saying “Really?” in a surprised tone vs. a doubtful tone changes the meaning.
🔹 Meaning: The response or suggestion given by teacher or listener to help improve speaking or pronunciation.
🔹 Example:
Teacher says — “You spoke clearly, but say thank you softly.” → That’s positive feedback.
🔹 Meaning: Saying or hearing something again and again for practice and learning.
🔹 Example:
Children repeat rhymes like “Rain, Rain, Go Away” many times — this improves memory and pronunciation.
🔹 Meaning: Reciting with feelings, facial expressions, and gestures to make it lively and meaningful.
🔹 Example:
While reciting “The sun is smiling,” a child smiles and raises hands like the sun rising.
🔹 Meaning: Copying sound, tone, or expression to learn or entertain.
🔹 Example:
Students copy how the teacher says “Good Morning” — improving pronunciation naturally.
🔹 Meaning: Practicing speaking or listening in pairs or groups with classmates.
🔹 Example:
Two friends ask and answer questions — learning to communicate politely.
🔹 Meaning: Speaking in a way that is easy to hear and understand.
🔹 Example:
Teacher tells students — “Open your book” clearly, not too fast or low.
🔹 Meaning: Believing in your ability to speak or perform well in front of others.
🔹 Example:
A student confidently says a poem on stage — even if not perfect, it shows confidence.
✅ Pronunciation = Correct sounds + stress + rhythm + intonation.
✅ Intonation = Rise and fall of voice; adds emotion.
✅ Stress = Emphasis on certain syllables or words.
✅ Rhythm = Musical pattern in speech.
✅ Recitation = Expressive reading of poems with feelings.
✅ Role Play & Dialogue = Develop communication and confidence.
✅ Fluency = Smooth and natural speaking.
✅ Listening Activities = Improve comprehension and attention.
✅ Feedback = Helps students correct and improve.
✅ Expression & Tone = Make speech lively and meaningful.
✅ Peer Practice = Encourages cooperation and confidence.
✨ Final Tip for CTET:
Listening and speaking activities should be interactive, joyful, and expressive — not about perfection, but about communication and confidence.
📍 Topic: Listening Activities (Stories, Games)
Listening means understanding and interpreting the sounds and words we hear.
Listening Activities are classroom tasks designed to help learners actively listen and understand meaning, not just hear sounds.
Purpose: To develop comprehension (समझना), attention (ध्यान देना), and response skills (प्रतिक्रिया कौशल).
Example:
When a teacher tells a short story and asks students to answer questions about it — students are involved in a listening activity.
Foundation of Language Learning (भाषा की नींव):
Listening is the first skill children develop — even before speaking.
Strong listening skills help children understand pronunciation, tone, rhythm, and meaning.
🏫 Example: Children learn “thank you” and “sorry” by hearing parents and teachers use them.
Develops Concentration & Patience (एकाग्रता):
Listening games make children focus carefully and wait for their turn.
Improves Vocabulary (शब्दावली बढ़ती है):
Through stories and songs, children hear new words in context and remember them easily.
Encourages Imagination (कल्पनाशक्ति बढ़ती है):
Listening to stories helps children picture scenes in their mind, improving creativity.
Builds Empathy (संवेदनशीलता):
When they hear characters’ feelings in stories, they learn to understand emotions.
These activities use stories to make listening joyful and meaningful.
Teacher narrates a short, interesting story using gestures, voice modulation, and expressions.
Students listen carefully and answer simple questions.
🧩 Example: After telling “The Lion and the Mouse,” teacher asks:
“Who helped the lion?” → Students reply “The mouse.”
After listening to a story, students arrange pictures or events in the correct order.
Builds logical understanding and memory recall.
🧩 Example: Teacher tells “The thirsty crow,” then gives 4 pictures — students place them in the right order.
Teacher pauses before the story ends and asks students to guess what might happen next.
Improves thinking (सोचने की क्षमता) and comprehension.
🧩 Example: In “Cinderella,” stop before the shoe fits — ask, “What do you think will happen now?”
After listening, students retell the story in their own words.
Improves listening-to-speaking connection.
🧩 Example: Teacher narrates “The Hare and the Tortoise.” Later, a student retells it using simple English.
Games make listening fun and active while improving attention and response.
Classic listening game.
Teacher says, “Simon says touch your nose.” Students must do it only when the sentence starts with “Simon says.”
Improves active listening and quick response.
🧩 Example:
“Simon says clap your hands.” → Students clap.
“Touch your ears.” → No one should move (because Simon didn’t say it).
Teacher plays sounds (animals, vehicles, nature), and students mark what they hear on a bingo sheet.
Sharpens sound discrimination (ध्वनियों में अंतर समझना).
🧩 Example: Hear “meow,” students mark “cat” on their sheet.
Play music; when it stops, the child holding the ball answers a question or completes a sentence they heard earlier.
Improves attention span and memory recall.
Teacher gives oral directions that students must follow.
Develops understanding of sequence and vocabulary.
🧩 Example:
“Open your book, turn to page 5, and underline the word ‘happy.’”
Teacher makes or plays a sound (clapping, bell, knocking), and students guess its source.
Builds auditory discrimination and curiosity.
🧩 Example: Hear “ding-dong” → students answer “doorbell.”
Provide a Positive Environment:
Use calm voice and friendly tone so students feel safe to listen and respond.
Use Visual Aids (दृश्य सामग्री):
Pictures, puppets, flashcards make stories and games more meaningful.
Encourage Interaction:
Ask open-ended questions like “Why do you think the boy ran away?”
Be a Good Model Listener:
Show attentive body language — eye contact, nodding — to model good listening.
Balance Difficulty Level:
Choose stories and games according to learners’ age and understanding.
Assess Listening Skills:
Observe students’ reactions, answers, and participation to evaluate comprehension.
Language Enrichment: Expands vocabulary and sentence structure understanding.
Pronunciation Improvement: Learners hear correct sounds and rhythm.
Better Memory: Story recall strengthens retention.
Confidence Building: Students express answers freely.
Enhances Speaking Skills: Listening improves speech fluency naturally.
✔️ Listening is the first step in language learning.
✔️ Activities like stories and games make listening enjoyable and effective.
✔️ Storytelling, sequencing, retelling, and prediction develop comprehension.
✔️ Games like Simon Says, Guess the Sound, Sound Bingo sharpen listening and focus.
✔️ Teacher’s role — create a positive, interactive, and print-rich environment.
✔️ Listening activities connect to speaking skills — both develop together.
✔️ Listening assessment should be through observation, not written tests.
✨ In Short:
“Listening Activities help children learn language naturally through fun, stories, and play — not through memorization.”
📍 Topic: Speaking Practice (Role Play, Dialogue)
Speaking Practice means helping learners use language orally (मौखिक रूप से) to express ideas, thoughts, and feelings.
It focuses on communication (संचार), not just grammar.
Children learn to use language in real-life situations through guided activities.
Example:
When students act as shopkeeper and customer in class and talk about buying fruits — they are doing speaking practice.
Develops Communication Skills:
Speaking helps learners share thoughts, ask questions, and respond.
It is essential for real communication, not just classroom learning.
Builds Confidence (आत्मविश्वास):
Regular speaking tasks remove hesitation and fear of making mistakes.
Improves Pronunciation & Fluency:
Students listen and repeat correct forms, improving accent (उच्चारण) and flow.
Encourages Social Interaction:
Through dialogue and role-play, learners cooperate and understand others’ viewpoints.
Connects Listening to Speaking:
When students listen carefully before responding, both skills improve naturally.
Makes Learning Joyful:
Speaking activities are often games, role-plays, and conversations — so children enjoy while learning.
Role Play means acting out a real-life situation (वास्तविक परिस्थिति) in a classroom setting.
Learners take different roles and speak naturally as if they are in that situation.
To make learners use English meaningfully.
To practice functional English (daily use language).
Teacher gives a situation and assigns roles.
Students prepare short dialogues and act.
Shopkeeper and Customer:
Student A: “How much are the apples?”
Student B: “They are fifty rupees a kilo.”
→ Helps learn polite expressions and vocabulary related to shopping.
Doctor and Patient:
Student A: “What’s your problem?”
Student B: “I have a headache.”
→ Learners practice health-related conversation.
Teacher and Student:
Student: “May I go to the library?”
Teacher: “Yes, but come back in ten minutes.”
Bus Conductor and Passenger:
“Where do you want to go?”
“To the market, please.”
Encourages imagination (कल्पनाशक्ति).
Builds spontaneity (तुरंत प्रतिक्रिया देने की क्षमता).
Improves vocabulary (शब्द भंडार) and sentence structure.
Teaches polite social behavior in English.
Dialogue means a conversation (बातचीत) between two or more people on a specific topic.
It helps students practice question–answer form, intonation (स्वर का उतार-चढ़ाव), and natural speaking rhythm.
To build fluency in expressing ideas.
To teach how to start, continue, and end a conversation properly.
Teacher writes or provides a short dialogue model.
Students practice in pairs or small groups, then perform before the class.
Greeting Dialogue:
A: “Good morning!”
B: “Good morning! How are you?”
A: “I’m fine, thank you.”
👉 Teaches basic greetings and politeness.
Asking for Directions:
A: “Excuse me, where is the post office?”
B: “It’s near the market, next to the bank.”
👉 Builds question formation and listening comprehension.
Making Plans:
A: “Shall we go to the park?”
B: “Yes, let’s go after school.”
👉 Encourages functional use of language in social context.
At School:
A: “What’s your favorite subject?”
B: “I like English. What about you?”
A: “I like Science.”
Develops fluency (धाराप्रवाह बोलना) and confidence.
Students learn turn-taking (बारी-बारी से बोलना).
Improves intonation and body language.
Promotes teamwork and respect for others’ opinions.
Create an Encouraging Environment:
Never correct every mistake immediately — focus on communication first.
Encourage students to speak without fear.
Use Familiar Contexts:
Start with everyday situations — like buying things, greeting, or asking for help.
Model the Activity:
Teacher should first perform a short dialogue or role play to show how it’s done.
Support with Visuals:
Use props (सामग्री) like toy phones, charts, puppets to make role plays lively.
Pair or Group Students Wisely:
Mix confident and shy students together so that everyone participates.
Provide Useful Phrases:
Teach expressions like “Excuse me,” “Please help,” “Thank you,” etc.
Give Feedback Positively:
Appreciate effort, not just correctness.
Picture-based Discussion:
Show a picture; ask students to describe what they see.
🧩 Example: A classroom picture → “The teacher is teaching. The students are reading.”
Story Completion:
Start a story, let students add lines one by one.
🧩 Example: “Once there was a puppy…” → each student adds one sentence.
Pair Interviews:
Students ask and answer simple personal questions.
🧩 Example: “What’s your favorite game?” – “I like cricket.”
Group Discussion (for advanced learners):
Discuss topics like “Why is reading important?”
Makes Learning Active: Students talk, move, and express — not just listen.
Develops Real-life Communication Skills: Prepares children for real interactions.
Reduces Stage Fear: Gradually removes hesitation.
Improves Pronunciation and Vocabulary.
Builds Empathy: Learners understand different roles and emotions.
Encourages Teamwork: Promotes cooperation and respect among peers.
✔️ Speaking Practice helps learners use English for real communication.
✔️ Role Play = Acting out real-life situations using imagination.
✔️ Dialogue Practice = Practicing natural conversation using simple expressions.
✔️ Both improve fluency, pronunciation, and confidence.
✔️ Teacher’s role — create a supportive, fun, and interactive environment.
✔️ Use everyday contexts — shopping, greeting, asking directions, etc.
✔️ Focus more on meaningful communication than grammar accuracy.
✨ In Short:
“Role Play and Dialogue are powerful tools to make English speaking natural, joyful, and meaningful for young learners.”
📍 Topic: Pronunciation & Recitation
Both Pronunciation (उच्चारण) and Recitation (पाठ / कविता-पाठ) are essential parts of listening and speaking skills.
They help learners develop clarity, rhythm, and confidence while using English.
These skills make spoken English pleasant, accurate, and expressive.
Pronunciation means the correct way of saying a word (किसी शब्द का सही उच्चारण करना).
It includes sounds (ध्वनियाँ), stress (बल), intonation (स्वर का उतार-चढ़ाव), and rhythm (ताल).
Ensures Clarity in Speech (स्पष्ट बोलना):
Correct pronunciation helps others understand you easily.
Example: Saying “ship” (जहाज) and “sheep” (भेड़) correctly avoids confusion.
Builds Confidence:
When students pronounce words correctly, they feel confident speaking English.
Improves Listening Skills:
Good pronunciation comes from careful listening to sounds.
Enhances Communication Skills:
Helps in clear and polite communication in class and daily life.
Creates Interest in Language:
Children enjoy learning the musical quality of English sounds.
English has vowel sounds (a, e, i, o, u) and consonant sounds.
Example:
/p/ as in pen, /b/ as in ball
/iː/ as in see, /ɪ/ as in sit
Some syllables (parts of words) are spoken more strongly.
Example: TEAcher, COMputer, baNAna
It means rise and fall in the voice while speaking.
Example:
Rising tone (↑) in questions → Are you coming?
Falling tone (↓) in statements → I am coming.
English speech follows a pattern of stressed and unstressed syllables.
Example:
The sun is shining bright.
Stressed words = sun, shining, bright
Use of Listening:
Let children listen to good English speakers, rhymes, or recordings.
Model Reading by Teacher:
Teacher should speak slowly and clearly to demonstrate sounds.
Phonetic Drills (ध्वनि अभ्यास):
Practice sound differences:
pin–bin, ship–sheep, bat–mat
Use of Songs & Rhymes:
Rhymes make children repeat naturally with correct sounds and rhythm.
Use of Visual and Actions:
For example, while saying “jump,” make a jumping gesture.
Peer Practice:
Students can practice in pairs to improve fluency and confidence.
Correcting Pronunciation Gently:
Focus on improvement, not punishment.
Encourage repetition and praise effort.
Recitation means reading aloud or repeating a poem or short text with proper expression, rhythm, and feeling.
It helps in language development, listening comprehension, and confidence building.
Develops Expression (भाव प्रकट करना):
Children learn to speak with correct tone and emotion.
Example: Happy tone for “Twinkle Twinkle Little Star.”
Improves Pronunciation:
Through repetition, students learn correct sounds and word patterns.
Enhances Memory:
Memorizing and performing rhymes strengthen memory skills.
Encourages Love for Literature:
Reciting stories or poems creates interest in language and culture.
Improves Rhythm and Fluency:
Children learn the natural rhythm of English sentences.
Builds Confidence and Stage Presence:
Performing in front of others removes hesitation.
Choose Age-appropriate Rhymes or Poems:
Simple words, short lines, and fun topics.
Understand the Meaning:
Students must know what they are saying to express correctly.
Model Recitation by Teacher:
Teacher performs first, showing tone, stress, and pauses.
Use of Voice Modulation (स्वर परिवर्तन):
Use rise and fall in voice to show excitement or sadness.
Add Gestures and Facial Expressions:
Actions make recitation more engaging.
Example: For poem “Rain, Rain, Go Away,” children can make rain-dropping gestures.
Group Recitation:
Students recite together; it builds rhythm and cooperation.
Individual Recitation:
Helps in improving personal pronunciation and confidence.
Be a Role Model:
Teacher’s own pronunciation should be clear and natural.
Encourage Participation:
Every child should get a chance to speak or recite.
Provide Supportive Environment:
Correct mistakes gently and appreciate efforts.
Use Real-life Contexts:
Relate poems or words to classroom themes or seasons.
Integrate with Listening:
Play rhymes and stories, then ask children to repeat.
Provide Feedback:
Focus on clarity, expression, and improvement, not perfection.
Rhyming Word Practice:
Cat–Hat–Mat, Rain–Pain–Train
Poem Recitation:
“Humpty Dumpty sat on a wall” – with gestures and expressions.
Tongue Twisters (जल्दी बोलने वाले वाक्य):
She sells sea shells on the seashore.
Improves articulation and fun practice.
Story Reading Aloud:
Children take turns reading short parts of a story aloud.
Phoneme Practice Game:
“Say a word that starts with /b/ – ball, bat, bag.”
✔️ Pronunciation = Correct way of saying words with right sounds, stress, rhythm, and intonation.
✔️ Recitation = Expressive reading or speaking of rhymes/poems aloud.
✔️ Both help in fluency, confidence, clarity, and enjoyment of language.
✔️ Teacher’s role – model pronunciation, give feedback, and make it joyful.
✔️ Use songs, rhymes, tongue twisters, and group recitation to make it interesting.
✔️ Encourage listening first, then speaking for natural pronunciation learning.
✔️ Focus on expression, meaning, and enjoyment, not just correctness.
✨ In Short:
“Pronunciation makes speech clear; Recitation makes speech beautiful.”
Together, they build confident and expressive English speakers. 🎤
📋 Topics:-
Difficult Words List for the combined topic:
📘 Skimming, Scanning, Prediction – Strategies for Comprehension – HOTS Questions in Reading
Meaning:
Skimming means reading a passage quickly to get the main idea (मुख्य विचार) without reading every word.
It is used when you want to know what the text is about.
Example:
👉 When you open a newspaper, you don’t read every line — you just glance at the headlines to know what’s happening. That’s skimming.
Classroom Use:
Before reading a story, teacher asks — “Just look quickly at the paragraph and tell me what it seems to be about.”
Meaning:
Scanning means reading to find specific information (खास जानकारी) like a number, date, or name.
You move your eyes fast until you find what you need.
Example:
👉 When you look for your name in a result list, you don’t read all names — you directly scan for your roll number.
Classroom Use:
Teacher gives a passage and says, “Find the year when India got independence.”
That’s scanning.
Meaning:
Prediction means guessing what will happen next (आगे क्या होगा) based on clues in the text or pictures.
It helps children think ahead and stay engaged.
Example:
👉 If the story says, “Dark clouds gathered and thunder roared,” we predict that it will rain.
Classroom Use:
Teacher asks — “What do you think will happen to the boy next?”
→ Students make predictions.
Meaning:
Comprehension means understanding (समझना) what you read — the meaning, purpose, and feelings in the text.
It is not just reading words, but making sense of them.
Example:
👉 A child who reads the poem “Rain Rain Go Away” understands that it’s about wanting to play, not just about rain.
Meaning:
Context means the situation or surrounding meaning (आसपास का अर्थ) that helps understand a word or sentence.
Sometimes, words change their meaning depending on the context.
Example:
👉 The word “light” in “light bag” means not heavy, but in “turn on the light,” it means illumination (रोशनी).
Classroom Use:
Teacher says — “Read the full sentence to guess what this word means from the context.”
Meaning:
To infer means to find hidden meaning or conclusion (छिपा अर्थ समझना) that is not directly said in the text.
Example:
👉 If a story says, “Ravi’s eyes were full of tears when his toy broke,”
we infer that Ravi is sad.
Classroom Use:
Teacher asks — “How do you know Ravi is sad even though it’s not written?”
→ This is inference.
Meaning:
To evaluate means to judge or decide (निर्णय लेना) whether something is good, bad, right, or wrong — using logic and reason.
Example:
👉 After reading a story, a student says — “The king’s decision was unfair.”
→ He is evaluating.
Classroom Use:
Teacher asks — “Do you agree with the character’s action? Why or why not?”
Meaning:
To analyze means to break down (विभाजन करना) a story or idea into smaller parts to understand how it works.
Example:
👉 When students discuss the beginning, middle, and end of a story, they are analyzing it.
Classroom Use:
Teacher asks — “What caused the problem in this story?”
Meaning:
Creativity means the ability to think in a new or imaginative way (नई सोच रखना).
Example:
👉 When a student writes a new ending for a story — that is creativity.
Classroom Use:
Teacher says — “Write your own version of The Fox and the Grapes.”
Meaning:
Strategy means a planned method or technique (योजना या तरीका) to achieve a goal — here, to improve reading and understanding.
Example:
👉 “Underline key words while reading” is a reading strategy.
Classroom Use:
Teacher teaches children how to summarize a paragraph — that’s using a strategy.
Meaning:
Literal meaning is the exact or direct meaning (सटीक अर्थ) of words — without hidden ideas.
Example:
👉 “He is on cloud nine” literally means on a cloud, but the real meaning (figurative) is very happy.
Classroom Use:
Teacher asks — “What is the literal and hidden meaning of this sentence?”
Meaning:
Engagement means being actively involved (सक्रिय रूप से शामिल होना) in learning, listening, or reading.
Example:
👉 When students listen carefully and respond to questions during story reading — they are engaged.
Classroom Use:
Teacher reads aloud and pauses to ask, “What do you think happens next?” → students stay engaged.
Meaning:
Critical thinking means thinking deeply and logically (गहराई से सोचना) to form reasoned judgments or opinions.
Example:
👉 After reading The Thirsty Crow, a student says — “The crow was smart, but also patient.” That’s critical thinking.
Classroom Use:
Teacher asks — “Was the crow’s idea clever or lucky?”
Meaning:
Reflection means thinking back (विचार करना) about what you learned, read, or felt.
Example:
👉 After reading a story, students write what lesson they learned — this is reflection.
Classroom Use:
Teacher asks — “What did this story teach you about honesty?”
Meaning:
Composing means creating or writing (रचना करना) something new using your thoughts or imagination.
Example:
👉 Writing a poem, a dialogue, or story summary is composing.
Classroom Use:
Teacher says — “Compose a short dialogue between two friends about saving trees.”
✅ Skimming → Read fast for main idea.
✅ Scanning → Read fast for specific detail.
✅ Prediction → Guess ahead using clues.
✅ Comprehension → Understanding full meaning.
✅ Context → Meaning from situation.
✅ Infer → Hidden meaning from hints.
✅ Evaluate → Judge with reason.
✅ Analyze → Break & understand parts.
✅ Creativity → New ideas or imagination.
✅ Strategy → Planned reading technique.
✅ Literal meaning → Exact word meaning.
✅ Engagement → Active participation in reading.
✅ Critical thinking → Deep logical understanding.
✅ Reflection → Thinking about what you learned.
✅ Composing → Creating or writing new ideas.
✨ Teacher’s Tip for CTET Exam:
If a question asks —
“Which activity helps students think beyond the text?”
Answer → HOTS (Analysis, Evaluation, Creation) based activities.
If it asks —
“What skill is used when a student guesses what will happen next?”
Answer → Prediction.
📘 Topic: Skimming, Scanning, Prediction
Skimming means reading quickly to get the main idea (मुख्य विचार) of a passage or text without focusing on every word.
It helps to understand what the text is about in a short time.
Purpose: To get the overall idea or general meaning of the text.
How to do it:
Read titles, headings, and subheadings.
Focus on first and last paragraphs.
Read first sentences of each paragraph.
When to use: When you want to decide whether to read the whole text or just get a brief understanding.
Time-saving technique: You do not need to read line by line — only pick important clues.
When you pick up a newspaper and just read headlines and first few lines of each story to know what’s happening — that’s skimming.
In classroom: When students are asked to “find what this story is about” in 2 minutes.
👉 Skimming = Quick Reading for Main Idea.
Scanning means reading quickly to find a specific piece of information (विशेष जानकारी) such as a name, date, number, or word.
Purpose: To locate specific facts or details in a text.
How to do it:
Do not read everything.
Move your eyes quickly down the page to find keywords (मुख्य शब्द).
Stop when you find the information.
Helps in: Saving time and finding exact answers.
Used in: Exams, reference books, timetables, or data reading.
Looking at a train timetable to find departure time for your train.
Searching a word meaning in a dictionary.
In class: Teacher asks, “Find the name of the king mentioned in the passage.”
👉 Scanning = Reading for Specific Information.
Prediction means using clues (संकेत) from the text or pictures to guess what will happen next or what the text is about.
It helps activate the reader’s thinking and imagination before and during reading.
Purpose: To make reading interactive and meaningful.
How to do it:
Look at the title, pictures, or first few lines.
Use previous knowledge and context clues to guess meaning.
Keep updating your prediction as you read more.
Develops: Critical thinking and comprehension (समझने की क्षमता).
Used by teachers: Before reading, to engage students.
Before reading the story “The Fox and the Grapes,” the teacher asks,
“What do you think the fox will do when he can’t reach the grapes?”
Students predict the ending → builds curiosity and comprehension.
👉 Prediction = Guessing Before or During Reading.
Help Different Learners: Slow learners can understand text better using these methods.
Make Reading Purposeful: Students read with a goal — not just mechanically.
Improve Comprehension: They help students understand and remember better.
Develop Higher Order Skills: Such as inference, analysis, and logical guessing.
Build Confidence: Students feel more comfortable with unfamiliar texts.
Model Reading: Teacher should demonstrate skimming and scanning in class.
Use Pre-reading Activities: Ask questions, show pictures, or give clues for prediction.
Create Purposeful Tasks: e.g., “Find three adjectives in this paragraph.”
Encourage Group Work: Let students discuss their predictions and findings.
Provide Practice: Regular short exercises for quick reading.
✅ Skimming → Read quickly for main idea.
✅ Scanning → Read quickly for specific information.
✅ Prediction → Guess meaning or outcome using clues.
✅ All three build comprehension (समझने की शक्ति) and active reading habits.
✅ Teacher uses activities, clues, and pre-reading tasks to develop these skills.
✅ These strategies make reading meaningful, engaging, and efficient.
✨ CTET Tip:
In English pedagogy, reading is not just “word recognition” — it is about understanding, thinking, and connecting with the text.
So, use skimming, scanning, and prediction to make reading a thinking process, not a rote process.
📘 Topic: Strategies for Comprehension
Comprehension means the ability to understand (समझना) and interpret (व्याख्या करना) the meaning of a text.
It is not just reading words — it is understanding the message, idea, and emotion behind them.
If a child reads: “The boy was crying because his toy broke,”
— He should understand why the boy is crying, not just read the words.
👉 Reading = Decoding + Understanding.
Develops Critical Thinking (आलोचनात्मक सोच):
Students learn to analyze and connect ideas.
👉 Example: Comparing two characters from a story.
Improves Vocabulary & Grammar:
Students meet new words in context (situation), so they remember better.
Makes Reading Purposeful:
Reading becomes meaningful, not mechanical.
Supports Writing & Speaking:
Good comprehension helps express ideas clearly.
Below are key teacher-friendly strategies used in classroom to improve comprehension skills.
To prepare the mind of the reader before reading the text.
It helps students predict, connect, and become curious about the text.
Prediction:
Ask students to guess what the text is about from the title or picture.
👉 Example: Before reading “The Lion and the Mouse”, ask, “What do you think happens between them?”
Brainstorming:
Discuss key words or ideas before reading.
👉 Example: Before reading a story on rain, discuss monsoon, umbrellas, puddles.
K-W-L Chart (Know–Want to know–Learned):
Students list what they already know, what they want to know, and later what they learned.
To help students stay active and alert while reading.
Skimming & Scanning:
Skimming for main ideas,
Scanning for specific information.
👉 Example: Finding “who helped the fox” in the story.
Questioning:
Ask “why”, “how”, “what if” questions during reading.
👉 Example: “Why did the king hide his identity?”
Making Connections:
Text to Self: Connect story to your own life.
👉 “I also lost my pencil once like the boy in the story.”
Text to Text: Connect with another story.
Text to World: Relate with real events around you.
Visualization (कल्पना करना):
Imagine the scene while reading.
👉 Example: Visualize the jungle while reading “The Jungle Book.”
Highlighting / Note-taking:
Mark key points, new words, or confusing lines for later discussion.
To check understanding, improve memory, and summarize the learning.
Summarizing:
Students retell the text in their own words.
👉 Example: “In short, the story tells how honesty was rewarded.”
Paraphrasing:
Expressing the same idea using different words — improves clarity and vocabulary.
Discussion:
Conduct group or pair discussions to share opinions or lessons from the text.
Question–Answer Practice:
Teacher asks comprehension questions of different levels:
Literal (fact-based)
Inferential (understanding-based)
Evaluative (judgment-based)
Graphic Organizers / Mind Maps:
Use charts or diagrams to show sequence, cause–effect, or character traits.
Literal Comprehension:
Based on facts directly in the text.
👉 Example: “Where was the boy going?”
Inferential Comprehension:
Based on understanding hidden meaning.
👉 Example: “Why was the boy afraid?”
Critical Comprehension:
Reader gives opinion or judgment.
👉 Example: “Do you think the character made the right choice?”
Creative Comprehension:
Students create new endings or ideas.
👉 Example: “What if the story ended differently?”
Model Good Reading:
Teacher reads aloud with correct tone (स्वर), pause, and expression.
Ask Guiding Questions:
Questions that help students think and interpret deeply.
Encourage Active Participation:
Group reading, discussions, role-plays.
Provide Context:
Explain difficult vocabulary and cultural references.
Differentiate Tasks:
Adapt comprehension tasks for different learning levels.
Teacher reads a story aloud and pauses to ask,
“What do you think will happen next?” → builds prediction.
Students read silently and underline words that describe feelings → builds awareness.
Group activity: Make a story map showing main character, setting, problem, and solution → builds organization.
✅ Comprehension = Understanding meaning of text.
✅ Three stages: Pre-reading, While-reading, Post-reading.
✅ Pre-reading: Prediction, brainstorming, curiosity.
✅ While-reading: Skimming, scanning, questioning, connecting.
✅ Post-reading: Summarizing, discussing, answering.
✅ Types of comprehension: Literal, inferential, critical, creative.
✅ Teacher’s role: Model reading, ask questions, guide discussion.
✅ Goal: Help students become independent, thoughtful readers.
✨ CTET Concept Reminder:
Reading comprehension is not about word-by-word decoding — it’s about building meaning, thinking critically, and interacting with the text.
Teacher acts as a facilitator who helps learners read with understanding, not just with speed.
📘 Topic: HOTS Questions in Reading
HOTS means Higher Order Thinking Skills (उच्च स्तरीय चिंतन कौशल) — the ability to think deeply, critically, and creatively beyond simple memorization.
It involves analysis, evaluation, and creation — not just recalling facts.
HOTS questions help students understand, interpret, and judge what they read.
They go beyond literal meaning to explore why and how.
🟢 Simple Question: “Where did the boy go?” (Recall)
🔵 HOTS Question: “Why do you think the boy decided to go alone?” (Reasoning + Analysis)
Develops Deep Understanding (गहन समझ):
Students learn to find hidden meanings and author’s purpose.
Builds Critical Thinking:
Encourages students to think why something happened, not just what happened.
Encourages Expression & Opinion:
Students learn to support their answers with logic or evidence from the text.
Promotes Active Reading:
Readers become active participants — questioning, connecting, and predicting.
Prepares for Real-Life Decision Making:
Reading becomes a tool for reasoning and judgment in real situations.
To understand HOTS better, let’s connect it to Bloom’s Taxonomy (ब्लूम का वर्गीकरण) — a hierarchy of thinking levels:
Remembering (स्मरण करना): Recall facts → Who, What, Where
Understanding (समझना): Explain meaning → Why did it happen?
Applying (प्रयोग करना): Use information → What would you do?
Analyzing (विश्लेषण करना): Examine parts → What is the reason behind it?
Evaluating (मूल्यांकन करना): Judge value → Do you agree with the character’s action?
Creating (सृजन करना): Make something new → Write a new ending for the story.
👉 The last three levels (Analyzing, Evaluating, Creating) are HOTS.
Students use clues from the text to find hidden meanings.
🔹 Example:
“Why did the character hide the truth?”
“What can we guess about his feelings?”
💬 Classroom Example:
After reading The Honest Woodcutter, ask —
“Why did the woodcutter refuse the golden axe?”
→ Students infer honesty and moral reasoning.
Students judge, compare, or express opinion about ideas or characters.
🔹 Example:
“Do you agree with the king’s decision? Why?”
“Which character showed more courage?”
💬 Classroom Example:
After reading The Lion and the Mouse, ask —
“Was the lion really strong if he needed help from a mouse?”
Students use creativity to extend or change the story.
🔹 Example:
“What would happen if the fox didn’t meet the crow?”
“Write a new ending for the story.”
💬 Classroom Example:
After reading The Thirsty Crow, ask —
“What new idea could the crow use to get water next time?”
Students examine parts, causes, and results in the text.
🔹 Example:
“What caused the main problem in the story?”
“How did the character’s choice affect others?”
💬 Classroom Example:
In The Hare and the Tortoise,
ask — “What made the hare lose even though he was faster?”
Questions that don’t have just one right answer.
👉 Example: “What would you have done if you were the main character?”
Let children share opinions and defend their answers with reasons.
Connect reading with real experiences.
👉 Example: “Have you ever faced a situation like the story’s hero?”
Ask — “What do you think will happen next?” or “Why do you think so?”
Story maps, cause–effect charts, and Venn diagrams help analyze and evaluate stories visually.
After reading The Greedy Dog:
“Why did the dog lose his bone?” (Analysis)
“What lesson can we learn from this?” (Evaluation)
After reading The Golden Goose:
“If you were the farmer, what would you do differently?” (Creation)
After reading The Brave Girl:
“How did her courage help others?” (Analysis)
“Do you think courage is always a good thing?” (Evaluation)
Model Critical Thinking:
Think aloud while reading to show how ideas connect.
Encourage Justification:
Ask students to explain their answers — “Why do you think so?”
Provide Safe Environment:
Allow multiple answers; avoid judging creativity.
Integrate HOTS Daily:
Include HOTS questions in every reading lesson, not only in exams.
Promote Reflection:
After reading, ask “What did you learn about yourself from this story?”
✅ HOTS = Higher Order Thinking Skills.
✅ Encourages analysis, evaluation, and creation.
✅ Goes beyond recall; focuses on reasoning, judgment, creativity.
✅ Types: Inferential, Evaluative, Analytical, Creative.
✅ Helps in deep understanding and moral reasoning.
✅ Teacher’s role: ask open-ended questions, encourage opinions, and connect stories to real life.
✅ Goal: To make students think beyond the text and apply learning in life.
✨ CTET Concept Reminder:
Reading is not just decoding — it is thinking, connecting, questioning, and creating meaning.
HOTS-based questions help teachers assess true comprehension, not just memory.
📋 Topics:-
(Difficult Words List) for the completed topics: Copying & Dictation | Creative & Functional Writing | Cohesion & Coherence
Meaning: Accuracy means writing without mistakes — correct spelling, punctuation, and grammar.
It shows how exact and correct the student’s work is.
Example:
The teacher praised Rina for her accuracy in the dictation test.
(रिना को उसकी डिक्टेशन में सटीक लेखन के लिए सराहा गया।)
Meaning: Focusing the mind fully on one activity without distraction.
In copying or dictation, students must listen carefully and avoid mistakes.
Example:
During dictation, students need concentration to hear every word correctly.
Meaning: The act of learning by observing and repeating what others do.
In early writing, children learn by imitating teacher’s writing.
Example:
Small children practice writing by imitation of letters from the blackboard.
Meaning: The smooth and continuous flow of writing or speaking.
In dictation, fluency helps students write quickly without pausing too much.
Example:
With regular practice, students develop fluency in writing sentences.
Meaning: Strengthening learning through repetition and practice.
Copying and dictation help reinforce correct spellings and sentence structure.
Example:
The teacher used daily dictation as reinforcement of correct grammar.
Meaning: The ability to show thoughts and emotions through words or writing.
Example:
Poetry allows children to show expression of their feelings creatively.
Meaning: The power of thinking beyond reality; creating new ideas or stories.
Example:
In creative writing, students use imagination to write a story about a talking dog.
Meaning: Having a clear goal or reason for doing something.
Example:
Letter writing is a purposeful activity because it serves communication needs.
Meaning: Real, true, and natural — not copied or artificial.
Example:
Teachers encourage students to write authentic experiences instead of memorized ones.
Meaning: The person or group for whom the writing is intended.
Example:
While writing a letter, students must keep the audience (receiver) in mind.
Meaning: The situation or background in which something is written or said.
Example:
The context of a story helps the reader understand its meaning better.
Meaning: Writing the first version of any piece before final editing.
Example:
The teacher asked students to write a rough draft of their essay before rewriting neatly.
Meaning: Related to practical use in daily life (not creative or imaginary).
Example:
Filling a form or writing an application is functional writing.
Meaning: Linking of words and sentences using grammar and vocabulary to make writing smooth.
Example:
Using words like and, but, because adds cohesion to writing.
Meaning: Logical connection and organization of ideas to make the writing meaningful.
Example:
A paragraph with clear beginning, middle, and end shows coherence.
Meaning: Words that join ideas or sentences logically.
Example:
However, therefore, finally, although are common connectors.
Meaning: Smooth movement from one idea or paragraph to another.
Example:
The essay used good transition words like on the other hand and in conclusion.
Meaning: Keeping the same style, tone, and tense throughout the writing.
Example:
Using present tense in one line and past tense in another breaks consistency.
Meaning: Logical order of ideas or events.
Example:
In paragraph writing, keeping the sequence of ideas correct helps readers understand better.
Meaning: Keeping all sentences focused on one central idea.
Example:
Every paragraph should have unity – all sentences must relate to one topic.
✅ Copying & Dictation → Build spelling accuracy, listening skill, and concentration.
✅ Creative Writing → Uses imagination, expression, and originality.
✅ Functional Writing → Purposeful and real-life use (letters, notices, messages).
✅ Cohesion → Sentence-level connection using pronouns, connectors, repetition.
✅ Coherence → Idea-level flow and logical structure in a paragraph.
✅ Both cohesion and coherence are essential for clear, meaningful writing.
✅ Dictation = Reinforcement of spelling, grammar, and listening comprehension.
✅ Teacher’s role → Encourage imagination (creative) and clarity (functional).
✅ Unity, sequence, and consistency ensure a well-organized piece of writing.
✅ CTET Focus: Writing tasks should build accuracy and creativity together.
📘 Writing Pedagogy – Copying & Dictation
Writing (लेखन) is not just putting words on paper — it is a process of expressing thoughts (विचार व्यक्त करना) through symbols and letters.
In early classes, writing starts with simple mechanical skills — forming letters, copying words, and then moves to creative expression.
Copying and Dictation are the first two foundational stages of learning to write.
They help students understand spelling (वर्तनी), punctuation (विराम चिह्न), and sentence structure (वाक्य रचना).
Copying means writing exactly what is already written (जो लिखा है वही उतारना).
It helps children learn the shape, spacing, and spelling of words.
Develops writing habit (लेखन की आदत):
Children get used to holding the pencil and forming letters neatly.
Improves Handwriting:
Copying from the blackboard or a book trains the student to write clearly and uniformly (साफ़ और एकसमान).
Increases Visual Memory (दृश्य स्मृति):
When children see a word and then copy it, their brain remembers the word shape and letter pattern.
Improves Concentration:
Copying requires focus on spelling, punctuation, and alignment, so students develop attention skills.
Reinforces Vocabulary:
Copying helps in repetition (दोहराव) of new words, which strengthens word recall.
Teacher writes on the board:
“The sun rises in the east.”
Children copy it carefully into their notebooks — watching spelling, spacing, and punctuation.
This improves not only writing skills but also language awareness.
Blackboard Copying:
Teacher writes on the board.
Students copy the sentence or paragraph.
Book Copying:
Students copy from their textbook or chart.
Copying with Missing Words:
Teacher leaves blanks for certain words, e.g.,
“The ___ rises in the ___.”
→ Students fill and copy.
Picture-Based Copying:
Teacher shows a picture with a caption and asks students to copy the caption.
Dictation means teacher speaks (शिक्षक बोलते हैं) and students write (छात्र लिखते हैं) what they hear.
It connects listening skill with writing skill.
Improves Spelling (वर्तनी सुधारता है):
Students learn correct spellings by writing what they hear repeatedly.
Develops Listening Skill (सुनने की क्षमता):
Students must listen carefully to understand and write the exact words.
Improves Punctuation Awareness:
When the teacher pauses, uses tone, or says “comma” or “full stop,” students learn how punctuation works.
Strengthens Language Accuracy:
It helps in writing grammatically correct sentences and correct word order (शब्द क्रम).
Encourages Focus and Attention:
Children must concentrate on sound, meaning, and structure simultaneously.
Teacher says slowly:
“My name is Riya. I go to school every day.”
→ Students listen carefully and write the sentences in their notebooks.
Teacher then checks and corrects spellings together with the class.
Word Dictation:
Teacher says one word at a time (e.g., “apple, school, teacher”).
Students write the correct spellings.
Sentence Dictation:
Teacher speaks simple sentences.
Students write them with proper punctuation.
Passage Dictation:
Short paragraph or story read aloud slowly.
Used for advanced learners to build fluency.
Picture Dictation:
Teacher describes a picture; students listen and write sentences.
Running Dictation (Active Learning Game):
Sentences are written on chart papers across the classroom.
One student reads, runs back, and dictates to partner → enhances teamwork & memory.
Copying → Visual skill (देखकर लिखना).
Focus on letter formation and neatness.
No listening involved.
Dictation → Auditory skill (सुनकर लिखना).
Focus on sound-letter relationship and spelling.
Improves listening + writing connection.
👉 Both together make writing stronger and error-free.
Builds foundation for independent writing (स्वतंत्र लेखन का आधार).
Reduces spelling errors and improves language accuracy.
Creates a connection between listening, seeing, and writing.
Develops discipline, focus, and memory power in children.
Helps teachers assess students’ reading comprehension, listening, and writing simultaneously.
Use short, simple sentences suitable for child’s level.
Read slowly and clearly during dictation.
Check posture and grip during copying.
Provide feedback on neatness, spelling, and punctuation.
Encourage self-correction — ask students to recheck their own work.
Praise effort to build confidence (positive reinforcement).
Copy the Poem:
Teacher writes two lines from a poem — children copy beautifully.
Dictation Game:
Divide class in pairs.
One student reads a sentence; other writes.
Dictation with Picture Support:
Show picture of a park → say “There are many trees in the park.”
Students write.
Copy and Color:
Children copy short sentences under drawings and color them — encourages creativity.
✅ Copying → Visual writing practice (seeing and writing).
✅ Dictation → Listening + writing connection.
✅ Both develop accuracy, neatness, spelling, and focus.
✅ Copying helps in letter formation & structure awareness.
✅ Dictation strengthens sound-symbol relationship.
✅ Effective in early classes for mechanical and language accuracy.
✅ Teacher should read slowly, clearly, and with expression.
✅ Activities: word dictation, sentence dictation, picture dictation, blackboard copying.
✅ Build student confidence and self-correction habit.
🌟 Teacher Tip (CTET Focus):
If the question asks —
“Which writing activity improves both listening and spelling?”
Answer → Dictation
If the question asks —
“Which activity helps develop handwriting and letter formation?”
Answer → Copying
Writing is the ability to express thoughts, feelings, and ideas in written form.
It is not just copying words — it is a productive skill (उत्पादक कौशल) that helps in communication.
Writing in schools develops in two major ways:
Creative Writing (सृजनात्मक लेखन)
Functional Writing (कार्यात्मक लेखन)
👉 Both types aim to make children think, imagine, express, and communicate effectively.
Creative writing means writing that comes from imagination, feelings, and original thinking (कल्पना और विचार से लिखा गया लेखन).
It encourages free expression (मुक्त अभिव्यक्ति) and originality (नवीनता).
To develop imagination (कल्पनाशक्ति):
Students think beyond books and express their own ideas.
Example: Writing “A day in the life of my pet dog.”
To express emotions and thoughts freely:
It helps children express their joy, curiosity, or creativity through words.
To enhance vocabulary and sentence formation:
While writing creatively, students try new words and build rich language skills.
To develop confidence in expressing opinions:
Children learn to write their personal experiences and ideas without fear.
To improve organization of ideas (विचारों का संयोजन):
They learn to structure their thoughts — beginning, middle, and end.
Story Writing (कहानी लेखन):
Children write short stories based on imagination or given pictures.
Example: Teacher shows a picture of a boy and a kite — students write “The Lost Kite.”
Poem Writing (कविता लेखन):
Expresses emotions in rhythmic words.
Example: “My School Garden” poem using rhyme and feeling.
Diary Writing (डायरी लेखन):
Writing daily experiences and emotions.
Example: “Today I helped my friend in school.”
Essay Writing (निबंध लेखन):
Writing on topics like “My Favourite Festival” or “Cleanliness.”
Picture Composition (चित्र रचना):
Teacher shows a picture → students describe it in sentences or a story.
Teacher gives students a picture of a rainy day and says:
“Write five sentences describing what you see and feel.”
Students write sentences like:
“It is raining heavily. Children are jumping in puddles.”
👉 This builds imagination and descriptive skill.
Functional writing means writing for practical purposes (व्यावहारिक उद्देश्य से लेखन).
It is used in daily communication and real-life situations.
To communicate clearly and correctly:
It focuses on clarity (स्पष्टता) and accuracy (सटीकता).
Example: Writing an application for leave or a short message to a teacher.
To develop formal writing skills:
Students learn how to write in proper format (निर्धारित प्रारूप) — letters, notices, etc.
To connect school learning with real-life situations:
Example: Writing a message to parents or a thank-you note after a school trip.
To teach correct grammar, punctuation, and spelling:
Functional writing is accurate and formal — helps in professional communication.
Letter Writing (पत्र लेखन):
Formal letter: To principal, teacher, or official.
Example: “Application for Sick Leave.”
Informal letter: To friends or family.
Example: “Letter to your friend about your new school.”
Notice Writing (सूचना लेखन):
Short, factual writing displayed on notice boards.
Example: “Notice for Annual Sports Day.”
Message Writing (संदेश लेखन):
Short and to the point.
Example: “Mom, I’ll be late today after school for extra class.”
Report Writing (प्रतिवेदन लेखन):
Writing about an event or activity.
Example: “Report on School Science Exhibition.”
E-mail Writing / Dialogue Writing:
Practical communication in digital or conversational form.
Teacher gives instruction:
“Write a notice to inform students about the tree plantation drive.”
A student writes:
“All students are informed that a tree plantation drive will be held on 5th June. Bring one sapling each.”
👉 This builds functional and formal writing skills.
| Aspect | Creative Writing | Functional Writing |
|---|---|---|
| Purpose (उद्देश्य) | Expression of thoughts, imagination | Communication for real-life use |
| Tone (भाव) | Emotional and personal | Formal and factual |
| Examples | Stories, poems, essays | Letters, notices, messages |
| Focus | Creativity, imagination | Clarity, correctness |
| Language | Free and expressive | Structured and accurate |
(Note: Table shown only for clarity, not for memorizing in tabular form.)
Balanced Language Development:
Both imaginative and practical writing are necessary for language mastery.
Improves Expression and Thinking:
Creative writing develops higher-order thinking; functional writing builds logical thinking.
Encourages Real Communication:
Students learn both how to express ideas and how to convey messages properly.
Develops Confidence and Independence:
Writing activities make students independent in expressing their ideas.
Makes Learning Enjoyable:
Through poems, stories, and real-life letters, students find writing meaningful and fun.
Provide Motivation:
Encourage students to write freely — praise their effort, not just correctness.
Use Real-life Contexts:
Give meaningful writing tasks (notice for lost pencil, poem on rain, etc.).
Give Models and Formats:
Show examples of letters, stories, and poems before asking students to write.
Encourage Peer Sharing:
Students can read and discuss each other’s writings — builds confidence.
Give Constructive Feedback:
Appreciate creativity, guide grammar and structure politely.
Integrate with Reading and Speaking:
Discuss stories or events before writing — this improves idea generation.
Creative Writing Corner:
Weekly activity where students write short poems or stories on themes like “Friendship” or “Nature.”
Functional Writing Practice:
Students write notices for school events or applications to the principal.
Story Chain Game:
Each student adds one line to continue a story → develops creativity and teamwork.
Letter to Future Self:
Students write a letter to themselves for the future → emotional and reflective writing.
✅ Creative Writing (सृजनात्मक लेखन) → Based on imagination and expression.
✅ Includes stories, poems, diary, essays, picture compositions.
✅ Encourages imagination, originality, and emotional expression.
✅ Functional Writing (कार्यात्मक लेखन) → For real-life communication.
✅ Includes letters, notices, reports, messages, e-mails.
✅ Focus on clarity, correctness, and purpose.
✅ Both develop complete writing ability (सम्पूर्ण लेखन कौशल).
✅ Teacher should motivate, guide, and give real-life writing tasks.
✅ Writing improves thinking, vocabulary, spelling, and confidence.
🌟 CTET Tip:
If the question asks —
“Which type of writing helps students express emotions and imagination?”
Answer → Creative Writing
If the question asks —
“Which type of writing teaches practical communication skills?”
Answer → Functional Writing
Writing is not only about using correct grammar or vocabulary — it is also about how ideas connect with each other to make meaning clear.
Two important features of good writing are Cohesion (संबद्धता) and Coherence (सुसंगति).
These two help the reader understand the flow and logic of the text easily.
Example:
“Ravi went to the market. He bought fruits and vegetables.”
👉 The use of ‘He’ connects the two sentences → this is Cohesion.
“Ravi went to the market to buy fruits and vegetables for his family.”
👉 The idea flows smoothly and makes sense → this is Coherence.
Cohesion means grammatical and lexical linking (व्याकरणिक और शब्द-संबंध) that holds sentences together in a text.
It is about how words, phrases, and sentences are connected.
Use of Linking Words (संबंधसूचक शब्द):
Words like and, but, because, however, therefore join sentences logically.
Example:
“She was tired but she continued her work.”
Pronouns and Reference Words:
Replacing nouns with pronouns keeps writing smooth.
Example:
“Rita is a good singer. She practices daily.”
Repetition and Synonyms:
Repeating key words or using synonyms helps maintain the topic.
Example:
“Children love chocolates. These sweets make them happy.”
Use of Connectors (संयोजक):
Connectors show relationship — cause, contrast, sequence.
Example:
“First, we cleaned the classroom. Then, we decorated it.”
Ellipsis (अपूर्णता):
Avoiding unnecessary repetition by omitting known words.
Example:
“I like apples, and my brother (likes) oranges.”
Substitution (प्रतिस्थापन):
Using one word to replace another.
Example:
“I need a pen. Do you have one?”
If a student writes:
“I woke up late. Missed the bus. Reached school late. Got scolded.”
These sentences are not well-connected.
By adding cohesive words:
“I woke up late, so I missed the bus and reached school late. Therefore, my teacher scolded me.”
👉 Now, it is cohesive and easier to understand.
Coherence means the logical flow and clear organization (तार्किक प्रवाह) of ideas in writing.
Even if sentences are connected grammatically, writing should also make sense as a whole.
Logical Order (तार्किक क्रम):
Ideas must be arranged in a logical sequence.
Example:
First introduce the topic → then explain → finally conclude.
Unity of Ideas (विचारों की एकता):
Each sentence should relate to the main idea of the paragraph.
Example:
If the paragraph is about “Clean India”, don’t suddenly talk about “Online Games.”
Smooth Transition:
Use transition words like therefore, however, meanwhile, on the other hand to guide readers.
Example:
“Ravi studied hard; therefore, he scored good marks.”
Consistent Point of View:
Keep the same tone and tense throughout.
Example: Don’t switch from past to present unnecessarily.
Clear Beginning, Middle, and End:
Coherent writing always has structure.
Example:
Beginning: Introduce topic
Middle: Give details
End: Conclude idea
If a student writes:
“My school is beautiful. I love mangoes. My teacher is kind.”
These are random ideas → no coherence.
Better version:
“My school is beautiful. It has big classrooms and a large garden. I love spending time there.”
👉 This version has coherence — all ideas relate to one topic.
Cohesion (संबद्धता):
– Deals with surface connection between sentences (grammar and vocabulary).
– Example: “He, this, therefore, but, and.”
Coherence (सुसंगति):
– Deals with logical meaning and smooth flow of ideas.
– Example: Writing that makes overall sense.
👉 In simple terms:
Cohesion = Glue (शब्दों का जोड़)
Coherence = Sense (विचारों का प्रवाह)
Improves Readability (पठनीयता):
The reader can easily follow the text.
Creates Logical Flow:
Sentences connect meaningfully.
Enhances Communication:
The writer’s message is clearly understood.
Builds Professional Writing Skill:
Coherent writing is essential in essays, reports, and applications.
Encourages Critical Thinking:
Students learn to organize ideas meaningfully.
Model Good Writing:
Show students how sentences connect logically.
Use Paragraph-building Exercises:
Give jumbled sentences → ask students to arrange them logically.
Encourage Use of Connectors and Linking Words:
Provide a list of words like because, therefore, however, finally.
Peer Correction Activity:
Students exchange notebooks and check for clarity and connection.
Give Practice in Paragraph Writing:
Example topic: “My Favourite Festival” – guide students to keep all sentences related.
Provide Feedback on Flow, not just Grammar:
Tell students how to improve idea linking and paragraph unity.
Sequencing Game:
Give 5 jumbled sentences → students arrange them to make a meaningful paragraph.
Connector Fill-in Activity:
Example: “I was tired ___ I finished my homework.”
(Students fill but/still/although.)
Paragraph Editing:
Students edit a paragraph to make it more coherent.
Story Continuation Exercise:
Write a story beginning and ask students to continue logically.
✅ Cohesion (संबद्धता) → connection between words & sentences using pronouns, connectors, synonyms.
✅ Coherence (सुसंगति) → logical and meaningful flow of ideas.
✅ Cohesion = Grammar-based link; Coherence = Idea-based link.
✅ Good writing must have both cohesion (surface link) and coherence (deep meaning).
✅ Teachers should guide students to organize thoughts clearly and use connectors.
✅ Activities: Jumbled sentence ordering, paragraph writing, connector practice.
✅ Helps in developing clarity, unity, and logic in writing.
🌟 CTET Tip:
If question asks –
“Which aspect ensures logical flow of ideas in writing?”
Answer → Coherence
If question asks –
“Which feature connects sentences using words like ‘and’, ‘but’, ‘therefore’?”
Answer → Cohesion
📋 Topics:-
Difficult Words List for all three major topics —Grammar Translation, Direct, Bilingual Method, Communicative Approach (CLT), and Constructivist & Activity-Based Approach.
Meaning: Changing words or sentences from one language to another (जैसे अंग्रेज़ी से हिंदी या हिंदी से अंग्रेज़ी)।
It helps understand meaning but sometimes kills natural expression.
Example:
Teacher says: “Translate ‘I am reading a book’ into Hindi.”
→ Student says: “मैं एक किताब पढ़ रहा हूँ।”
Meaning: Learning something by heart without deep understanding.
(जब विद्यार्थी शब्द या नियम को केवल याद कर लेते हैं, अर्थ समझे बिना।)
Example:
A student memorizes English verbs but doesn’t know where to use them in sentences.
Meaning: Ability to speak smoothly and easily without stopping again and again.
(रुक-रुक कर नहीं, बल्कि सहजता से बोलने की क्षमता।)
Example:
During English activity, a child speaks confidently in full sentences — that is fluency.
Meaning: Using correct grammar and pronunciation while speaking or writing.
(सही व्याकरण और उच्चारण का प्रयोग।)
Example:
Student says “She go to school” ❌ → Correct: “She goes to school.” ✅
Meaning: Getting a chance to hear, read, and use a language in real life.
(भाषा के वातावरण में रहकर उसे सुनना और बोलना सीखना।)
Example:
Children learn English better when they hear it in stories, songs, and conversations daily.
Meaning: The language which we are trying to learn or teach.
(वह भाषा जो छात्र सीखना चाहते हैं, जैसे — अंग्रेज़ी।)
Example:
In English class, English is the target language.
Meaning: The language a child learns from home or parents.
(घर में बोली जाने वाली भाषा, जैसे हिंदी, उर्दू, पंजाबी आदि।)
Example:
In bilingual method, teacher explains new words in both English and mother tongue.
Meaning: The situation or background in which a word or sentence is used.
Example:
The word “right” has different meanings depending on context –
“Turn right” (direction) or “You are right” (correctness).
Meaning: Sharing thoughts, feelings, or information effectively.
(दूसरों से अपने विचार या जानकारी को प्रभावी ढंग से बाँटना।)
Example:
When students discuss “My favorite festival,” they practice communication.
Meaning: When two or more people talk, listen, and respond to each other.
(एक-दूसरे से बात करना और उत्तर देना।)
Example:
Pair work or group discussion in class are forms of interaction.
Meaning: Real-life and natural material or activity, not artificial or bookish.
Example:
Using real menus from a restaurant to teach “ordering food” is an authentic activity.
Meaning: The real-life purpose of language — what we use it for.
(जैसे अभिवादन करना, जानकारी माँगना, धन्यवाद देना आदि।)
Example:
“Good morning” = greeting function.
“Can I borrow your pen?” = requesting function.
Meaning: In CLT, teachers focus more on helping students express themselves freely than on small grammar errors.
Example:
If a child says “She go to school every day,” teacher encourages communication first, not immediate correction.
Meaning: Students learn language when they understand the real meaning behind words, not just the rules.
Example:
Talking about “my family” gives emotional and meaningful learning, unlike memorizing only grammar rules.
Meaning: A classroom activity where students act like real-life people (doctor, teacher, friend) to practice communication.
Example:
One student plays “Shopkeeper,” another “Customer” to practice conversation.
Meaning: Learning theory where students create their own understanding through experiences and reflection.
(बच्चे खुद अपने अनुभवों से ज्ञान का निर्माण करते हैं।)
Example:
Instead of telling grammar rules, teacher gives examples and lets students find patterns.
Meaning: Helping and guiding students to learn by themselves instead of giving all answers directly.
Example:
Teacher says, “What do you think will happen if we mix red and blue?” — encouraging discovery.
Meaning: Working together in pairs or groups to solve problems and learn.
Example:
Students make a group project on “Seasons” by discussing and sharing tasks.
Meaning: A process of learning through asking questions and finding answers.
Example:
Teacher asks, “Why do we wear wool in winter?” and children explore answers through discussion.
Meaning: Learning by doing real activities and linking knowledge to real life.
Example:
Teaching “measurement” by asking students to measure classroom items.
Meaning: Thinking deeply about what was learned or experienced.
Example:
After an activity, teacher asks — “What did you learn today? What was difficult?”
Meaning: Active participation of students in classroom activities.
Example:
During storytelling, children act out scenes and speak lines.
Meaning: Using imagination and original ideas to express oneself.
Example:
Writing their own short poem or drawing to explain a story.
✅ Grammar Translation Method: Focus on translation, accuracy, and written work; teacher-centered.
✅ Direct Method: No translation; learning through conversation and real-life situations.
✅ Bilingual Method: Balanced use of both languages for clarity and communication.
✅ CLT (Communicative Approach): Focus on real communication, fluency, interaction, and meaning.
✅ Constructivist Approach: Students build knowledge through experience, reflection, and exploration.
✅ Activity-Based Learning: Hands-on, joyful learning through games, role plays, and projects.
✅ Teacher’s Role: Facilitator, motivator, guide — not just information giver.
✅ CTET Tip: All these methods support NEP 2020 & NCF 2005 focus on child-centered, joyful, and meaningful learning.
It is a traditional method (पारंपरिक तरीका) of teaching English where translation between the mother tongue (L1) and target language (L2) is used to teach grammar and vocabulary.
Focus is more on reading and writing, not on speaking or listening.
Use of Mother Tongue (मातृभाषा का प्रयोग):
Teacher explains meanings and grammar in the student’s own language (like Hindi).
Example:
English sentence: “He is going to school.”
Teacher explains – “वह स्कूल जा रहा है।”
Focus on Grammar Rules:
Students learn grammatical structures and apply them while translating sentences.
Example: Teacher teaches Tense and then gives translation exercises.
Translation Practice:
Students translate English to Hindi and vice versa.
Example: Translate – “The boy reads a book.” → “लड़का किताब पढ़ता है।”
Written Work is Important:
Reading comprehension and writing practice are given more importance than speaking.
Teacher-Centred Method (शिक्षक केन्द्रित):
The teacher gives rules and examples; students follow and memorize.
Easy to understand for beginners.
Builds strong grammar base.
Saves time in classroom explanation.
Students become weak in oral communication.
Language learning becomes mechanical and less interesting.
Students depend too much on translation.
Teacher writes a paragraph in English and translates every line into Hindi, explaining grammar simultaneously.
It is a natural method (स्वाभाविक तरीका) of learning English — students learn directly in English without using their mother tongue.
The idea is to create a language environment (भाषा वातावरण) in the classroom.
No Use of Mother Tongue:
Only English is used for teaching and explanation.
Students understand meanings through actions, pictures, gestures etc.
Example: Teacher points at a chair and says, “This is a chair.”
Oral Practice First (पहले बोलने पर ज़ोर):
Listening and speaking are taught before reading and writing.
Example: Students repeat sentences aloud – “I am eating,” “You are reading.”
Inductive Method (आवेशन विधि):
Grammar rules are discovered by students through examples, not memorized directly.
Example: After many examples of “is/am/are,” teacher asks students to find the rule.
Vocabulary through Context:
New words are introduced using real objects or situations, not translation.
Teacher as a Guide:
Teacher facilitates conversation and encourages student participation.
Improves speaking and listening skills.
Builds thinking in English ability.
Creates real-life communication environment.
Difficult for beginners who don’t understand English.
Not suitable for large classrooms or rural areas.
Needs well-trained teachers.
Teacher shows an apple and says:
“This is an apple. Apples are red. I like apples.”
Students repeat and then make their own sentences.
This method uses both English (target language) and mother tongue (native language) in a balanced way.
Developed by C.J. Dodson, it combines the strengths of Direct Method and GTM.
Controlled Use of Mother Tongue:
L1 is used only when necessary, mainly for explanation of difficult words or meanings.
Example: Teacher explains “honesty” – “Honesty मतलब ईमानदारी।”
Oral Practice in English:
Students first listen and repeat English sentences.
Example: Teacher: “I am writing.” Students: “I am writing.”
Sentence Pattern Practice:
Emphasis on learning through sentence structures, not word lists.
Example: “This is a pen.” “This is a book.” “This is a table.”
Gradual Transition to English:
Over time, use of mother tongue reduces and students start thinking in English.
Teacher’s Role:
Teacher decides when and how to use L1 for quick comprehension.
Saves time and clears doubts instantly.
Suitable for Indian classrooms where English is a second language.
Balances communication and comprehension.
If not used properly, students may depend too much on mother tongue.
Teacher must be fluent in both languages.
Teacher: “I am eating.”
Then quickly explains: “मैं खा रहा हूँ।”
Later continues practice only in English — “What are you eating?” “I am eating an apple.”
GTM: Focus on grammar and translation → reading/writing skills.
Direct Method: Focus on speaking and thinking in English → oral skills.
Bilingual Method: Balanced use of both → easy comprehension + communication skill.
✅ Grammar Translation Method (GTM) →
Translation-based, rule-driven, teacher-centred.
Focus: Reading & writing.
Weakness: Poor speaking skill.
✅ Direct Method →
Only English, natural learning, action-based teaching.
Focus: Listening & speaking.
Weakness: Hard for beginners, needs trained teacher.
✅ Bilingual Method →
Combination of GTM + Direct Method.
Uses both English & mother tongue wisely.
Focus: Communication + understanding.
✅ CTET Tip:
For primary classrooms, the Bilingual Method is most effective because it helps children learn English meaningfully while keeping comfort with their first language.
Topic: Communicative Approach (CLT – Communicative Language Teaching)
The Communicative Approach or Communicative Language Teaching (CLT) focuses on real-life communication (वास्तविक संवाद) in English.
The goal is not just to know grammar rules, but to use language effectively in daily life situations.
Language is seen as a tool for communication (संचार का माध्यम), not only a subject to study.
👉 CLT means learning English by using it for communication.
Students speak, listen, read, and write English for meaningful purposes — like asking questions, expressing ideas, or giving directions.
Instead of memorizing,
Teacher: “Let’s plan a picnic. What should we take?”
Students: “We can take food, games, and water.”
→ Here, students are using English naturally, not translating from Hindi.
Develop Communicative Competence (संचार क्षमता):
Ability to use English correctly and appropriately in different situations.
Example: How to greet teachers (“Good morning, ma’am!”) or ask politely (“May I borrow your pencil?”).
Use of Language in Real Contexts:
Language is practiced through real-life tasks like shopping, storytelling, or giving directions.
Fluency over Accuracy:
Focus is on fluency (धाराप्रवाह बोलना) — expressing ideas confidently, not on perfect grammar every time.
Example: If a student says, “She go to school,” the teacher encourages and later corrects gently.
Meaningful Interaction:
Students learn through interaction (परस्पर संवाद) — pair work, role play, discussions, interviews, etc.
Learner-Centred Method:
Students are active participants; teacher acts as a facilitator (सहायक मार्गदर्शक).
Focus on Communication, not Memorization:
Students learn by using English in conversation, not by rote learning grammar rules.
Example: Group discussion on “My Favourite Hobby.”
Integration of Skills:
Listening, speaking, reading, and writing are taught together — not separately.
Functional Use of Language:
Students learn to use English for functions (कार्य) like:
Greeting (Hello, How are you?)
Requesting (Please give me a pen.)
Apologizing (I’m sorry.)
Authentic Materials (वास्तविक सामग्री):
Use of newspapers, advertisements, brochures, and real conversations.
Example: Reading a bus timetable to plan a trip.
Error Tolerance (त्रुटि-सहिष्णुता):
Mistakes are seen as part of learning.
Teachers encourage students to keep talking even with small errors.
Group & Pair Work:
Students communicate with each other through dialogues, interviews, games, etc.
Example: Two students talk about their favourite food or weekend plans.
Situational Learning:
Language is taught using real situations — like at a shop, park, or classroom.
Facilitator, Not Lecturer:
Teacher creates opportunities for students to speak and use English.
Example: Giving them a role-play activity instead of reading a paragraph aloud.
Guide and Supporter:
Helps students with vocabulary and structure when needed, but lets them express freely.
Organizer of Activities:
Plans communicative tasks like debates, storytelling, role plays, interviews, etc.
Feedback Provider:
Gives feedback on how effectively students communicate, not only on grammar.
Active Participant:
Students talk, ask questions, and express opinions in English.
Collaborator (सहयोगी):
Works with classmates in group activities and learns from peers.
Risk-Taker:
Learners are encouraged to speak even if they make small mistakes.
Role Play (भूमिका-अभिनय):
Students act out real-life situations.
Example: Shopkeeper and customer conversation.
Information Gap Activities:
One student has some information; the other must ask questions to find it.
Example: Student A has a timetable, student B asks – “When is the math class?”
Group Discussion:
Students discuss topics like “Clean India” or “Importance of Reading.”
Story Completion:
Teacher starts a story, and students continue it in turns.
Interview Activities:
Students ask and answer questions about hobbies, family, or dreams.
Games and Quizzes:
Language games like “Guess Who,” “Word Chain,” or “20 Questions” make learning fun.
Improves real communication skills.
Builds confidence in speaking English.
Makes learning interactive and enjoyable.
Develops thinking ability in English.
Encourages cooperation and teamwork among learners.
Needs small class size for effective interaction.
Teacher must be fluent and creative.
Difficult to implement where students are weak in basic English.
May reduce attention to grammar accuracy.
✅ CLT = Communicative Language Teaching → Focus on real-life communication, not memorization.
✅ Goal: Develop communicative competence — fluency, accuracy, and appropriate use.
✅ Skills Integrated: Listening, speaking, reading, writing.
✅ Teacher’s Role: Facilitator and motivator.
✅ Learner’s Role: Active participant, risk-taker, communicator.
✅ Activities: Role play, group discussion, interview, games.
✅ Fluency > Accuracy: Communication is more important than perfect grammar.
✅ CTET Tip:
For primary classrooms, CLT is the most child-friendly and interactive method, promoting language use, confidence, and creativity in learners.
📌 Topic: Constructivist & Activity-Based Approach
The Constructivist Approach is based on the idea that learners construct (build) their own understanding (अपनी समझ स्वयं बनाते हैं).
Learning happens when children actively participate in activities and experiences rather than just listening to the teacher.
This approach is influenced by Jean Piaget and Lev Vygotsky.
👉 It means students learn by doing and discover knowledge on their own.
They are not passive listeners; they are active learners (सक्रिय शिक्षार्थी).
Instead of explaining grammar rules directly, the teacher gives sentences and asks students to find patterns themselves.
“Look at these sentences: She is dancing. He is singing. What is common here?”
→ Students understand that ‘is + verb + ing’ shows an action happening now.
Active Learning (सक्रिय अधिगम):
Students learn through activities, discussions, and exploration.
Example: Students perform experiments or role-plays to understand a concept.
Prior Knowledge (पूर्व ज्ञान):
Every child comes with some existing knowledge and experiences.
Teacher connects new learning with what they already know.
Example: Before teaching “weather,” the teacher asks, “What happens in summer?”
Learning by Doing (करके सीखना):
Learning becomes stronger when students perform the task themselves.
Example: Instead of reading about fruits, children touch, name, and taste them.
Social Interaction (सामाजिक अंतःक्रिया):
Students learn better by talking, sharing, and cooperating with others.
Example: Group work, pair work, and discussions.
Teacher as Facilitator (सहायक मार्गदर्शक):
Teacher guides students to explore and find answers, not simply provide them.
Example: Teacher asks, “What do you notice when we mix blue and yellow?” instead of saying “It makes green.”
Constructing Meaning (अर्थ निर्माण):
Students make sense of information through thinking and reflection.
Example: After listening to a story, they explain what lesson they learned.
Builds critical thinking (आलोचनात्मक सोच) and problem-solving skills.
Makes learning meaningful and long-lasting.
Encourages creativity and curiosity in learners.
Develops confidence as students express their own ideas.
Makes classroom learning interactive and enjoyable.
The Activity-Based Approach is a teaching method where learning takes place through activities (गतिविधियाँ) like games, storytelling, role plays, songs, and experiments.
It focuses on “learning by doing” (करके सीखना) rather than memorizing.
👉 Children learn best when they are engaged in interesting activities related to the topic.
While teaching “Action Words,” the teacher says:
“Jump, clap, run!”
Students perform the actions.
→ They learn the meaning of each word naturally through experience.
Child-Centered Approach (बाल-केंद्रित दृष्टिकोण):
Activities are designed according to the child’s interest and level.
Example: Storytelling, drawing, and singing for young learners.
Learning by Doing:
Hands-on experiences make concepts clear.
Example: Using objects to teach counting instead of only writing numbers.
Motivation & Enjoyment (प्रेरणा और आनंद):
Activities make learning fun and remove fear of language learning.
Integration of Skills:
One activity can improve many skills — listening, speaking, reading, and writing.
Example: Story reading improves both reading and speaking skills.
Collaboration & Communication:
Group activities encourage teamwork and help in language communication.
Practical Application (व्यावहारिक उपयोग):
Students use what they learn in real-life situations.
Example: Writing a real letter instead of copying from a book.
Facilitator (मार्गदर्शक):
Teacher plans activities and supports students in exploration.
Observer & Guide:
Monitors learning and helps when students face difficulty.
Motivator:
Encourages participation and creativity in every child.
Designer of Learning Experiences:
Creates classroom situations where students can think, ask, and experiment.
Language Games:
Game: “Find the Word!” — Students pick a word card and make a sentence.
Story Building:
Teacher gives a beginning line — “Once there was a little bird…”
Students continue the story in their own words.
Role Play:
Students act as teacher and student, doctor and patient, etc.
Interview Activity:
Students interview each other about hobbies or family.
Group Project:
Prepare a chart on “My Favourite Animal” using pictures and words.
Develops self-learning ability (स्व-अधिगम क्षमता).
Enhances communication skills and confidence.
Promotes teamwork and cooperation.
Makes learning child-centered and meaningful.
Helps in holistic development — mental, social, and emotional.
Traditional: Teacher explains, students listen.
Constructivist/Activity-Based: Students explore, discuss, and learn by doing.
Traditional: Focus on memorization.
Constructivist: Focus on understanding and applying.
Traditional: Teacher-centered.
Constructivist: Child-centered.
✅ Constructivist Approach: Students build their own understanding through experience and reflection.
✅ Activity-Based Learning: Students learn through real-life activities and hands-on experiences.
✅ Key Principles: Learning by doing, prior knowledge, social interaction, child-centered approach.
✅ Teacher’s Role: Facilitator, motivator, guide, and planner of activities.
✅ Focus: Understanding, exploration, creativity, and communication — not memorization.
✅ Examples: Storytelling, role play, group work, games, projects.
✅ CTET Tip: Both approaches match with NEP 2020 and NCF 2005, which promote experiential and joyful learning in the classroom.
📋 Topics:-
Difficult Words List: Storytelling, Rhymes & Songs | Games & Role Play | Linking English with Daily Life
Meaning: A teaching method in which children learn through play, fun, and enjoyment instead of strict instruction.
Explanation: Play-way connects learning with games, songs, or real-life activities so that children learn naturally.
Example: When students learn English words through a game like “Word Chain,” that’s play-way learning.
Meaning: Giving positive support or repetition to help students remember or strengthen learning.
Explanation: When teachers repeat key words or praise correct answers, it reinforces confidence.
Example: “Very good, Riya! You said the sentence correctly.” — this praise reinforces correct speaking.
Meaning: The level of attention, interest, and participation (ध्यान और सहभागिता) of students in learning.
Example: When children sing a rhyme with actions, their engagement is high because they enjoy and participate.
Meaning: The ability to show feelings or ideas through words, tone, or body language.
Example: During storytelling, a child says, “Oh no! The lion is coming!” — this shows emotional expression.
Meaning: The ability to create pictures or ideas in the mind (मन में चित्र बनाना).
Example: When a teacher says, “Imagine you are a bird flying in the sky,” children use imagination to learn English creatively.
Meaning: The ability to think and express in new or original ways (नए तरीक़े से सोचना).
Example: Students write their own short rhyme or make a new story ending — that’s creativity.
Meaning: When two or more people communicate, talk, or exchange ideas (बातचीत या विचार साझा करना).
Example: During role play, one student acts as a shopkeeper and another as a customer — they interact in English.
Meaning: The ability to speak smoothly and easily (बिना रुके बोलना).
Example: Singing English songs regularly helps children develop fluency in pronunciation and rhythm.
Meaning: The correct way of saying words (शब्दों का सही बोलना).
Example: In rhymes, children repeat words like “Twinkle, twinkle” — improving pronunciation naturally.
Meaning: A movement of hands, face, or body to express meaning.
Example: In storytelling, a teacher uses hand gestures for flying birds — this helps children understand words visually.
Meaning: Copying someone’s voice, tone, or actions for learning or fun.
Example: During rhyme recitation, children mimic the teacher’s expressions — “clap your hands!”
Meaning: Taking active part (सक्रिय रूप से शामिल होना) in an activity.
Example: When all students sing together in a group rhyme, their participation increases language learning.
Meaning: The situation or background (पृष्ठभूमि) in which words or actions have meaning.
Example: Saying “I’m sorry” after a mistake makes sense only in that specific context.
Meaning: The rise and fall of voice tone (आवाज़ की गति और भावना) while speaking.
Example: While telling a story, the teacher’s excited or soft tone creates emotional connection and improves speaking skill.
Meaning: Feeling sure about one’s ability (अपनी क्षमता पर विश्वास).
Example: When children perform a short English play, their speaking confidence grows.
Meaning: The inner desire or push (अंदर की चाह) to learn or perform well.
Example: When the teacher praises — “Excellent reading!” — it motivates students to try harder.
Meaning: Linking classroom English with everyday experiences.
Example: Learning to say “Please give me water” at home connects English with real life.
Meaning: Working together in groups for a common goal.
Example: Students plan a role-play scene together — it builds teamwork and communication.
Meaning: Watching carefully to notice and learn.
Example: In a rhyme activity, children observe teacher’s mouth movement to learn correct pronunciation.
Meaning: Something done naturally, without planning (बिना तैयारी के बोलना या करना).
Example: When a child suddenly says, “Good morning, teacher!” — that’s spontaneous English use.
✅ Play-way = learning through play, fun, and activity.
✅ Storytelling, rhymes, songs build expression, pronunciation, and imagination.
✅ Games & role play improve communication, fluency, and confidence.
✅ Linking English with daily life makes language meaningful and functional.
✅ Reinforcement & motivation help retain learning.
✅ Intonation, gesture, and mimicry make English lively and understandable.
✅ Participation & collaboration promote teamwork and social learning.
✅ Spontaneous speaking = sign of confidence and language internalization.
✅ Teacher acts as a facilitator, giving real-life and playful contexts.
📗 Topic: Storytelling, Rhymes, and Songs
The Play-way Method (खेल-आधारित पद्धति) is a child-centered and activity-based approach.
It believes children learn best through fun, play, and joyful experiences (आनंदपूर्वक सीखना).
Language learning becomes natural when linked with songs, stories, games, and rhymes.
It helps children develop listening, speaking, imagination, and vocabulary easily.
Example:
A teacher sings “If you’re happy and you know it…” to teach action words like clap, stomp, nod — learning happens through play! 🎶
Storytelling means narrating stories aloud to make learning enjoyable and memorable.
It helps develop language skills, moral values, and emotional connection.
Stories create imagination (कल्पना) and make vocabulary easy to remember.
Example:
Teacher narrates “The Lion and the Mouse.” Children learn words like help, trap, roar, and moral – help others.
Improves Listening Skills (सुनने की क्षमता)
→ Students listen carefully to follow the story.
Develops Vocabulary (शब्दावली बढ़ती है)
→ New words are learned naturally in context.
Encourages Speaking (बोलने का आत्मविश्वास)
→ After story, teacher asks students to retell or act it out.
Builds Moral & Emotional Understanding
→ Stories teach kindness, honesty, sharing, etc.
Use of Voice Modulation (स्वर परिवर्तन):
Changing tone for characters keeps attention.
Example: Lion’s loud voice, mouse’s soft voice.
Use of Facial Expressions & Gestures (हाव-भाव):
Makes story lively and helps meaning understanding.
Use of Props & Pictures (सामग्री का उपयोग):
Puppets, flashcards, or story charts make story real.
Interactive Questions:
“What do you think happens next?” keeps learners engaged.
Teacher tells “The Thirsty Crow” using real cup and paper pieces as stones.
Children repeat lines like “Try, try again.”
→ Learning + Fun + Moral.
Rhymes are short, rhythmic poems with repetition and melody.
They make language learning musical and joyful.
Rhymes develop pronunciation, rhythm, and memory.
Example:
“Twinkle, Twinkle, Little Star” teaches rhythm and vocabulary like star, sky, high, bright.
Phonemic Awareness (ध्वनि की समझ):
Children identify sounds through rhymes — cat, bat, hat.
Improves Pronunciation (उच्चारण सुधारता है):
Repeating lines helps correct speech sounds.
Builds Confidence (आत्मविश्वास बढ़ाता है):
Children enjoy reciting together in class.
Enhances Memory:
Simple repetition makes it easy to memorize.
Sing slowly first, then repeat with students.
Use actions and gestures — clap, jump, point.
Encourage group recitation and role play.
Example:
For “Rain, rain, go away,” teacher uses paper drops and umbrellas to create fun.
Songs are rhythmic compositions with melody, emotion, and repetition.
They make classroom vibrant, stress-free, and interactive.
Songs help in pronunciation, rhythm, listening, and word recall.
Enhances Listening & Speaking:
Students repeat lines after the teacher.
Example: “Head, Shoulders, Knees, and Toes” builds body part vocabulary.
Improves Pronunciation & Accent:
Singing English songs improves sound clarity naturally.
Creates Joyful Learning Atmosphere (आनंददायक माहौल):
Music reduces fear of language and increases participation.
Builds Memory & Rhythm:
Repetition in songs helps children remember phrases easily.
Teacher plays a simple song “This is the way we brush our teeth.”
Students act it out — brushing, washing, dressing.
→ Learning verbs with physical actions (Total Physical Response style).
Facilitator (मार्गदर्शक):
Teacher guides, not dominates.
Encourager (प्रोत्साहक):
Motivates children to participate without fear.
Observer:
Watches learning behavior, language use, and interest.
Creator of Joyful Atmosphere:
Uses music, gestures, and stories to make lessons exciting.
| Language Skill | Activity Example |
|---|---|
| Listening | Listening to rhymes and songs carefully. |
| Speaking | Retelling a story in own words. |
| Reading | Reading storybooks with pictures. |
| Writing | Drawing and writing 2–3 lines about story characters. |
(Note: This is only descriptive, not a table format as per your request — written for clarity.)
Builds interest (रुचि) and motivation.
Reduces anxiety (घबराहट) in language learning.
Promotes social skills (सामाजिक कौशल) like cooperation and sharing.
Strengthens imagination and creativity (कल्पनाशक्ति).
Makes learning child-centered and joyful, as suggested in NEP 2020 & NCF 2005.
✅ Storytelling develops imagination, moral learning, and language fluency.
✅ Rhymes improve pronunciation, rhythm, and memory through repetition.
✅ Songs make learning musical, interactive, and full of joy.
✅ Play-way Method = Learning by fun, games, actions, and creative expression.
✅ Focus: Child-centered, joyful, experience-based learning.
✅ Teacher = Facilitator + Motivator + Co-learner.
✅ Helps in all 4 skills — Listening, Speaking, Reading, Writing (LSRW).
✅ CTET Tip: Storytelling, rhymes, and songs support early literacy and pronunciation development.
📗 Topic: Games & Role Play
Play-way Method (खेल आधारित पद्धति) is a child-centered approach (बाल-केंद्रित विधि) where learning happens through play, fun, and active participation.
The main belief: “Children learn best when they enjoy learning.”
Games and role play are tools that make language learning interactive, stress-free, and joyful.
It connects real-life situations (वास्तविक जीवन) with classroom learning.
Example:
Instead of memorizing dialogues, children act out a “market scene” — learning English phrases naturally like “How much is this?”, “Please give me apples.” 🍎
Games (खेल) are structured activities with rules, competition, and fun, used as a tool for learning language skills (listening, speaking, reading, writing).
Motivation & Interest (रुचि और प्रेरणा):
Games remove fear and boredom; students become active.
Example: Playing “Word Bingo” to learn new vocabulary words.
Language Practice:
Children use English naturally while playing.
Example: “Simon Says” improves listening and action comprehension.
Social Skills (सामाजिक कौशल):
Builds teamwork, cooperation, and patience.
Immediate Feedback:
Through winning or losing, students instantly understand if their language use is correct.
Learning by Doing (करके सीखना):
Children learn meanings and sentence patterns by using them in real action, not by rote learning.
Word Games:
For vocabulary and spelling.
Example: “Hangman” or “Word Chain” – cat → tiger → rabbit → tree.
Action Games:
For listening and understanding commands.
Example: “Simon Says touch your head” – improves listening comprehension.
Memory Games:
Improves recall and retention.
Example: “I went to the market and bought…” (students repeat and add items).
Question-Answer Games:
Develops speaking confidence.
Example: “Who Am I?” – children ask yes/no questions to guess a character.
Role Play means acting out a situation or taking a character’s role to learn through experience.
It encourages speaking, listening, and thinking in English.
Example:
Children pretend to be “teacher and student.” They use English naturally:
“Good morning!” “Sit down, please.” “Thank you, ma’am.”
Develops Communication Skills (संचार कौशल):
Students use English in real contexts like greetings, questions, or requests.
Enhances Confidence (आत्मविश्वास बढ़ाता है):
Speaking in front of peers removes hesitation.
Encourages Creativity (रचनात्मकता बढ़ती है):
Children create their own dialogues and actions.
Improves Pronunciation and Fluency:
Regular speaking practice builds fluency.
Promotes Empathy (सहानुभूति):
Acting as different characters helps understand others’ feelings.
Example: A student acting as a shopkeeper learns polite expressions like “Please,” “Thank you.”
“At the Market” – students act as buyer and seller.
“In the Hospital” – one is doctor, one is patient.
“At the Post Office” – dialogue practice using greetings and questions.
“In the Classroom” – teacher-student interaction in English.
Each scenario teaches functional language used in daily life.
Facilitator (मार्गदर्शक):
Teacher organizes activities, not lectures.
Motivator:
Encourages shy students to participate without fear.
Observer:
Watches pronunciation, vocabulary use, and teamwork.
Guide:
Helps students with new words and correct expressions.
Evaluator:
Assesses students through observation and performance, not written tests.
Makes English interesting and meaningful.
Builds listening, speaking, and vocabulary skills.
Develops cooperation and social behavior.
Enhances critical thinking and problem-solving.
Creates joyful learning environment (आनंददायक वातावरण).
Matches the constructivist approach (निर्माणवादी दृष्टिकोण) — learning by doing.
Based on Child-centered learning (बाल केंद्रित अधिगम).
Supported by Vygotsky’s Social Interaction Theory – children learn through interaction.
Related to Piaget’s Constructivism – learning is active, not passive.
Encourages Multiple Intelligences (Gardner) – linguistic, interpersonal, musical, etc.
Game Example:
“Pass the Ball” – when music stops, student holding ball must say a new English word or sentence.
Role Play Example:
Teacher: “Today we will go to a restaurant!”
Students act as waiter, customer, chef — learning phrases like “Can I have some water?”
Result:
Students practice English naturally while having fun — no fear of mistakes.
Listening: Students listen to instructions during games.
Speaking: Communicate during role play and team games.
Reading: Reading rules, storylines, or dialogue cards.
Writing: Writing short dialogues or game outcomes.
✅ Play-way Method = learning through fun and experience.
✅ Games = increase motivation, vocabulary, and participation.
✅ Role Play = develops confidence, fluency, and social understanding.
✅ Teacher = Facilitator, not just instructor.
✅ Activities improve Listening, Speaking, Reading, Writing.
✅ Promotes constructivist and communicative approach to language learning.
✅ Based on “Learning by Doing” principle.
✅ Encourages peer interaction, team spirit, and creativity.
✅ Useful for primary learners — helps in joyful foundational English learning.
📗 Topic: Linking English with Daily Life
Meaning:
Linking English with daily life means connecting language learning with real-life situations (वास्तविक जीवन की परिस्थितियों से जोड़ना) so that students use English naturally and meaningfully.
It focuses on learning by using, not just memorizing.
The goal is to help children realize that English is not only a school subject, but also a language for real communication.
Example:
When a child says, “Good morning” at home or “Thank you” to a shopkeeper — that’s practical English learning.
Makes Learning Meaningful (सीखना सार्थक बनता है):
Students understand why they are learning English.
Example: Instead of repeating “This is a pen,” students learn to ask, “Can I borrow your pen?” — a real-life sentence.
Promotes Communication Skills:
Students learn to use English for asking, answering, requesting, greeting, thanking — daily communication forms.
Reduces Fear and Hesitation (झिझक कम होती है):
When English is used naturally in class and at home, students become confident speakers.
Builds Lifelong Language Habit:
Daily use helps English become part of the child’s thinking process.
Develops Functional Use of Language (कार्यात्मक उपयोग):
Students use English for real purposes — not only for exams but for life.
Teacher uses simple English commands in daily routine.
“Open your book.”
“Stand in a line.”
“Write your name.”
Children learn these naturally through listening and repetition.
Greetings: “Good morning,” “How are you?”
Requests: “May I go to washroom?”
Thanks & Apologies: “Sorry,” “Please,” “Thank you.”
💡 Example: Everyday small interactions in English build habit unconsciously.
Set up classroom activities like shopping, visiting doctor, or ordering food.
Students act out real dialogues using English words and phrases.
Example: Role play of “At the market” – “How much is this apple?” 🍎
Teach vocabulary using real-life objects: chair, door, fan, bottle, blackboard.
Take students outside: describe trees, colors, or things they see.
Example: “This tree is tall,” “The car is red.”
Ask parents to use small English phrases at home.
Display English labels at home — Door, Window, Cupboard.
Example: “Mama, water please!” becomes part of home communication.
While teaching EVS, use English for describing things — “The sun rises in the east.”
During art class, ask students to describe their drawing in English.
Picture Description (चित्र वर्णन):
Show a daily life picture — children talk about what they see.
Example: “The boy is eating an apple.”
Storytelling:
Tell or create stories from daily experiences.
Example: “My morning routine” or “A visit to market.”
Games & Role Plays:
“Shopping Game,” “Classroom Talk,” “Doctor-Patient” scenes.
Helps use English expressions in real-life contexts.
Morning Talk / News Sharing:
Students talk daily about their home, weather, or friends.
Example: “Today is Sunday. I played cricket with my friends.”
Observation Walk:
Take students outside and make them describe surroundings.
Example: “The sky is blue,” “The bus is yellow.”
Facilitator (मार्गदर्शक):
Teacher creates opportunities for English use in everyday settings.
Model Speaker:
Teacher uses simple English naturally — students learn by imitation.
Motivator:
Encourages children to speak English without fear of mistakes.
Connector:
Relates textbook lessons with student’s environment and experience.
Observer and Supporter:
Observes progress and gives gentle corrections when needed.
Builds confidence (आत्मविश्वास) in speaking.
Makes English useful and meaningful beyond classroom.
Encourages active learning (सक्रिय अधिगम) and participation.
Helps children develop natural communication skills.
Strengthens real-life vocabulary and sentence formation.
Creates a joyful learning environment where English is part of living, not memorizing.
Constructivist Approach (निर्माणवादी दृष्टिकोण):
Children construct meaning through real experiences.
Communicative Approach (संचारात्मक दृष्टिकोण):
Emphasizes language for communication, not grammar only.
Activity-Based Learning (गतिविधि आधारित अधिगम):
Uses play, interaction, and participation for meaningful language use.
At Home:
“Please switch off the fan.”
“I am hungry.”
In School:
“May I come in?”
“Can I borrow your pencil?”
Outside:
“How much is this toy?”
“Where is the bus stop?”
👉 These sentences teach children practical, living English, not just grammar rules.
Lack of English environment at home.
Shyness or fear of making mistakes.
Overemphasis on textbook learning.
Limited exposure to real conversation.
✅ Solution: Teacher must create English environment in class — through charts, games, daily talk, and appreciation.
✅ Linking English with Daily Life = connecting classroom learning to real-life communication.
✅ Focuses on use of language, not just learning rules.
✅ Encourages functional, meaningful communication.
✅ Activities: classroom talk, role play, storytelling, observation walk, morning talk.
✅ Teacher acts as facilitator, motivator, and model speaker.
✅ Based on constructivist and communicative approach.
✅ Helps develop confidence, fluency, and practical vocabulary.
✅ Makes English part of life, not just a subject.
📋 Topics:-
Grammar & Vocabulary Teaching - Difficult Words List for the completed topics:
📘 Topics Covered:
• Inductive & Deductive Method
• Teaching Grammar in Context
• Vocabulary through Activities
Meaning:
Inductive means learning by first observing examples and then finding the rule.
👉 Students discover (खुद समझना) the rule after seeing examples.
Example (Classroom):
Teacher writes:
“I am eating.”
“She is reading.”
“They are playing.”
Then asks: “What do you notice?”
Students say — “All sentences have ‘-ing’.”
➡ Rule: “We use -ing for present continuous tense.”
In short: From example → rule (Example se rule tak).
Meaning:
Deductive means teacher first tells the rule, then students practice with examples.
👉 Students apply (लागू करना) the rule to sentences.
Example (Classroom):
Teacher says, “In Simple Present, we add -s with he/she/it.”
Then gives practice:
He plays, She runs, It rains.
In short: From rule → example (Rule se example tak).
Meaning:
Context means the situation, background, or setting in which a word or sentence is used.
Learning grammar in context means learning it within real sentences, stories, or conversations, not separately.
Example:
Instead of saying “’is’ is a helping verb,” teacher says:
“This is my book.” (Here, ‘is’ connects subject + object.)
➡ Students understand usage in a real situation.
Meaning:
Something authentic means real, genuine, or used in actual life — not made-up.
In teaching, authentic materials are real-world resources like newspapers, menus, notices.
Example:
Teacher brings a real restaurant menu to teach food vocabulary like rice, soup, salad.
➡ Students feel English is part of real life.
Meaning:
Reinforcement means repeating or revising something to make learning stronger in memory.
Example:
After teaching new words, teacher plays a word bingo game next day.
➡ This repetition helps recall words easily.
Meaning:
Retention means keeping learned information in memory for a long period.
Activity-based learning improves retention because students experience the word.
Example:
Child acts the word “jump” while saying it. They remember it longer than if they only read it.
Meaning:
Students learn by finding answers themselves through observation and examples, not direct teaching.
It builds curiosity and critical thinking.
Example:
Instead of saying “adjectives describe nouns,” teacher says:
“This is a red ball, this is a big ball.”
Then asks: “What kind of words are red and big?”
Students discover: They describe nouns → adjectives.
Meaning:
Application means using learned knowledge in real situations.
It’s an important step after understanding a grammar rule.
Example:
After learning past tense, students write a short paragraph — “What I did yesterday.”
➡ They apply the rule of past tense in real writing.
Meaning:
Integration means connecting grammar or vocabulary with other language skills — speaking, reading, writing, listening.
Example:
While reading a story, teacher highlights verbs (grammar) and asks students to make new sentences (writing).
➡ Grammar + Vocabulary + Reading + Writing = Integrated learning.
Meaning:
Students take part in learning through actions, discussion, and games — not passive listening.
Example:
In vocabulary class, students act, draw, or play word games instead of just memorizing.
➡ They become active learners.
Meaning:
Visual aids are things students can see, like pictures, flashcards, or real objects used to teach meaning.
Example:
To teach “fruit names,” teacher shows real fruits or pictures.
➡ Students understand quickly and remember longer.
Meaning:
A fun classroom task used to revise previously learned words or grammar points.
Example:
After teaching colors, the teacher asks, “Find something red in the room!”
➡ This reinforces vocabulary through observation.
Meaning:
It means students construct (build) their own understanding using prior knowledge and experience.
Example:
A student uses old knowledge of “animals” to learn new terms like “domestic” and “wild.”
➡ Learning becomes connected and personal.
Meaning:
When students learn together in pairs or groups by helping each other, it’s collaboration.
Example:
Group of students creates a story using 10 new words.
➡ Vocabulary grows through shared ideas.
Meaning:
To reinforce vocabulary means to strengthen word learning through repetition, activities, and usage.
Example:
Students write, say, and act the same word in different tasks — they remember it easily.
✅ Inductive Method: Example → Rule. Students discover grammar rules.
✅ Deductive Method: Rule → Example. Teacher explains first, then students practice.
✅ Grammar in Context: Grammar is taught inside real sentences/stories (not isolated).
✅ Vocabulary through Activities: Learners understand and use words through games, songs, and actions.
✅ Context = Situation in which language is used.
✅ Authentic Material: Real-life sources like menus, ads, newspapers.
✅ Discovery Learning: Students find rules themselves — boosts understanding.
✅ Integration: Combine grammar/vocabulary with reading, writing, and speaking.
✅ Active Involvement: Students do something to learn — learning by participation.
✅ Retention & Reinforcement: Repetition strengthens memory and usage.
✅ Constructivist View: Learning is meaningful when connected with real life.
✅ CTET Tip: “Grammar and vocabulary must be taught in meaningful contexts and through activities, not rote learning.”
📗 Topic: Inductive & Deductive Method
Grammar is the framework (ढांचा) of any language — it tells us how words combine to form sentences.
In English pedagogy, grammar can be taught through two major methods:
Inductive Method (अभिनयनात्मक विधि)
Deductive Method (न्यायात्मक विधि)
Both methods aim to make students understand rules (नियम) and use language correctly, but the approach is different.
In the Inductive Method, students first observe examples and then derive the rule themselves.
It moves from specific → general (विशेष से सामान्य की ओर).
The teacher acts as a guide, not a lecturer.
Learning by discovery (खोज से सीखना):
Students explore patterns in language and discover grammar rules through examples.
Active participation (सक्रिय भागीदारी):
Students observe, discuss, and analyze sentences to find the rule.
Rule is not given directly:
The teacher gives examples and asks guiding questions like —
“What do you notice about these verbs?”
Focus on understanding, not memorization:
Students understand why a rule is used instead of just memorizing it.
Example (Classroom):
Teacher writes:
1️⃣ She is eating.
2️⃣ They are playing.
3️⃣ I am reading.
Then asks:
“What do you notice about these sentences?”
Students answer: “All have ‘is/am/are + verb + ing’.”
Finally, the teacher concludes:
👉 “Yes, this is the Present Continuous Tense.”
Builds thinking and reasoning skills.
Learning becomes interesting and permanent.
Encourages self-learning and curiosity.
Improves analytical ability (विश्लेषण शक्ति).
Takes more time than direct teaching.
Not suitable for large classrooms.
Weak students may get confused without teacher’s help.
In the Deductive Method, the teacher first explains the rule, and then gives examples.
It moves from general → specific (सामान्य से विशेष की ओर).
The teacher plays a central role in explaining and clarifying rules.
Rule first, then example:
Students first learn the grammar rule, then apply it to sentences.
Teacher-centered approach (शिक्षक-केंद्रित):
The teacher explains, writes examples, and corrects students.
Quick understanding:
It saves time because students directly get the rule.
Example (Classroom):
Teacher says:
“In Simple Past Tense, we use verb + ed for regular verbs.”
Then gives examples:
1️⃣ I walked to school.
2️⃣ She played with friends.
Finally, students make their own sentences.
Time-saving and easy to control.
Useful for clear explanation of grammar rules.
Best for revision or advanced learners.
Students become passive listeners.
Less creative thinking or discovery.
May cause rote learning (रटकर सीखना) instead of real understanding.
Inductive → Learn by discovering rules (Example first).
Deductive → Learn by applying rules (Rule first).
Both are important; teachers often combine them for effective teaching.
Inductive use:
Students read words in context and guess meanings from usage.
Example: Reading a sentence —
“The child was sobbing loudly.” → Guess the meaning of sobbing = crying.
Deductive use:
Teacher gives meaning and example directly.
Example: “Sobbing means crying.” — then gives sentence examples.
A good teacher balances both methods — use inductive for discovery and deductive for clarity.
In the Inductive Method → facilitator, guide, motivator.
In the Deductive Method → explainer, demonstrator, corrector.
A skilled teacher uses both methods together:
Start with inductive discovery → confirm with deductive rule.
Start grammar lessons with real-life examples or stories.
Let students observe patterns and share what they notice.
After discovery, explain the rule clearly.
Give practice exercises (both oral and written).
Reinforce learning through games, songs, or role play.
✅ Inductive Method:
Example → Rule.
Student-centered and discovery-based.
Builds thinking and observation skills.
✅ Deductive Method:
Rule → Example.
Teacher-centered and direct explanation.
Saves time and gives clarity.
✅ Best Practice:
Combine both → Start inductively, conclude deductively.
✅ In Vocabulary:
Inductive → Guess meaning through context.
Deductive → Learn meaning directly from teacher.
✅ CTET Tip:
Questions often ask: “Which method helps in developing reasoning?” → Answer: Inductive.
“Which method is quick and teacher-centered?” → Answer: Deductive.
📗 Topic: Teaching Grammar in Context
Grammar in Context means teaching grammar through real situations, stories, conversations, and texts, not through isolated rules.
The focus is on meaningful use of language (अर्थपूर्ण प्रयोग) rather than memorizing grammar rules.
Students learn how grammar works in real communication, not just what the rules are.
🧩 Example:
Instead of teaching “Present Continuous = is/am/are + verb + ing”,
the teacher shows:
➡️ “I am eating.”
➡️ “She is reading.”
➡️ “They are playing.”
Students observe grammar in use, within a context.
Grammar taught in isolation becomes boring and mechanical (यांत्रिक).
When grammar is connected with real situations, it becomes meaningful and easier to remember.
Children naturally learn language in context — by listening, speaking, and observing.
Context gives purpose (उद्देश्य) and function (कार्य) to grammar.
🧩 Example:
Children learn the difference between “yesterday” and “today” when they talk about what they did yesterday (past tense) and what they are doing now (present tense).
Focus on communication, not memorization: Students learn grammar while expressing ideas.
Grammar is part of a story, dialogue, or experience.
Active participation (सक्रिय भागीदारी): Students notice grammar patterns naturally.
Use of meaningful material: Real-life texts, classroom events, songs, games, and stories.
Integration (एकीकरण): Grammar is linked with listening, speaking, reading, and writing skills.
The teacher gives a situation, story, or text where the target grammar naturally appears.
🧩 Example: For past tense, teacher tells a short story —
“Yesterday, I went to the park. I played football. I met my friends.”
Students observe the sentences and identify the grammar form or pattern.
🧩 Example: They notice verbs like went, played, met — and realize they show past actions.
Teacher helps students derive or confirm the rule (Inductive or Deductive).
🧩 “Yes, in past tense we use the second form of the verb.”
Students practice the same structure through speaking, writing, or role play.
🧩 Example: “Yesterday, I cooked food.” / “Yesterday, we watched a movie.”
Teacher gives gentle feedback in communication, not through punishment.
🧩 If a child says, “Yesterday I go to school,” teacher corrects: “Oh, you went to school!”
Story-based Learning:
Teach tenses or prepositions through stories.
🧩 Example: “The cat is under the table,” “The boy ran to the park.”
Picture Description:
Show a picture and ask students to describe it using correct grammar.
🧩 Example: “A girl is playing with a dog.”
Dialogues and Conversations:
Teach sentence structures like questions, modals, or reported speech through conversations.
🧩 Example: “Can I borrow your pencil?”
Role Play & Real-life Situations:
Grammar appears naturally while acting out daily scenes.
🧩 Example: Shopping role play — “How much is this?” / “It’s twenty rupees.”
Reading Comprehension:
Grammar rules like pronouns, verbs, and conjunctions can be taught through reading texts.
🧩 Students underline examples and discuss their use.
Makes grammar meaningful and functional (उपयोगी).
Helps in language fluency (धाराप्रवाहता) and confidence.
Encourages thinking, observation, and self-discovery.
Reduces fear of grammar and makes learning enjoyable.
Improves communication skills and accuracy together.
🧩 Example: Students using correct grammar while speaking — “I have done my homework.” instead of “I done my homework.”
Teacher acts as a facilitator and guide (मार्गदर्शक).
Provides real-life contexts — stories, situations, pictures.
Encourages discussion and discovery of grammar rules.
Corrects mistakes gently during communication, not harshly.
Creates a language-rich classroom — full of meaningful English use.
| Aspect | Traditional Grammar | Grammar in Context |
|---|---|---|
| Focus | Memorizing rules | Using grammar meaningfully |
| Method | Rule → Example | Example → Rule |
| Learner role | Passive | Active & Engaged |
| Result | Rote learning | Real communication |
🧩 Example: Instead of saying “Learn 12 tenses,” teacher helps students use them in daily talk — “I eat breakfast,” “I ate breakfast,” “I will eat breakfast.”
Grammar naturally supports vocabulary learning — words are learned in context.
For example, while teaching Present Continuous, students also learn action words (running, reading, dancing).
Grammar in context strengthens all language skills —
Reading → notice structures
Writing → apply grammar
Speaking → use grammar fluently
Listening → understand grammar naturally
✅ Grammar in Context = Teaching grammar through real-life situations, not in isolation.
✅ Approach: Meaningful use → Understanding → Practice.
✅ Steps: Provide Context → Observe → Derive Rule → Practice → Feedback.
✅ Teacher’s Role: Guide, Facilitator, and Supporter.
✅ Benefits: Meaningful, engaging, communicative, long-lasting learning.
✅ CTET Tip:
When question asks, “Which method helps in natural learning of grammar?” → Answer: Teaching Grammar in Context.
“Which approach integrates grammar with communication?” → Contextual or Communicative Approach.
📗 Topic: Vocabulary through Activities
Vocabulary (शब्द भंडार) means the set of words a learner knows and uses in a language.
Teaching vocabulary is not just telling meanings of words but helping students use words in real-life communication.
Vocabulary teaching through activities means students learn words by doing, not just by listening or memorizing.
🧩 Example:
Instead of only saying “Apple means Seb,” the teacher gives real fruit or picture and says —
“This is an apple. It’s red. I eat an apple.”
👉 Students see, touch, and speak — they learn better.
Children remember words better when they are active in learning.
Activities create interest (रुचि) and make learning meaningful and fun.
It helps students use vocabulary naturally in speaking, reading, and writing.
It supports long-term memory (दीर्घकालिक स्मृति) — because students experience the word, not just hear it.
🧩 Example:
Children remember the word “jump” easily if they actually jump while saying it.
Use in Context (संदर्भ में प्रयोग):
Words should be taught through stories, songs, or real-life sentences.
🧩 Example: “The sun is shining” (teaches the word sun and shine in context).
Multiple Exposure (बार-बार प्रयोग):
Students should meet the same word many times in different situations.
Active Involvement (सक्रिय भागीदारी):
Learners should speak, write, or act using the new words.
Relate to Real Life (वास्तविक जीवन से जोड़ना):
Words should be related to things students see or do daily.
Visual and Experiential Learning (दृश्य और अनुभवात्मक):
Pictures, gestures, and real objects help students understand quickly.
Word Chain Game:
Each student says a word that begins with the last letter of the previous word.
🧩 Example: Cat → Table → Egg → Grapes.
👉 Builds vocabulary and quick thinking.
Word Bingo:
Teacher says a word; students mark it if it’s on their bingo card.
🧩 Builds listening and recognition skills.
Word Matching:
Students match pictures with correct words.
🧩 Example: Picture of a tree → “Tree”.
Crossword / Word Puzzle:
Fun way to recall meanings and spellings.
Total Physical Response (TPR) Method):
Students act out the meaning of a word.
🧩 Example: Teacher says “Jump”, “Clap”, “Run” — students perform the action.
👉 Builds connection between word and action.
Mime and Guess:
One student acts a word silently; others guess.
🧩 Example: Act of “Eating” → others say “eat”.
Storytelling:
Teach new words through interesting stories.
🧩 Example: Story of a lion and mouse introduces roar, trap, kind, help.
Songs and Rhymes:
Repetition and rhythm help children remember new words easily.
🧩 Example: “Head, shoulders, knees, and toes…” teaches body parts.
Labeling Objects (नाम-पट्टी लगाना):
Stick word labels on classroom objects — door, chair, window, clock.
🧩 Students read and repeat daily.
Word Wall:
Display new words alphabetically on the classroom wall.
🧩 Helps visual memory and daily revision.
Theme-based Vocabulary Corners:
Each week, choose a theme — fruits, animals, transport — and collect pictures or objects.
Picture Description:
Students describe what they see.
🧩 Example: “There is a boy. He is flying a kite.”
👉 Uses adjectives and action words naturally.
Pair Work / Group Talk:
Students use new words in small conversations.
🧩 Example: “What’s your favourite fruit?” “I like mango.”
Creative Writing:
Use new vocabulary in short stories or poems.
🧩 Example: Write 5 lines about “My School” using learned words.
Teacher acts as a facilitator (सहायक) — creates situations for learning.
Encourages student participation and expression.
Provides real-life materials — objects, flashcards, charts, etc.
Gives positive reinforcement (सकारात्मक प्रोत्साहन) to motivate children.
Revises words regularly through short activities or games.
🧩 Example: Every Friday, a short “Word Game Hour” for revising week’s vocabulary.
Improves word recall and understanding.
Increases confidence and communication skills.
Makes English learning interesting and playful.
Encourages peer learning (सहपाठी सीखना) through group work.
Builds contextual learning — students learn how to use words, not just their meanings.
🧩 Example: A child learns run not only as a word, but also uses it in sentences like — “I run fast.”
Vocabulary activities develop all four skills:
Listening: through songs, instructions.
Speaking: through role play and games.
Reading: through word walls, stories.
Writing: through creative tasks.
It makes English a living language, not just a subject.
✅ Vocabulary Teaching through Activities = Learning new words through play, action, and experience.
✅ Principles: Context, Repetition, Active Use, Real-life link.
✅ Types of Activities:
Games (Word Chain, Bingo, Puzzle)
Action-based (TPR, Mime)
Storytelling, Songs
Classroom labeling, Word Wall
Speaking/Writing tasks
✅ Teacher’s Role: Create fun, meaningful situations.
✅ Benefits: Improves memory, confidence, and real use of words.
✅ CTET Tip:
“Vocabulary should be taught in meaningful contexts and through activities, not rote memorization.”
“Activity-based learning encourages active participation and natural word use.”
📋 Topics:-
🧩 Topic: Steps of Lesson Plan | TLM (Flashcards, Charts, ICT, Realia) | Creativity in Teaching📘 Difficult Words with Detailed Meaning + Example
Meaning: The objective means the aim or goal (लक्ष्य) of the lesson — what the teacher wants students to learn or achieve after the class.
Explanation: Objectives guide the direction of teaching. They tell why we are teaching and what we expect from students.
Example:
“By the end of this lesson, students will be able to use adjectives correctly.”
👉 Here, using adjectives is the objective of the lesson.
Meaning: The starting part of a lesson (पाठ की शुरुआत) that catches students’ attention and connects the topic to their previous knowledge.
Explanation: A creative introduction creates curiosity and sets the stage for learning.
Example:
Before teaching “Seasons,” teacher asks: “What is your favourite weather?” – this is an introduction.
Meaning: The main part of the lesson where the teacher explains new content using various activities or materials.
Explanation: It includes teaching through stories, charts, flashcards, or demonstrations.
Example:
Showing a chart of fruits while teaching “Names of Fruits.”
Meaning: Revision or recall of what has been taught to check students’ understanding.
Explanation: The teacher asks short questions or does quick oral drills.
Example:
“Tell me three adjectives you learnt today?” → That’s recapitulation.
Meaning: Assessment (आकलन) of what students have learnt through questions, worksheets, or activities.
Explanation: Helps teacher know if lesson objectives are achieved or not.
Example:
Giving a small quiz or oral test after teaching the topic.
Meaning: Any material or resource used to make learning interesting, concrete, and easy.
Explanation: It can be visual (देखने योग्य), audio (सुनने योग्य), or real (वास्तविक चीज़ें).
Example:
Flashcards, charts, models, toys, pictures, real fruits, etc.
Meaning: Small cards with pictures or words used to teach vocabulary or concepts.
Explanation: Helps in visual learning — students can see and remember easily.
Example:
A card showing “Apple 🍎” and the word “Apple” written below.
Meaning: Large visual displays used to explain information clearly.
Explanation: Useful for summarizing or showing step-by-step concepts.
Example:
“Parts of Body” chart, “Days of the Week” chart, “Grammar Rules” chart.
Meaning: Use of digital tools and technology in teaching.
Explanation: Includes using audio, video, projector, computer, mobile apps, internet etc.
Example:
Showing a YouTube video of a story or playing an English rhyme in class.
Meaning: Real-life objects used in the classroom to make learning more meaningful.
Explanation: Students can touch, see, and experience real items, making concepts more concrete.
Example:
Bringing real fruits to teach “Fruit Names.”
Showing real money while teaching “Counting.”
Meaning: Thinking in new, original, and imaginative ways to make learning joyful.
Explanation: Creative teaching involves using new ideas, activities, and approaches.
Example:
Teaching grammar through a “Grammar Game” instead of lecture.
Meaning: Doing something new and different from the traditional method.
Explanation: Innovative teachers find smart, interesting ways to teach the same topic.
Example:
Teaching “Adjectives” through a “Describing your friend” activity.
Meaning: A teacher who helps students learn by guiding them, not by controlling.
Explanation: The facilitator provides environment and opportunities for learning.
Example:
Instead of giving answers, teacher helps students discover answers themselves.
Meaning: The active involvement of students in the learning process.
Explanation: When students speak, move, think, and participate — they are engaged.
Example:
Group discussions, storytelling, or acting out a story ensure student engagement.
Meaning: Instruments or methods used to measure student learning.
Explanation: Can include rubrics, checklists, worksheets, or oral questions.
Example:
Teacher uses a checklist to see if students can identify adjectives correctly.
Meaning: Connecting subjects or ideas together to make learning holistic.
Explanation: Art, music, or real-life links can be integrated into teaching.
Example:
Drawing a rainbow while learning color names → Art Integration.
Meaning: The inner desire or encouragement to learn and participate.
Explanation: Motivated students learn faster and stay interested.
Example:
Praising students or giving stars/stickers boosts motivation.
Meaning: Adjusting teaching methods to suit different learning levels of students.
Explanation: Some students learn fast, some slow — teacher plans accordingly.
Example:
Giving easier worksheets to beginners and creative writing to advanced learners.
Meaning: The response or reaction given to students about their performance.
Explanation: Feedback helps students improve and feel encouraged.
Example:
“Good effort! Try using more adjectives next time.”
Meaning: Working together in groups or pairs to achieve learning goals.
Explanation: Encourages teamwork, communication, and mutual respect.
Example:
Group project on “My Favourite Animal” → students collect, draw, and present together.
✅ Lesson Plan – Step-by-step guide to achieve learning objectives.
✅ Main Steps: Introduction → Presentation → Practice → Evaluation → Recapitulation.
✅ TLM (Teaching Learning Material): Flashcards, charts, ICT tools, and realia make learning concrete and joyful.
✅ ICT = Using technology like audio-video, computers, and mobile apps for teaching.
✅ Realia = Real-life objects (like fruits, toys, coins) used in class.
✅ Creativity in Teaching = Using imagination, art, play, and real-life examples.
✅ Teacher’s Role = Facilitator, motivator, and guide — not just a knowledge-giver.
✅ Benefits: Builds student interest, confidence, imagination, and participation.
✅ CTET Tip:
Creative teaching is child-centered, activity-based, and linked to real life.
A Lesson Plan is a teacher’s written plan (लिखित योजना) for what to teach, how to teach, and how to check learning.
It acts like a road map (मार्गदर्शक) — it guides the teacher step by step during the lesson.
It helps maintain clarity (स्पष्टता), sequence (क्रम), and time management (समय प्रबंधन) in teaching.
Example:
Before teaching “Parts of Speech,” a teacher prepares a plan — what examples to use, which activity to include, and how to check understanding.
Gives confidence to the teacher.
Ensures systematic teaching — not random or confused.
Helps to achieve learning outcomes (सीखने के लक्ष्य).
Keeps students engaged through planned activities.
Example:
If a teacher plans storytelling, vocabulary practice, and short writing — class remains active and goal-focused.
A well-designed lesson plan usually follows six main steps.
Let’s understand each one in simple language 👇
This part includes basic details like:
Subject: English
Topic: Parts of Speech
Class: IV or V
Duration: 40 minutes
Teaching aids: Flashcards, chart, blackboard
Why important?
It helps the teacher stay organized and focused.
Example:
Teacher notes: “Topic – Action Verbs; Class – 3; Time – 35 mins.”
These are goals (लक्ष्य) describing what students will learn by the end of the lesson.
Objectives must be specific, measurable, and child-centered.
Common types:
Knowledge Objective – Students recall facts.
Understanding Objective – Students explain meaning.
Skill Objective – Students apply learning through activity.
Example:
By the end of the lesson, students will be able to:
✔ Identify and use action verbs in sentences.
Before starting new learning, teacher checks what students already know (पहले से जानते हैं).
It builds a connection between old knowledge and new concept.
It makes students active and alert from the beginning.
Example (Classroom):
Teacher asks: “Can you tell me what actions you do every day?”
(Students reply: eat, run, read — this connects to verbs topic.)
Main teaching part — where new content is introduced and explained.
Teacher uses teaching aids (सहायक सामग्री) like charts, pictures, blackboard, or real objects.
Teacher explains the concept with examples + student interaction.
Example:
Teacher shows a picture of a boy running and says: “He is running — this word ‘running’ shows action — so it is a verb.”
Use simple language and real-life examples.
Ensure students understand before moving ahead.
After explanation, students apply what they learned through exercises or activities.
Teacher gives practice tasks to reinforce learning.
Example (Activity):
Students make sentences using verbs like “jump,” “write,” “sleep.”
Or play a game — “Find the Action Word.”
This step makes learning practical and permanent (स्थायी).
Teacher checks whether learning objectives are achieved or not.
Done through oral questions, worksheets, short quizzes, or observation.
Helps the teacher know who understood and who needs help.
Example (Questions):
What is a verb?
Give two examples of action words.
The teacher summarizes (सारांश देना) the lesson briefly.
Students recall what they have learned.
Makes the learning fresh and memorable.
Example:
Teacher says, “Let’s quickly recall — what is a verb? Can anyone give an example?”
Students respond — “Verb is an action word — run, jump.”
Homework helps students revise and practice the topic at home.
It should be short, clear, and related to classwork.
Example:
“Write five sentences using different action verbs.”
Child-centered: Focus on student learning, not teacher’s performance.
Clear Objectives: Easy to understand and measurable.
Flexible: Can be changed as per class needs.
Activity-based: Includes games, tasks, and real examples.
Linked with Daily Life: Relates to real situations so students find it meaningful.
Example:
To teach “adjectives,” teacher uses real classroom items — “red bag,” “big board.”
1️⃣ Greeting & Attendance
2️⃣ Previous Knowledge Testing
3️⃣ Introduction of New Topic
4️⃣ Explanation with Examples
5️⃣ Practice Activities
6️⃣ Evaluation Questions
7️⃣ Recap
8️⃣ Homework
This order ensures smooth teaching and active learning.
✅ Lesson Plan = A teacher’s road map for effective teaching.
✅ Steps of Lesson Plan:
General Information
Learning Objectives
Previous Knowledge Testing
Presentation
Application
Evaluation
Recapitulation
Homework
✅ Purpose: Helps in organized, interesting, and result-oriented teaching.
✅ Good Lesson Plan: Must be child-centered, activity-based, flexible, and linked to real life.
✅ CTET Tip:
“A lesson plan ensures effective learning because it connects objectives, activities, and evaluation in a logical sequence.”
Teaching Learning Materials (TLM) are tools or aids (सहायक सामग्री) that help teachers make learning interesting, meaningful, and easier to understand.
They are used to support teaching and make lessons interactive.
TLM helps in visual, auditory, and kinesthetic learning — students see, hear, and do.
Example:
When teaching “fruits,” teacher shows real fruits (apple, banana) or flashcards with pictures.
→ Students understand faster and enjoy the lesson.
Makes learning clear and concrete (ठोस) instead of abstract.
Keeps students interested and active.
Helps in better retention (याद रखना) of information.
Supports inclusive education – helps slow learners or visual learners.
Builds real-life connection with what is taught in class.
Example:
Using a chart of “Parts of Body” helps children recognize and name each part quickly.
Here we will discuss four common and effective types used in English teaching:
Flashcards, Charts, ICT, and Realia.
Meaning:
Small picture cards or word cards used to teach vocabulary, spelling, or grammar quickly.
They are “flashed” (shown) one by one to the class.
Key Points:
Useful for young learners to recognize words and pictures.
Improves memory and recall.
Makes revision fun and fast.
Can be used for games, pair work, and storytelling.
Classroom Example:
Teacher shows a flashcard with the word “Cat” and a picture of a cat.
Children say “Cat – meow.”
Next card: “Dog.”
Students shout “Dog – woof!”
👉 Learning through fun repetition.
CTET Tip:
Flashcards support visual learning (दृश्य अधिगम) and improve word-picture association.
Meaning:
Charts are large visual aids (बड़ी दृश्य सामग्री) that show information in organized form — through pictures, words, or diagrams.
Types of Charts:
Picture Chart (for vocabulary)
Word Chart (for spelling, parts of speech)
Story Chart (for sequence or storytelling)
Grammar Chart (for tenses, verbs, etc.)
Key Points:
Makes learning visible and structured (संगठित).
Helps explain complex ideas easily.
Useful for group teaching – visible to whole class.
Can be reused many times.
Example:
Teacher shows a “Parts of Speech Chart” with colorful columns for noun, verb, adjective, etc.
Children identify words and place them under correct column.
CTET Tip:
Charts are low-cost but high-impact visual aids, very effective in early English teaching.
Meaning:
ICT means using digital tools and technology (डिजिटल साधन) in teaching.
Examples: computer, projector, smartboard, audio clips, educational videos.
Key Points:
Makes lessons interactive and engaging.
Appeals to multiple senses – students see, listen, and respond.
Helps in demonstrating pronunciation, sounds, and conversation in English.
Encourages self-learning (स्व-अधिगम) through digital platforms.
Example (Classroom):
Teacher plays an English rhyme “Twinkle Twinkle Little Star” on projector.
Students sing along while watching animation.
→ Improves pronunciation, rhythm, and interest.
CTET Tip:
ICT develops 21st-century skills (communication, collaboration, creativity) in learners.
Meaning:
Realia means real-life materials or objects from the environment used for teaching.
These materials make learning authentic (वास्तविक) and close to real life.
Key Points:
Gives hands-on experience (व्यवहारिक अनुभव).
Builds strong concept understanding.
Encourages observation and participation.
Makes vocabulary learning natural and meaningful.
Example (Classroom):
When teaching “Fruits,” teacher brings real fruits like apple, mango, banana.
Students touch, smell, name them — “This is an apple. It is red.”
→ Language learning becomes sensory and real.
CTET Tip:
Realia is most useful in early classes where children learn by seeing and doing.
Choose TLM according to age, topic, and learning level.
Keep aids simple, colorful, and visible.
Involve students in handling or preparing the aids.
Use TLM as support, not as a distraction.
Always link TLM to learning objectives.
Example:
While teaching adjectives, teacher uses flashcards with words — “big,” “small,” “red,” “blue.”
Students describe real classroom items using them.
Makes abstract ideas clear and concrete.
Builds student participation and curiosity.
Helps in multi-sensory learning (seeing, hearing, touching).
Reduces teacher talk time, increases student involvement.
Aids in assessment — teacher can observe understanding through responses.
Lack of resources or time to prepare aids.
In some schools, ICT tools are not available.
Teachers need training to use aids effectively.
Too many aids can distract students from core learning.
Solution:
Use simple, low-cost, locally available materials like newspaper pictures, bottle caps, sticks, etc.
✅ TLM = Teaching Learning Materials – tools used to make learning interactive and meaningful.
✅ Main Types:
Flashcards: Small picture/word cards → for quick learning & games.
Charts: Large visuals → for group teaching & grammar concepts.
ICT: Digital tools → for modern, interactive learning.
Realia: Real-life objects → for practical and sensory experience.
✅ Purpose: Makes learning clear, interesting, and connected to real life.
✅ Good TLM: Should be child-centered, low-cost, visible, and linked with objective.
✅ CTET Tip:
“TLM is not just material — it is a bridge between abstract learning and real experience.”
Creativity (सृजनात्मकता) means thinking in a new, original, and imaginative way.
In teaching, creative teaching means using innovative ideas, techniques, and activities to make learning interesting, joyful, and meaningful.
A creative teacher encourages students to ask questions, think differently, and express ideas freely.
Example:
Instead of just reading a story from the book, the teacher asks students to act it out as a drama or draw its scenes.
👉 This makes learning fun and builds imagination.
Makes learning joyful (आनंदमय) – Students enjoy when the class is full of fun activities.
Example: Teaching “Adjectives” through a describing game – “Find something soft, find something red.”
Encourages active participation (सक्रिय भागीदारी) – Students become a part of the learning process, not just listeners.
Develops imagination and thinking skills (कल्पना व सोचने की क्षमता) – Creative lessons build HOTS (Higher Order Thinking Skills).
Connects learning with real life (वास्तविक जीवन से जोड़ना) – Students apply classroom concepts outside the classroom.
Example: Making a shopping dialogue to learn English conversation.
Makes teacher flexible and innovative (लचीला व नवाचारी बनाता है) – Every class becomes unique because teacher adapts according to student needs.
Curious (जिज्ञासु) – Always ready to learn and try new things.
Example: Using local songs or folk tales in English class.
Open-minded (खुले विचारों वाला) – Accepts students’ ideas without judging.
Innovative (नवोन्मेषी) – Creates new teaching methods using limited resources.
Example: Using bottle caps or flashcards made from old paper for word games.
Encouraging (प्रोत्साहित करने वाला) – Motivates students to speak, write, or perform without fear of mistakes.
Flexible (लचीला) – Changes plan according to classroom situation and mood.
Use of Play-way Activities (खेल आधारित गतिविधियाँ):
Include games, songs, storytelling, and rhymes.
Example: “Word chain game” for vocabulary practice.
Project Work & Group Activities:
Allow students to explore topics in groups.
Example: Prepare a “My School” poster together and describe it in English.
Use of Art and Drama:
Integrate drawing, acting, or role play in lessons.
Example: Act out the story of “The Lion and the Mouse.”
Real-life Situations:
Teach language through real context.
Example: Students practice dialogues like “At the market” or “At the park.”
Use of Technology (ICT):
Use audio-visual aids, short videos, or digital games to make topics lively.
Encouraging Creative Writing:
Ask students to write their own stories, short poems, or daily journals.
Example: “If I were a bird…” – students imagine and write creatively.
Using TLM and Local Resources:
Create flashcards, charts, puppets, or models using waste materials.
Provide freedom (स्वतंत्रता दें) – Let students share opinions freely.
Give opportunities (अवसर दें) – Every student should get a chance to express ideas.
Appreciate efforts (प्रशंसा करें) – Praise even small creative attempts.
Create safe learning space (सुरक्षित वातावरण) – No fear of failure or laughter.
Act as a guide and facilitator (मार्गदर्शक बने) – Teacher supports, not controls, the learning process.
Example:
Instead of correcting every grammar mistake instantly, teacher listens and helps the student express more confidently.
Story Completion Activity:
Teacher starts: “Once there was a little bird…”
Students take turns adding lines to complete the story.
Picture Talk:
Show an interesting picture; ask students to describe it in sentences.
Poem Writing:
Students write short rhymes on “My Family” or “My Pet.”
Language Games:
Example: “Word Bingo” or “Guess the Word.”
Drama & Role Play:
Enact small situations like “At the Doctor,” “Buying Fruits,” etc.
Improves language fluency and expression.
Builds confidence and curiosity among learners.
Reduces fear of language learning.
Creates positive classroom environment.
Encourages collaborative learning (learning together).
Enhances critical and imaginative thinking.
Large class size or limited time.
Lack of materials or support.
Overloaded syllabus.
Teachers’ hesitation to try new ideas.
Solutions:
Use low-cost local materials.
Plan small creative activities (even 5-min warm-ups).
Take student help in preparation.
✅ Creativity in teaching means teaching with imagination and innovation.
✅ A creative teacher uses play, art, technology, and real-life links to make learning fun.
✅ Promotes thinking, participation, and confidence in students.
✅ Activities include storytelling, role play, group projects, art integration, games.
✅ Teacher’s role → Guide, motivator, and facilitator.
✅ Benefits → Improves language, confidence, motivation, and imagination.
✅ CTET Tip:
“Creative teaching is child-centered, activity-based, and linked to real-life experiences.”
📋 Topics:-
Meaning:
Formative means something that helps in shaping or improving learning while it is still happening. It focuses on continuous feedback rather than final marks.
👉 Hindi meaning: निर्माण के दौरान मूल्यांकन करना।
Example:
When a teacher checks students’ notebooks weekly and gives feedback to improve — it is formative assessment.
Meaning:
Summative means something that is done at the end to check how much a student has learned after a lesson or term.
👉 Hindi meaning: सत्र या इकाई के अंत में किया गया मूल्यांकन।
Example:
Final exams or term-end tests are summative assessments because they measure total learning.
Meaning:
CCE means evaluation throughout the year (continuous) and in all areas of development — academic + co-curricular (comprehensive).
👉 Hindi meaning: वर्षभर में और विद्यार्थी के हर क्षेत्र में निरंतर मूल्यांकन करना।
Example:
Teacher keeps records of class tests, group work, behavior, and participation for a student — this is CCE.
Meaning:
Feedback is the response or suggestion given by the teacher to help students improve.
👉 Hindi meaning: शिक्षक द्वारा दी गई सुधार की जानकारी या सुझाव।
Example:
Teacher says, “Your handwriting is neat, but work on spelling.” – This is constructive feedback.
Meaning:
Error analysis means studying students’ mistakes to understand why they make them and how to help them correct those.
👉 Hindi meaning: गलतियों के कारण को समझकर सुधार की दिशा में काम करना।
Example:
If many students write “goed” instead of “went”, the teacher realizes it’s a verb form error and teaches correct usage.
Meaning:
Remediation means corrective teaching — helping students overcome their learning difficulties through special methods or extra practice.
👉 Hindi meaning: कमजोरियों को दूर करने के लिए विशेष शिक्षण।
Example:
A student struggles in reading, so the teacher arranges phonics sessions for extra practice — that’s remediation.
Meaning:
An inclusive classroom is one where all students learn together, no matter their abilities, disabilities, gender, or background.
👉 Hindi meaning: ऐसी कक्षा जहाँ सभी बच्चे एकसाथ सीखते हैं, भिन्नताओं के बावजूद।
Example:
A wheelchair ramp and sign language interpreter in class make it inclusive for all learners.
Meaning:
This means teaching in different ways according to each student’s needs, interests, or learning speed.
👉 Hindi meaning: हर विद्यार्थी की आवश्यकता के अनुसार अलग-अलग शिक्षण देना।
Example:
Some students learn with pictures, others with reading — teacher uses both styles together.
Meaning:
Gender sensitivity means being aware of gender differences and treating all genders equally in classroom and society.
👉 Hindi meaning: लड़का या लड़की किसी के प्रति भेदभाव न करना, सबके साथ समान व्यवहार।
Example:
Teacher encourages both boys and girls to participate in sports and leadership equally — shows gender sensitivity.
Meaning:
Bias means unfair preference or discrimination toward one group or gender.
👉 Hindi meaning: किसी एक के प्रति अनुचित झुकाव।
Example:
If a teacher always praises boys for math and ignores girls, that’s gender bias.
Meaning:
CWSN are children who need extra care and support in learning due to physical, emotional, or learning difficulties.
👉 Hindi meaning: जिन बच्चों को सीखने के लिए विशेष सहायता की आवश्यकता होती है।
Example:
A visually impaired child may need Braille books or audio lessons in class.
Meaning:
Adjustments made in the classroom or exams to help CWSN learn effectively.
👉 Hindi meaning: विशेष बच्चों की सहायता के लिए शिक्षण में बदलाव।
Example:
Giving extra time to a slow writer or allowing oral answers for a dyslexic child.
Meaning:
Empathy means understanding and sharing others’ feelings. Teachers need empathy to support all learners.
👉 Hindi meaning: दूसरों की भावनाओं को समझना और महसूस करना।
Example:
Teacher notices a child is quiet after a failure and gently motivates them — showing empathy.
Meaning:
Making resources, spaces, and learning materials easy to reach and use for everyone.
👉 Hindi meaning: सीखने के साधनों और स्थानों को सभी के लिए उपयोगी बनाना।
Example:
Ramps, subtitles, and big print materials improve accessibility in schools.
Meaning:
When classmates help one another in learning or behavior.
👉 Hindi meaning: जब विद्यार्थी एक-दूसरे की मदद करते हैं।
Example:
A student helps a friend with spellings or reading aloud — it’s peer support.
Meaning:
Something that builds or improves learning rather than criticizing.
👉 Hindi meaning: जो सीखने में सुधार करे, न कि आलोचना।
Example:
Teacher says, “You can improve by reading more” — that’s constructive feedback, not negative.
Meaning:
Working together for a common learning goal.
👉 Hindi meaning: मिलकर काम करना ताकि सीखना बेहतर हो।
Example:
Group projects or peer teaching promote collaboration in classrooms.
Meaning:
When students evaluate their own performance to understand their strengths and weaknesses.
👉 Hindi meaning: विद्यार्थी द्वारा स्वयं का मूल्यांकन।
Example:
After a test, students note what they did well and where they need practice — that’s self-assessment.
Meaning:
An inner force or reason that makes students eager to learn or improve.
👉 Hindi meaning: सीखने या सफलता पाने की आंतरिक इच्छा।
Example:
Teacher praises a student’s progress — the student studies harder next time. That’s motivation.
Meaning:
The ability to change or adjust methods according to learners’ needs.
👉 Hindi meaning: शिक्षण को परिस्थिति के अनुसार बदलने की क्षमता।
Example:
Teacher changes the plan when students look tired and introduces a game — showing flexibility.
Formative = Continuous feedback during learning.
Summative = Evaluation at the end of term/unit.
CCE = Continuous + Comprehensive assessment (academic & co-curricular).
Error Analysis = Studying mistakes to fix learning gaps.
Remediation = Corrective teaching for weak areas.
Inclusive Classroom = Equal learning for all, without discrimination.
Gender Sensitivity = Equal treatment for boys & girls.
CWSN = Children needing special learning support.
Empathy & Accessibility = Keys to inclusion.
Feedback = Constructive guidance to improve performance.
Teacher’s Role = Flexible, empathetic, and inclusive facilitator.
📗 Topic: Formative, Summative, and CCE (Continuous and Comprehensive Evaluation)
Assessment means to check or measure the learning progress (सीखने की प्रगति) of students.
It helps teachers know what students have learned and where they need help.
It is not only about marks but also about understanding skills, behavior, and participation.
Example: After teaching “Nouns,” the teacher gives a small quiz or oral test to know if students understood or not.
Assessment is mainly of two types – Formative and Summative.
Later, both are combined under CCE system.
Meaning:
Formative means “to form or develop (गठन करना).”
It is continuous assessment done during the teaching-learning process.
The purpose is to improve learning while it is happening.
Purpose (उद्देश्य):
To find learning difficulties and give timely feedback (समय पर प्रतिक्रिया).
Helps teacher modify or improve teaching methods.
Features:
Done continuously (लगातार).
Diagnostic in nature – identifies weaknesses.
Not for marks, but for improvement.
Child-friendly and stress-free.
Tools/Methods:
Oral questions, assignments, worksheets, projects, class observation, discussion, quizzes, storytelling, etc.
Example:
While teaching “Adjectives,” teacher asks:
“Can anyone describe their best friend in three words?”
→ This helps check understanding during learning = Formative Assessment.
Meaning:
Summative means “to sum up” (सारांश बनाना).
It is done after the completion of a unit, term, or semester.
The goal is to measure what the student has finally learned.
Purpose:
To evaluate achievement (उपलब्धि) after instruction is completed.
To assign grades or marks.
Used for promotion to the next class or final report card.
Features:
Conducted at the end of learning.
Formal and structured (like exams).
Focus on results, not process.
Less feedback-oriented, more evaluation-based.
Tools/Methods:
Written tests, term-end exams, final exams, performance tests.
Example:
End-of-term English test with reading, grammar, and writing sections = Summative Assessment.
CCE means Continuous (सतत) and Comprehensive (समग्र) Evaluation.
It was introduced by CBSE and supported by NCF-2005.
It combines both Formative and Summative methods.
Focuses on overall development — not just academics, but also behavior, attitude, values, and co-curricular skills.
Continuous Evaluation:
Regular assessment throughout the year.
Based on class performance, homework, group work, etc.
Comprehensive Evaluation:
Covers all aspects of development — mental, emotional, social, and physical.
Evaluates skills like creativity, discipline, communication, teamwork.
To make evaluation child-centered (बाल-केंद्रित) and non-threatening.
To reduce exam stress and fear among children.
To identify strengths and weaknesses early.
To make learning joyful, practical, and continuous.
To improve teaching through feedback.
Formative Tools: Observation, quizzes, classroom participation, oral questions, group activities.
Summative Tools: Written exams, projects, portfolios, practicals.
Other Tools: Checklists, rubrics, anecdotal records (short notes about student behavior).
In an English class:
Formative: Teacher observes how students participate in a role-play on “My Family.”
Summative: At the end of the term, students write a test paragraph about their family.
Together → CCE, because both learning process and result are evaluated.
Observer (पर्यवेक्षक): Watch how students learn and behave in class.
Facilitator (मार्गदर्शक): Help students correct mistakes through feedback.
Record-keeper: Maintain progress records of each child.
Supporter: Motivate slow learners, praise efforts, and encourage creativity.
| Formative | Summative |
|---|---|
| During learning | After learning |
| Continuous | At fixed time |
| Diagnostic | Evaluative |
| Helps improve learning | Measures achievement |
| Feedback-based | Marks-based |
(Note: This table is just for understanding, not to memorize for exam.)
✅ Assessment means checking student’s learning progress.
✅ Formative Assessment:
→ During learning, helps improve, continuous, diagnostic, stress-free.
✅ Summative Assessment:
→ After learning, measures achievement, formal, marks-based.
✅ CCE (Continuous and Comprehensive Evaluation):
→ Continuous = Regular evaluation.
→ Comprehensive = Covers all-round development.
✅ CCE = Formative + Summative combined.
✅ Aims to make learning joyful, stress-free, and holistic.
✅ Teacher acts as guide, motivator, and observer.
✅ CTET Tip:
In CCE, focus is not only on “what” a child learns but also on “how” the child learns.
An error means a mistake made by learners while using a language — in speaking, writing, or understanding.
Errors are natural (स्वाभाविक) and an important part of learning.
They show how a learner is thinking and developing language skills.
Teachers should not punish errors, but analyze and guide students to correct them.
Example:
A child says: “He go to school every day.”
→ The child made an error in verb form (“go” instead of “goes”).
→ This shows he has understood sentence pattern but not the rule of singular verb.
Error (त्रुटि):
Made due to lack of knowledge of a rule.
Learner doesn’t know it’s wrong.
Needs teaching and explanation for correction.
Mistake (भूल):
Made due to carelessness or slip.
Learner knows the correct rule but made a small slip.
Can be self-corrected when pointed out.
Example:
Student writes “I goed to school.” → Error (doesn’t know past tense rule).
Student writes “I go to school yesterday.” → Mistake (knows rule but forgot).
Error Analysis means studying and identifying the pattern of errors made by students.
It helps teachers understand why learners make errors and how to correct them.
It is part of formative assessment (गठनात्मक मूल्यांकन), because it improves learning during the process.
Main aim: Not to criticize, but to diagnose (पता लगाना) learning problems.
Example:
Teacher checks essays and finds many students wrote “She go to market.”
→ Teacher analyzes: The class is confused about subject–verb agreement.
→ Teacher plans revision accordingly.
Collection of Errors:
Collect students’ written or spoken work (notebooks, oral tests).
Identification of Errors:
Find where and what the error is (grammar, spelling, pronunciation, etc.).
Classification of Errors:
Group errors based on type:
Grammatical errors – tenses, prepositions, agreement
Spelling errors – “becoz” for “because”
Pronunciation errors – “aks” for “ask”
Word order errors – “She beautiful is”
Finding the Cause:
Why did the learner make this error?
Lack of practice
Confusion between rules
First language influence (mother tongue interference)
Remedial Teaching:
Plan and use special activities or lessons to correct the errors.
Mother Tongue Interference (मातृभाषा का प्रभाव):
Students directly translate from their mother tongue.
Example: “I am going to home” (in Hindi “मैं घर जा रहा हूँ”).
Overgeneralization (अति-सामान्यीकरण):
Applying one rule everywhere.
Example: Child learns that past tense = “-ed,” so writes “runned” or “comed.”
Incomplete Knowledge:
Student knows half of the rule.
Example: Knows “do” for questions but not “does.” → “Do he play cricket?”
Carelessness:
Rushing, not checking work.
Example: Missing punctuation or capital letters.
Lack of Practice:
Learner forgets correct usage due to less exposure or revision.
Remediation means corrective teaching (सुधारात्मक शिक्षण) — helping learners overcome their learning difficulties.
It is a planned effort by the teacher after identifying students’ errors or weaknesses.
It focuses on individual attention and practice-based learning.
Example:
If students often make spelling mistakes, the teacher organizes “word games and dictation practice.”
Diagnosis (पता लगाना): Identify what error or difficulty the student has.
Planning (योजना बनाना): Decide how to correct it – activity, game, re-teaching, etc.
Action (कार्य): Teach again in a simple, interesting way.
Reinforcement (मजबूती): Give more examples and practice to strengthen learning.
Evaluation (मूल्यांकन): Check if the student can now use it correctly.
Drill & Practice:
Repeated oral/written exercises for reinforcement.
Example: Practice past tense forms – go/went, eat/ate, come/came.
Games & Activities:
Grammar games, word puzzles, role plays, picture cards.
Example: “Find the mistake” game in pairs.
Peer Support:
Pair a weak student with a strong one for guidance.
Error Correction in Friendly Manner:
Correct errors indirectly, not by scolding.
Example: Student says, “He go to school.”
Teacher: “He goes to school, very good sentence!”
Use of Visual Aids:
Use flashcards, charts, or real-life examples for better recall.
Observer (पर्यवेक्षक): Notice student’s common mistakes.
Analyzer (विश्लेषक): Find the reason behind the error.
Guide (मार्गदर्शक): Help students correct their mistakes positively.
Planner: Prepare remedial activities and tasks.
Encourager: Motivate students, never shame them for errors.
✅ Error: Mistake in learning → natural part of learning.
✅ Error ≠ Mistake:
→ Error = lack of knowledge.
→ Mistake = slip or carelessness.
✅ Error Analysis: Process of studying learners’ errors to improve teaching.
✅ Causes of Errors: Mother tongue, overgeneralization, incomplete knowledge, carelessness.
✅ Remediation: Corrective teaching after identifying errors.
✅ Steps of Remediation: Diagnosis → Planning → Action → Reinforcement → Evaluation.
✅ Teacher’s Role: Observe, analyze, guide, and encourage.
✅ CTET Tip:
Never punish or ignore errors — use them as tools to make teaching effective and learner-friendly.
Meaning:
An Inclusive Classroom means a classroom where all children learn together — irrespective of their abilities, disabilities, gender, or background.
➤ It promotes Equality (समानता) and Acceptance (स्वीकार्यता).
Main Idea:
Every child is unique and has the right to learn in a supportive environment.
➤ Teachers adapt their teaching methods to meet the different needs of all students.
Example:
A teacher gives visual aids to a hearing-impaired child.
A slow learner gets extra time to complete an assignment.
A gifted child gets creative extension tasks.
Goal:
To make learning accessible (सुगम) and enjoyable for everyone.
Respect for Diversity (विविधता का सम्मान):
Every student’s background, language, and ability are respected.
→ Example: Students share stories from their cultures.
Collaborative Learning (सहयोगात्मक सीखना):
Group work where stronger students help weaker ones builds teamwork and empathy.
Differentiated Instruction (भिन्नीकृत शिक्षण):
Teacher uses different teaching methods — like videos, games, role-play — to reach every learner.
Flexible Assessment:
Instead of one common test, use projects, oral answers, and peer review to judge learning.
Teacher’s Positive Attitude:
The teacher believes that every child can learn — with the right support.
Meaning:
Gender Sensitivity means being aware of and avoiding discrimination based on gender.
→ It ensures equal respect and opportunities for both boys and girls.
Classroom Importance:
Teachers should create an environment where no gender feels inferior or superior.
How Teachers Can Promote Gender Sensitivity:
Use neutral language (“students” instead of “boys/girls”).
Give equal turns to speak, write, or lead activities.
Use examples of successful women and men in lessons.
Avoid stereotypical comments like “Girls are quiet” or “Boys are strong.”
Example:
In a science class, both boys and girls are encouraged to handle lab experiments equally.
Outcome:
Students grow up with mutual respect (आपसी सम्मान) and fair attitude towards all genders.
Meaning:
CWSN are children who need special attention and support to learn effectively due to physical, mental, emotional, or learning difficulties.
Types of CWSN:
Visually Impaired (दृष्टिबाधित) – need Braille books, tactile charts.
Hearing Impaired (श्रवणबाधित) – use sign language, visual aids.
Physically Challenged (शारीरिक रूप से विकलांग) – need ramps, accessible seating.
Learning Disabilities (सीखने में कठिनाई) – like dyslexia, dyscalculia.
Slow Learners / ADHD – need extra time and one-to-one guidance.
Teacher’s Role in Helping CWSN:
Use multi-sensory methods (visual, auditory, kinesthetic).
Provide individualized instructions.
Maintain positive reinforcement and encouragement.
Create peer support groups.
Example:
A child with dyslexia can use audio books or colored reading sheets to improve comprehension.
Facilitator (सुविधादाता):
Teacher guides learning rather than only teaching.
Counselor (परामर्शदाता):
Provides emotional support to children facing challenges.
Innovator (नवोन्मेषी):
Designs creative activities that engage all learners.
Observer (पर्यवेक्षक):
Regularly monitors the progress of every child.
Collaborator (सहयोगी):
Works with parents, special educators, and the school community.
Builds a Positive Learning Environment.
Develops Empathy and Cooperation among students.
Promotes Equality and Social Justice.
Reduces Dropout Rates by making children feel valued.
Encourages Lifelong Learning and confidence.
Inclusive Classroom: All children learn together with equal opportunities.
Main Aim: Remove barriers to learning and participation.
Gender Sensitivity: Equal treatment of boys and girls; no bias.
CWSN: Children needing special teaching methods and materials.
Teacher’s Role: Supportive, empathetic, and innovative.
Inclusion Benefits: Builds respect, confidence, and social unity in learners.
