Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Odia Questions and Answers.
CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers
Short Type Questions and Answers
Question 1.
General and specific aims of teaching mother tongue?
Answer:
General Aims :
- To increase knowledge through reading.
- To create content in reading,
- To develop their expression.
- To enable the students to collect facts and information.
- To increase the vocabulary and language skills in the subjects.
Specific Aims:
- To help the students to understand the idea of the passage.
- To add the vocabulary of the students
- To enable the students to read quickly with good pronunciation.
- To enable them to collect facts and information,
Question 2.
Aims of teaching Crdia poetry?
Answer:
To help the pupils so enjoy poetry. To help them to discover more in each poem. To get them to go on reading poetry. To enable the pupil to catch something of what the poet feels and expresses. To help the pupils to understand and appreciate the poet’s love of nature. To create an atmosphere to understand intellectually. To afford a keen and sincere pleasure in a new experience and to enlarge powers of sympathetic imagination.
Long Type Questions With Answers
Question 1.
Explain the aims and objectives of teaching the mother tongue. What principles will you follow in order to realize these aims?
Answer:
The teacher must have a clear and correct notion of the objectives he wants to achieve in this important subject mother- tongue. These objectives may be expressive as well as respective in nature. That is why the knowledge of the aims and objectives of teaching mother-tongue is essential for the teacher, Mother-tongue has fourfold aims such as listening, writing, reading, and speaking. It is the responsibility of the teacher to give his pupils accessary command over these four important aspects:
- how to hear a plain thing in a plain way
- how to say a plain thing in a plain way
- how to read a plain thing in a plain way
- how to write a plain thing in a plain way
The teacher must of course be able to do these things before he .can teach to do them. In order to realize these aims, the teacher needs to have knowledge of some important principles of language teaching. Sound method of teaching language recognizes these as stand and principles of language study. We would borrow Palmer’s descriptive terminology to state these principles.
Initial preparation:
The pupil’s natural or spontaneous capacities for assimilating spoken language should be developed by means of various, types of exercises for initial preparation.
Habit Forming:
Language learning is a habit-forming process. In teaching the mother tongue the teacher has to form some linguistic habits and utilize the previous one’s already formed.
Accuracy:
Any form of work that is not going to help in forming accurate habits of language use should be discouraged.
Gradation:
The work of different aspects of the language study should be properly graded. The easy should precede the difficult words. Hence exercises that require hearing or speaking should precede those which require, seeing the same line reception and repetition immediate memory, chorus work should precede reproduction reading prolonged memory, and individual work respectively.
Proportion:
Each branch of the language should be given balanced, attention, none should be emphasized at the cost of the other.
Concreteness:
The teacher ought to start with what is concrete for the child. Examples before teaching any percepts, explanations, associations, definitions also should be concrete.
Interests:
The pupil must be interested in what he is doing. In order to secure his interest in use of play way devices, a variety of. exercises sympathetic to attitude and the teacher are desirable and effective means.
Question 2.
What are the aims and objectives of teaching prose? What steps are to be followed in teaching a prose lesson?
Answer:
Aims of teaching prose:
prose thus has two types of aims. They are as follows:
General Aims:
To increase1 knowledge through reading. To create interest in reading. To develop, their expression To teach correct pronunciation To enable the students to collect facts and information. To increase the vocabulary and language skills of the students.
Specific Aims:
To help the students to understand the idea of the passage. To add the vocabulary of the student. To enable the pupils to need quick passage and correct pronunciation. To enable them to collect facts and information.
Steps in teaching prose (Introduction):
The introduction is .an important part of the teaching of any subject. Before going to teach a lesson on the topic of prose the teacher should give a good and suitable introduction to that topic. Through a good introduction, the teacher should arouse the curiosity of the pupils. It gives the motivation to the pupils for learning that new lesson. Teachers can introduce the lesson in many ways. He may introduce the topic by showing some pictures of it. Some part of the topic has already been taught the teacher may ask some recapitulatory questions to the students after introductory questions the teacher will announce the name of the topic purpose to be taught.
Model loud reading by the teacher:
After giving the introduction of a lesson the teacher will read aloud the passage with proper pronunciation, intonation, phrasing, and with normal speed. But in higher classes model reading by the teacher is not necessary.
Loud reading by the students:
After the loud reading, the teacher should ask the students to read their lesson loudly. At that time teacher watches and guides students for correct reading with correct pronunciations.
Exposition of difficult words:
At this stage, the teacher will expose the difficult words! For exposing the difficult words the teacher may take the help of a blackboard and also illustrative materials. The teacher should write the model sentences using difficult words on the blackboard. He may encourage the students to get model sentences. He must verify whether the students are actually writing the meaning of the difficult words or not.
Silent reading by the students:
After the exposition of difficult words by the teacher, it is easy for the students to grasp the ideas contained in the lesson. So after exposing the difficult words the teachers should ask the students to read. the lesson silently. At the time of silent reading, proper discipline must be maintained.
Comprehension Test:
In order to know whether students have understood the subject matter, meaning, and ideas contained in the lesson, the teacher should examine the students by putting some comprehension-type questions them. The question should be distributed properly and equally among the students. If any student gives a wrong answer, it should be corrected by another student. If all the students fail to answer the teacher should give a suitable answer to the questions. Precaution should be taken to use the blackboard properly.
Application test questions:
It is the last step of teaching prose. At this stage, the teacher should put a number of questions regarding the main points of the lesson. He may give some home tasks, and home assignments to the students for revising the main points and the questions should be short and objective based.
Question 3.
Write a note on the story-telling method?
Answer:
Children like to listen to stories. So storytelling method has become effective in teaching Odia. For the age group of 8 to 10 the story should be woven with attractive descriptions. This would arouse the interest of pupils and provides scope for imaginative understanding enjoyment.
Advantages of the storytelling method:
Creative interest:
The storytelling method can give life to the dead facts. It is the most effective way for bringing out all the aspects – cultural, social, and economic of the ancient society.
Develops Imagination :
Stories develop the imaginative power of students. They take the pupils far away from the material world and after ample Scope for the play of their imagination.
Training of creative faculties:
Stories of historical happenings and literary materials provide scope for die children to utilize their creative ability in various ways.
Inculcation of virtues:
The teacher through storytelling pan inculcates in the children like play. truthfulness, valor, charity, etc.
Selection of stories:
The story should be selected to suit the mental age of the children. The teacher may take the stories from any source he thinks suitable, local or world history, cave life, hunting life, biography, etc. The story should be full of actions and details.
Role of the teachers:
Storytelling is an art. The teacher should possess the ability, of being full sympathy for an important person’s age when he narrated stories. He should be equipped with rich imaginative powers.
Question 4.
Discuss the different, methods of teaching like phonetic, method, look and say method, and sentence methods of teaching in teaching Odia?
Answer:
There are different methods employed in teaching Odia like the direct method. The structural approach, lecture method, phonetic, look and say method, sentence methods, etc. for teaching Odia: In the primary classes the phonetic method, look and say method, and sentence method are followed by the teachers.
Phonetic method:
In the phonetic method, the emphasis is given to word building, spelling, etc. The students use word by word. Reading is emphasized. The pupils go through word by word clearly, in pronunciation, of their meanings. The words are clearly uttered with their grammatical uses. Emphasis is given to structures.
Sentence method:
In sentences, method emphasis is given to sentence formation. In this method firstly emphasis is given to the rules of grammar. The students are asked to utter a full sentence and write a sentence with stress, and intonation. The teacher emphasizes sentence structure. The teacher uses a blackboard and grammar is emphasized.
Look and say method :
Look and say the method is used for teaching in primary classes. This method firstly helps in developing skills in speaking and writing. The children visit places, museums and leam experience. They leam new things and new words. They follow the teacher. By observation, they acquire knowledge and skill in reading and writing. This method is helpful in speaking and writing. This method is helpful in speaking and writing. They are able to express themselves through this method. The spoken and power of observation is developed.
Question 5.
Discuss lecture methods in teaching Odia/mother tongue in schools. Give its merits – and limitations.
Answer:
The lecture method involves teaching by means of spoken word, It is the formal talk of the teacher. This method is used in all stages with all classes. It may be known as the lecture method with higher secondary and college. At higher and college stages the lecture method is used to teach effectively. Each lecture will stimulate the interest and mental activity of the students.
They will also be prompted to ask questions at the end of the lecture which is sure proof of the success of the lecture. Generally lecturing is based on the traditional authority and is a time-honored device for imparting knowledge. But as a method for secondary school pupils, it has fallen into very ill repute. The good teachers of today are very careful not to talk too much.
He assumes a major share of the responsibility for planning and guiding functional learning for the group of pupils in the class. A lecture is taken with a technique of description explanation and clarification. So the lecture method is effective and useful for young and college students.
Merits:
It develops the power of concentration in the students and also their power of expression thinking and reasoning. This method is very useful in introducing. a lesson. It also throws light on the practical aspect of education. Elucidation of complicated thoughts and ideas is possible in this method.
The lower expression is fully developed. This method is economical and time-saving. In this method of teaching both the teacher and taught are active. This method is possible to establish direct contact with the knowledge between the teacher and taught. Language learning becomes fluency.
Demerits of lecture method:
This method kills the liveliness of the class. It is the teacher who reigns and the students remain passive partners. The lecture method is not useful and beneficial for lower-class students. The knowledge that is gained and acquired through their method is neither complete nor perfect nor stable. This method is unpsychological and unscientific.
But a slow learner’s curiosity remains unsaturated. It is not possible on the part of the lecturer to make the teaching lively. It strikes a blow to the originality of the students. The curiosity remains unsatisfied and the thirst for knowledge continued.