1. Top 3 Tenali Raman Stories in English (Long & Short)
  2. Raman Stories
  3. Raman Stories
  4. Chacha Chaudhary - Raman fifth geat hindi by PressPad - Issuu

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We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading screen-play and audio- visual texts Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King drawn from popular culture in the classroom as an effective teaching medium. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items phrasal verbs, synonyms, homophones, and puns. Keywords: Reading, films, popular culture, ESL classroom, language skills 1. Introduction Certain themes appeal to the human mind across cultures bridging linguistic barriers. They can become a strong binding force inspite of the tensions created by the texts due to cultural differences. Some of the common favourite themes that emerged in our experience of using films in language classrooms are psychological disorders, human suffering, and triumph of good over evil. While English films transport the students to an unfamiliar world and culture, the themes provide vitality and sustenance to class. Indian learners are an interesting case in second language and literacy development. Most adolescent and adult L2 learners in language classrooms in the US and other countries have exposure to the target language and opportunities to listen to and speak English but may have little or no print literacy. In contrast, a large majority of Indian L2 learners are introduced to the language through the print medium. These learners, who often go on to become proficient users of English, learn to write and read their first words even before they articulate them. The learning of first words in the language happens simultaneously with the development of writing and reading without much exposure to the spoken form of the language outside the class. A possible reason for this lies in the history of English language teaching in India, dating back to the work of Michael West and the immense popularity of the Structural method with its overemphasis on the learning of structures through reading and writing. Consequently, listening and speaking received little or no attention in class.

Over many decades, his stories have inspired several TV shows and movies. His witty and clever responses would impress everyone around him and leave readers with a broad smile. The stories revolve around advices given to a wise king by a ghost Betaal. The premise was very interesting. If Vikram succeeded in answering the question, Betaal would return to his tree, and Vikram would again start his journey from scratch.

You can download Vikram Betaal comics here. This short old man assisted by Sabu from Jupiter would make even the strongest of men run for their lives.

download the collection here 6. The series was launched to teach Indian children about their cultural heritage, and covers various topics including mythology, ancient history and traditions of India. You can download the complete collection here. The first edition of Champak was released in and got instant fame thereafter.

download the magazine here. Tinkle Tinkle enjoys great popularity, and has been an integral part of growing up in India in the last two decades. The magazine whose readership includes both children and adults, contains comics, stories, puzzles, quizzes, contests and much more. The first issue was launched in April , and a total of issues have been printed so far. To enable students to establish this link, these films were restricted to oral discussions regarding the plot and characters.

Songs from the former were used to teach vocabulary fixed expressions, collocation, rhyme and style and grammar. Excerpts from the latter in conjunction with the movie script were used to teach intonation and word and sentential stress patterns. For instance, students enjoyed practicing the intonation and stress in the dialogue below. See Table 1 below for sample tasks based on the two films. Jessup: You don't want the truth. Because deep down, in places you don't talk about at parties, you want me on that wall.

Top 3 Tenali Raman Stories in English (Long & Short)

You need me on that wall. It was one of the films suggested by the students as many of them had already watched it. Spread across the four skills, the tasks consisted of guessing meaning of words in context, comprehension and aspects of text organization main vs. Given their interest in improving their pronunciation, they were introduced to the IPA symbols.

Their attention was drawn to sounds which appeared similar across L1 and L2 but were actually different in quality, for instance, the use of glides in native English vs. At the beginning of every class, five minutes were spent on looking up words that interested them. This led to the incorporation of explicit dictionary work in the syllabus. Beautiful Mind The final set of materials film-based material used was built around the theme of bi-polar disorder and the film Beautiful Mind.

Once again, this was a film suggested by the students as it echoed the theme of the play Dr. A few of them had already read the novel and a screening of the film was followed by a close reading of the prologue in class. We were pleasantly surprised to find that motivated by the film, a considerable number of students later went on to read the book in its entirety. Pre-watching and while-watching tasks, summarizing, note-making, discussion on themes related to the film, word bingo based on words from the prologue, and writing through summarizing paragraphs were some of the activities taken up.

Table 1. Because Sentence focus deep down, in places you don't talk about at Listening comprehension parties, you want me on that wall. You need me vocabulary, pronunciation on that wall. Lion King Songs: Vocabulary — fixed expressions, Be prepared fill in the blanks e. Eight sentences have been removed from the story. Choose from the Organization List sentences below the one which fits each gap and write the corresponding number in the box.

There is one extra sentence which you do not need to use. Now read the first paragraph of the Origins of the Holocaust and Main and underline the topic sentence.

It need not necessarily be the preceding sentence always. From the passage above, consider the following sentence: Reference A Beautiful 3.

Raman Stories

You have to read the preceding sentence to understand the reference. Read it carefully. In the table given to you, find out the meanings for each phrase being called out. As you hit on the correct meaning write the number of the corresponding phrase in the box.

When you have numbered all the boxes, raise your hand to indicate that you are done. Your teacher will then see if all your answers are correct.

Read paragraphs 1 of page 14 , 1 of page 17 , 3 of page 18 and from the sentences given below for each paragraph identify the sentence which summarizes each paragraph best. The first one [3 page 13 ] has been done for you. Conclusion Motivated in the play to experiment with intonational patterns, read-aloud sessions of the play and the films had a reciprocal effect with students using intonational patterns and stress, pronunciation from films for play practice.

This also provided opportunities for explicit teaching of pronunciation and transcription. Films familiarized them with the schema of the reading text. Reading tasks became more meaningful than a syllabus consisting of a series of isolated texts.

Three versions of the same story-novel, film and play-provide a rich ground for genre based discussions as well as a scaffolding for reading comprehension Raman and Vijaya, The post-film discussions clarified a lot of questions that the students had regarding culture, themes and way of life.

In this way, the language and the culture of which it is an essential part, ceased to be alien concepts to our learners. Our observation and student feedback that movie watching had contributed to vocabulary learning is supported by research which shows that a combination of visual and aural input can be as effective as vocabulary learning based on written input alone Neuman and Koskinen Koolstra and Beentjes in their study found that video which links visual input with meaning, presents the language clearly and accurately, and arouses the interest of the viewers could lead to increased vocabulary learning.

Taken together, the research indicates that materials which provide visual and aural input such as movies may be conducive to incidental vocabulary learning. The research also indicated that watching movies may be as effective in contributing to incidental vocabulary learning as reading.

Studies have also shown that the added visual support provided by films aids listening comprehension Mueller ; Hanley et al. In addition, the amount of visual input which is presented in films is likely to facilitate comprehension Rubin ; Chapple and Curtis A major advantage of films is that they provides a large amount of L2 aural input which ALLS 7 1 , learners are motivated to use as they can see and hear actual instances of language use Chapple and Curtis ; King ; Colwell and Braschi In an EFL context, where learning is largely through the medium of print, films could be used as a means to improve listening skills, learn vocabulary, and focus on specific language points.

Used together, films and books could provide written and aural input that promoted greater vocabulary and language learning. Teachers who are able to integrate this sort of popular culture into classroom sessions can provide a valuable bridge between formal and informal education, and help to bring people and places alive. Audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement.

Brinton, D. The use of media in language teaching. Chapple, L.

Raman Stories

Content based instruction in Hong Kong: Student responses to film. System, 28, - Cheung, C. English Language Teaching Journal, 55 1 , Clark, C. Innovative strategy: Concept cartoons. Instructional and learning strategies, 12, Clarke, D.

Applied Linguistics, 12 1 , Colwell, H. Using films with mixed level ESL classes. Doring, A. The use of cartoons as a teaching and learning strategy with adult learners.

New Zealand Journal of adult learning, 30, Gilmore, A. Authentic materials and authenticity in foreign language learning. Golden, J. Reading in the Dark: Using film as a tool in the English classroom. Hanley, J. Using video as advance organizer to a written passage in the FLES classroom. The Modern Language Journal, 79, Ismaili, M. Academic Journal of Interdisciplinary Studies, 2, 4, King, J. Computer Assisted Language Learning, 15, - Koolstra, C.

Educational Technology Research and Development, 47, 51— Krashen, S. Second language learning and second language acquisition.

Oxford: Pergamon press. Luque, G. Monograph: The teaching of foreign languages in higher and adult education. Authentic Materials: An Overview. Melvin, B. Motivating language learners through authentic materials. Rivers ed.

Chacha Chaudhary - Raman fifth geat hindi by PressPad - Issuu

Interactive Language Teaching. New York: Cambridge University Press, Mueller, G. Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64, - Neuman, B. Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students.

Reading Research Quarterly, 27, 95— Nunan, D. Second Language Teaching and Learning.

Boston: Heinle and Heinle Publishers.

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