Chapter I questioning strategies

Grouping :-

a) Phonetic grouping – group according to sound. for example: cat, rat, mat etc.

b) Lexical grouping – grouping according to words used in same situation.

c) grammatical grouping – pattern of sentences similar should be taught together.

d) Semantic grouping – Words having similar meaning grouped together.

e) Structure Grouping – selecting items that are fit for each other.

2. Sequencing :-

a) Grammatical sequencing – it will tell that it follows which structure. e.g.: I was watching a movie. I was watching a movie with my friend.

b) Semantic sequencing – A word having different meanings e.g.: The ball is there, under the bed. There are many balls in the bag.

c) Lexical sequencing – It Tells which word follows which e.g.: sit-stand, come-go, high-low

3. Types of patterns of sentences:

there are different patterns of sentence. as follows below:

a) Two- part patterns like She goes (she / goes)

b) Three-part patterns e.g.: He is reading (He / is / reading)

c) Four-part patterns e.g.: Geetha went to school (Geetha/went/to/school)

d) Patterns beginning with 'there', 'wh' type question e.g.: There are five baskets in the rack. What is your name?

e) Patterns of Command and Request e.g.: come here, sit down, stand up etc.

f) Formal pattern – like Good Morning, Thank You etc.

4. Sentence patterns

The structures may have the following pattern like:

a) Statement of Fact – mention simple facts e.g.: Pinky gets up at 6 a.m. She takes bath. she eats her breakfast. she goes to school. (subject-verb-object pattern)

b) Imperative sentence – Question form verb-subject-object pattern e.g.: Did Pinky come to school today? has she taken her breakfast ?

c) Imperative sentence (imply compliance) subject remains hidden. e.g.: (Pinky) Come here, Close the door, Bring your book etc.

5. Phrase patterns

Sentence using phases are called Phrase pattern. e.g.: That book is 'on the table'.

2.2 Aurial approach

The aural English teaching method focuses on the most natural way to learn a language, which is by hearing it. Children who are raised to speak English learn it first by hearing it from their parents and others around them, long before they ever learn how to read or write. The aural approach is similar, meaning it’s strictly audio-based and should not focus on the reading or writing until long after the students can grasp the language on a speaking level. The actual method involves dialogue. In the beginning, the students will mostly be spoken to. The teacher might use visual cues such as objects to give the students something to associate the words they’re hearing with. Then, they will be instructed to speak the words themselves, coming to grasp vocabulary and basic grammar through hearing and speaking, rather than advanced instruction or writing. Teachers should not write the words they’re saying, and let the bulk of the instruction exist in dialogue. For note taking purposes, students should be allowed to write words they’ve learned phonetically, in their native language, if applicable. Check out this course on hearing, speaking, and pronouncing English properly for tips on teaching these elements of the language.