This course is highly effective and comprehensive, covering three aspects of English speaking :
English is a skill to be acquired, not a body of knowledge to be learnt. Can we learn driving without sitting on the driver's seat ? Is it possible to learn swimming by merely sitting on the bank of the river? The answer is obviously 'no'. Then how can we learn English without using it in real life situations ?
Suppose you take your car to the workshop for repair and want to explain what is wrong with it to the mechanic ! Suppose you go for a walk in the morning with a friend and feel like expressing the beauty of nature !
If I give you numerous such situations we confront in everyday life and on each situation hundreds of sentences ! Not only this, if I make you drill these sentences into your subconscious mind by constant repetition, say by uttering each sentence five times ! You know what will happen. Well, automatically the appropriate sentences well pop up, when you face the actual situation.
This is a time tested and proven method of increasing your fluency. The other advantage of this method is that your speech organs get used to speaking English.
No wonder, my students acquire fluency at a much faster rate!
It is equally important that whatever you speak is grammatically correct. Grammatical errors create a very poor impression in an interview.
In order to deal with this aspect of English, I teach ten topics of grammar:
- Active Passive
- Reported speech
- Parts of Speech
- Degrees Of Comparison
- Sentence Structures
Generally grammar is considered to be very dull and boring by the students, but in my class, the students look forward to attending the grammar lessons. The reason is obvious, I believe that grammatical terms are not as important as their use in natural contexts. Grammar is caught, not taught in my classes. The students use particular forms in actual situations and then they are asked to work out general rules for the use of the structure
Since English is a second language in our country, our students are not exposed to the spoken form of English in their everyday life situations. Hence, it is essential to give them formal training in pronunciation.
In my classroom, the teaching of pronunciation is divided into four different topics :
- Speech sounds
- Word accent
Indian students have particular difficulty with the patterns of stress and rhythm in English because the patterns in Indian languages are different.
In English language, there is no one-to-one relationship between the letters of the alphabet and the sounds they represent. As you know, there are 26 letters of the alphabet and these letters represent 44 speech sounds. Consider, for example, the different ways the letter 'e' is pronounced in the word 're-entered'. It has four different pronunciations, including one silent letter.
Since one symbol represents only one sound, the letters 'ch' in words like school, character, machine and church will have different symbols, as 'ch' is pronounced differently in each of these words.
The students find it very interesting to learn 44 speech sounds with their symbols. Then we pronounce each speech sound accurately with the help of recorded exercises.
Everyword is divided into syllables. Each syllable consists of one vowel sound compulsorily and one or more consonant sounds optionally. All the syllables in a word are not equally prominent. One of the syllables is more prominent than the others. For example, the word 'congratulations' is made up of 5 syllables, but the syllable 'la' is the most prominent one.
The students practise by speaking loudly a number of words with two or more syllables. These are followed by the test exercises.
English is a musical language whereas Hindi and Punjabi do not follow any rhythm.
In English, the stressed or accented syllables, which are pronounced with greater force than the other syllables, form a succession of beats coming at regular intervals of time. The other syllables, which are unaccented, are fitted into the intervals of time available between the accented syllables in succession. They must be said quickly to fit into the time available.
For example, in the sentence, 'He's' lost his pen', the words, 'lost' and 'pen' are accented, but he's, which is short for 'he has' and the word 'his' are not accented.
We give thorough practice to our students in the rhythm of English through various recorded exercises. When they speak the sentences together, the rhythm gets fixed in their minds.
Intonation is equally important in spoken English. It helps the speaker convey his attitudes and emotions by using appropriate tones. I teach my students different tones with the help of various situations and contexts.
All these practices help my students learn the nuances of English language both in its spoken and written forms
We also give thorough intensive practice to our students in communication skills by various activities like dialogue delivery, role play activity and group discussion.