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English Language Teaching
- 1. II M.A. ENGLISH ENGLISH LANGUAGE TEACHING IV SEMESTER prepared by U. FARIDA USMAN
- 2. UNIT-1 GRAMMAR AND GRAMMAR UNIT-2 ENGLISH PHONETICS UNIT-3 TRENDS IN ENGLISH LANGUAGE TEACHING UNIT-4 PSYCHOLOGY OF LANGUAGE LEARNING UNIT-5 METHOD AND TEACHING EVALUATION
- 3. UNIT-3 TRENDS OF ENGLISH LANGUAGE TEACHING APPROACHES AND METHODS OF TEACHING ENGLISH METHODS OF TEACHING ENGLISH:- A METHOD DETERMINES WHEN AND HOW MUCH IS TO BE TAUGHT. METHOD DEALS WITH SELECTION,GRADATION ,PRESENTATION AND REPETITION. GRAMMAR TRANSLATION METHOD IS THE OLDEST METHOD OF TEACHING ENGLISH . IN THIS METHOD THE ENGLISH TEACHER TRANSLATES EACH AND EVERY WORD ,PHRASE AND SENTENCE OF ENGLISH INTO THE MOTHER TONGUE OF THE STUDENTS. MORE IMPORTANCE FOR GRAMMAR WAS GIVEN IN THIS METHOD. IT IS MOST WIDELY USED METHOD AS WELL AS THE CRITICISED METHOD. IT IS STILL HAS STRONG HOLD IN MANY SCHOOLS. MOTHER TONGUE DOMINATES AND IT IS GIVEN DUE RESPECT THE STUDY OF GRAMMATICAL ASPECTS IS STRESSED IN THIS METHOD. GRAMMATICAL RULES ARE TAUGHT AND CLEARLY DEFINED. THE TEACHING BEGINS WITH THE SOUNDS OF ALPHABET ,THEN WORDS AND PROCEEDS TO SENTENCES.
- 4. ADVANTAGES OF GRAMMAR TRANSLATION METHOD THIS IS THE EASIEST AND QUICKEST METHOD OF LANGUAGE TEACHING. IT HELPS TO EXPAND THE VOCABULARY OF STUDENTS RAPIDLY. TEACHERS TIME AND LABOUR ARE SAVED. ABSTRACT WORDS AND PHRASES CAN BE EXPLAINED WELL. IT IS VERY SUCCESSFUL IN THE PRESENT DAY CLASSROOM SITUATIONS WHERE LARGE STUDENTS ARE STUDYING IN A CLASS. IT IS VERY RELIABLE FOR GIVING PRACTICE OF READING. THE LEARNERS ABLE TO LEARN MANYASPECTS IN ENGLISH.
- 5. DISADVANTAGES OF GRAMMAR TRANSLATION METHOD IN THIS. METHOD SPEECH AND PRONOUNCIATION IS NEGLECTED. THIS METHOD LAYS MORE EMPHASIS ON GRAMMAR RULES WHICH IS NOT VERY SOUND IN THE TEACHING LEARNING OF A LANGUAGE’ THIS METHOD WASTES A LOT OF TIME OF STUDENTS AS EVERYTHING WAS TRANSLATED’ READING IS STARTED FIRST WHICH MAKES THE METHOD UNNATURAL.. THIS METHOD IGNORES THE PRACTICE OF ORAL PRACTICES TO THE LEARNERS . STUDENTS ARE PASSIVE LEARNERS AND NOT ACTIVE LEARNERS WHICH MAKES IT DULL AND UNINTERESTING.
- 6. BILINGUAL METHOD BILINGUAL METHOD MEANS A METHOD IN WHICH TWO LANGUAGES THE LANGUAGE TO BE LEARNT AND THE MOTHER TONGUE ARE USED. THE CHILD LEARNS THE MOTHER TONGUE AND LEARNS THE FOREIGN LANGUAGE. THE TEACHER DOES NOT USE MOTHER TONGUE CONTINUOUSLY BUT USES IT ONLY FOR EXPLAINING THE MEANING OF DIFFICULT WORDS. STUDENTS ARE GIVEN A LOT OF PRACTICE IN THE DRILL OF SENTENCES. THE USE OF MOTHER TONGUE IS LIMITED TO NECESSARY PURPOSES. THE TEACHER NEED NOT CREATE SITUATIONS FOR MAKING THE MEANING OF ENGLISH SENTENCES AND WORDS CLEAR TO THE STUDENTS. THE TIME IS SAVED FROM CREATING SITUATIONS. IT IS ONLY THE TEACHER WHO USES THE MOTHER TONGUE . THE STUDENTS PRACTICE PATTERNS OF ENGLISH.
- 7. MERITS OF BILINGUAL METHOD THIS METHOD MAKES USE OF LINGUISTIC HABITS FORMED IT SAVES TIME BY EXPLAINING THE MEANING IN MOTHER TONGUE. AS IT IS CLEAR IT ENSURES ACCURACY. PRACTICE WERE GIVEN IN SPEAKING ENGLISH. AN AVERAGE TEACHER CAN ALSO TEACH ENGLISH WELL. IT NEED A LOT OF ILLUSTRATIVE MATERIAL FOR CREATING SITUATIONS.
- 8. DEMERITS OF BILINGUAL METHOD TEACHING TWO LANGUAGES MAY CONFUSE THE STUDENTS. IT IS NOT USEFUL FOR SENIOR LEVEL STUDENTS. IF THIS METHOD IS NOT USED PROPERLY THE USE OF MOTHER TONGUE MAY BE TURNED INTO TRANSLTION METHOD. PRONOUNCIATION MAY BECOME DEFECTIVE BY USING MOTHER TONGUE. USE OF MOTHER TONGUE SPOILS THE CONTINUITY AND FLUENCY OF LANGUAGE.
- 9. DIRECT METHOD DIRECT METHOD IS CALLED AS NATURAL METHOD. TEACHING ENGLISH IS DIRECTLY MADE THROUGH ENGLISH MEDIUM . THERE IS NO PLACE FOR MOTHER TONGUE IN THIS METHOD. THE LEARNERS SPEAK AND THINK IN THE SAME LANGUAGE. A LOT OF ORAL PRACTICE IS A MUST FOR EVERYONE. STRESS IS LAID ON FUNCTIONAL GRAMMAR AND NOT ON THEORITICAL GRAMMAR. IT FAVOURS THE PRESENTATION OF LIMITED VOCABULARY BASED ON THE EXPERIENCES OF THE LEARNERS .
- 10. MERITS OF DIRECT METHOD IT LAYS MORE EMPHASIS ON ORAL WORK.IT ENSURES GOOD PRONOUNCIATION TO THE LEARNERS. THERE IS DIRECT BOND BETWEEN THOUGHT AND EXPRESSION. IT HELPS THE LEARNERS HAVE GOOD COMMAND OVER LANGUAGE . THIS METHOD IS MORE SUITABLE FOR THE TEACHINF OF IDIOMS OF ENGLISH. IT MAKES THE LANGUAGE TEACHING EASY AND PLEASANT. IT HELPS TO COVER UP MORE SYLLABUS IN LESS TIME.
- 11. DEMERITS OF DIRECT METHOD THERE IS A GREAT NEED OF REALLY COMPETENT TEACHERS FOR TEACHING ENGLISH. LESS ATTENTION WAS GIVEN TO READING AND WRITING ASPECTS. FOR AVERAGE AND BELOW AVERAGE STUDENTS THIS METHOD CANNOT BE USED SUCCESSFULLY. IT IS AN EXPENSIVE METHOD AND AT EARLY STAGES STUDENTS CANNOT ABLE TO LEARN ANYTHING. IT DOES NOT GIVE IMPORTANCE FOR GRADATION AND SELECTION OF LANGUAGE MATERIAL.
- 12. DR.WEST METHOD THIS METHOD IS KNOWN S TEXT BOOK METHOD. DR.MICHAEL WEST PROPOUNDED THIS METHOD.IT CAME AS A REACTION AGAINST THE DIRECT METHOD. READING IS STRESSED THAN SPEAKING. THIS METHOD IS WIDELY USED IN SCHOOLS. THE STUDENTS ARE ASKED TO READ LOUD ONE BY ONE AND THE TEACHER CORRECTS THE MISTAKES IN READING. THIS LEARNING PROCESS IS BASED ON TEXT BOOK.
- 13. MERITS OF WEST’S METHOD IT HELPS IN DEVELOPING THE READING ABILITIES OF THE STUDENTS. THE ABILITY OF THE LEARNERS TO INTERPRET IS ENHANCED. BOTH THE TEACHERS AND THE STUDENTS ARE ABLE TO CONCENTRATE COMPLETELY. THE TEACHER IS ABLE TO PLAN HIS TEACHING WELL. IT HELP THE TEACHERS TO GIVE HOME ASSIGNMENTS.
- 14. DEMERITS OF WEST METHOD IT COMPLETELY NEGLECTS ORAL WORK. THERE IS OVER EMPHASIS ON PASSIVE SKILLS THAACTIVE SKILLS. GRAMMAR AND COMPOSITION WORK ARE ALSO NEGLECTED. THIS METHOD REMAINS INCOMPLETE AS IT GIVES IMPORTANCE TO ONE SKILL. TEACHER HOLDS THE BOOK AND GOES ON READING IT AND EXPLAINS IT.
- 15. APPROACHES OF TEACHING ENGLISH STRUCTURAL APPROACH:- APPROACHING ENGLISH ON THE BASIS OF STRUCTURES. STRUCTURES ARE MORE IMPORTANT THAN THE ACQUISITION OF VOCABULARY. STRUCTURES ARE SENTENCE PATTERNS,PHRASE PATTERNS,IDIOMS AND FORMULAE LIKE GOOD MORNING AND THANK U ETC., ITS AIM IS TO LAY THE FOUNDATION OF ENGLISH,SPEECH IS GIVEN MORE IMPORTANCE,LEARNERS ACTIVITY,TO TEACH THE FUNDAMENTAL SKILLS UNDERSTANDING,SPEAKING ,READING AND WRITING. MEANINGFUL SITUATIONS ARE CREATED BY TEACHERS ONLY ONE ITEM IS TAUGHT AND THE SECOND STRUCTURE IS TAUGHT AFTER HE GETS THOROUGH IN FIRST STRUCTURE.
- 16. MERITS OF STRUCTURAL APPROACH: STUDENTS EASILY UNDERSTAND AS TEACHING IS CONDUCTED IN MEANINGFUL SITUATIONS. IT ACQUIRE FLUENCY IN SPOKEN ENGLISH. AS THEY HAVE CREATIVE MIND THEY THINK ABOUT THE LARGE NUMBER OF SENTENCES OF SIMILAR TYPES.
- 17. DEMERITS OF STRUCTURAL APPROACH:- TEACHING-LEARNING PROCESS BECOME DULL AND MECHANICAL FOR A FEW LEARNERS. IT LAYS OVER EMPHASIS ON ORAL PRESENTATION. READING AND EXPANSION OF VOCABULARY IS IGNORED. HIS MOTHER TONGUE IS NOT UTILISED
- 18. SITUATIONAL APPROACH :- IN THIS APPROACH ENGLISH IS BASICALLY TAUGHT IN THE SAME WAY IN WHICH THE CHILD LEARNS HIS OWN MOTHER TONGUE. EVERY ITEM IS LEARNT IN REAL SITUATION. THE SITUATIONS IN WHICH THE CHILD LEARNS THE MOTHER TONGUE ARE REPEATED. PPROPRIATE MATERIALS ARE USED TO CREATE PROPER SITUATIONS. THE TEACHING PROCESS IS ACTION ORIENTED. CONSTANT REPETITION IS DONE HERE.
- 19. MERITS OF SITUATIONALAPPROACH:- LEARNING IS CARRIED OUT IN MEANINGFUL SITUATIONS. ACTION CHAIN IS FOLLOWED AND IT IS ACTIVITY BASED. LEARNING REMAINS STABLE IN THE MINDS OF STUDENTS.
- 20. DEMERITS OF SITUATIONALAPPROACH:- IT IS USED TO TEACH ONLY SELECTED WORDS AND SENTENCE PATTERNS. IT SUITS ONLY TO LOWER CLASSES. THE CLASS BECOME MONOTONOUS. IT IS NOT POSSIBLE TO TEACH TEXT BOOKS . IT IS TIME CONSUMING.
- 21. COMMUNICATIVE APPROACH:- LANGUAGE IS FOR COMMUNICATION..IT IS THE LATEST APPROACH FOLLOWED TO TEACH ENGLISH.. ITS AIM TO DEVELOP THE COMMUNICATIVE COMPETENCE OF THE LEARNERS. IT IS A LEARNER –CENTRED APPROACH. PAIR WORK AND GROUP WORK ARE ENCOURAGED.THE TEACHER PRESENTS A BRIEF DIALOGUE PRECEDED BY MOTIVATION AND DISCUSSION. IT IS SITUATIONAL,MEANINGFUL,MOTIVATING OTHERS AND IS SELF-REWARDING. LANGUAGE IS LEARNT IN A NATURAL SETTING. THE TEACHER MAKE THE STUDENTS SPEAK ON VARIOUS SUBJECTS . THE TEACHER SETS QUESTIONS BASED ON DIALOGUE PRACTICED AND ELICITS ANSWERS. THE TEACHER MAKES THE STUDENTS RECOGNIZE AND INTERPRET THE UTTERANCES.
- 22. MERITS OF COMMUNICATIVE APPROACH:- IT DEVELOPS CONFIDENCE IN THE COMMUNICATOR. IT IS ACTIVITY –CENTRED AND IT IS MORE PRACTICAL. IT RECOGNISES THE NEEDS OF LANGUAGE LEARNERS AUDIO VISUAL AIDS CAN BE UTILISED WELLIT DOES NOT ENCOURAGE RIGID SYSTEM OF TESTS AND EXAMINATIONS.
- 23. DEMERITS OF COMMUNICATIVE APPROACH:- AN AVERAGE TEACHER WITH LIMITED SKILLS CANNOT MAKE A SUCCESS. IT LOOKS IDEAL AND IT IS BEYOND THE CAPACITY OF AVERAGE TEACHER. IT IS DIFFICULT TO ENSURE QUALITY LEARNING. TEACHING PROSE,POETRY AND COMPOSITION IS NOT SUFFICIENT.
- 24. ORALAPPROACH:- SPEECH IS THE BEGINNING SKILL. IT IS BASED ON THE FACT THAT MOTHER TONGUE BEGINS WITH SPEECH. IT HELPS THE LEARNER TO FOLLOW THE PATTERN . IT MAKE THE LEARNER ABLE TO COMMUNICATE IN THE LANGUAGE ORALLY.
- 25. MERITS OF ORAL SPEECH:- IT MOTIVATES THE SLOW LEARNERS IT IS THE BEST APPROACH FOR THE BEGINNERS IT GIVES WAYS TO INSTANT CORRECTION AND IS EASIER TO EVALUATE. IT HELPS THE LEARNERS TO PARTICIPATE MORE IN INTER ACTIVE ACTIVITIES.
- 26. DEMERITS OF ORAL APPROACH:- THERE IS A DEARTH OF COMPETENT TEACHERS TO EMPLOY THIS APPROACH SUCCESSFULLY. IT HAS THE PRACTICAL PROBLEM OF EVALUATING EACH AND EVERY STUDENT INDIVIDUALLY. THERE IS A PROBLEM OF PRONOUNCIATION AS THE INTERFERANCE OF MOTHER TONGUE IS INDISPENSABLE.THE BEGINNERS THEY FEEL DIFFICULT TO WRITE CORRECTLY IN THEIR MATURED STAGE.S
- 27. UNIT-4 PSYCHOLOGY OF LANGUAGE LEARNING
- 28. CONTRIBUTION OF LINGUISTICS AND PSYHOLOGY PSYCHOLOGICAL PRINCIPLES OF TEACHING ENGLISH :- SKINNER’S BEHAVIOURIST SCHOOL OF PSYCHOLOGY AND DAVID AUSUBLE’S COGNITIVE SCHOOL OF PSYCHOLOGY ARE THE TWO PROMINENT SCHOOLS OF PSYCHOLOGY. THE TEACHER SHOULD DEVELOP THE POSITIVE ATTITUDE TO THE CHILDREN IN LEARNING THE LANGUAGE. LEVEL OF INTELLIGENCE DIFFER FROM EACH STUDENT. TEACHER SHOULD INCREASE THE LEVEL OF INTELLIGENCE OF STUDENTS. THE EMOTIONAL IMBALANCES OF THE PUPILS AFFECT THE TEACHING OF ENGLISH. TEACHERS SHOULD DEVELOP THE SELF-CONFIDENCE TO THE STUDENTS. THE CHILD SHOULD HAVE A SOUND MENTAL HEALTH TO CONCENTRATE MORE IN LEARNING A LANGUAGE. THERE SHOULD BE DESIRE FOR LANGUAGE LEARNING ONLY THEN IT BECOME EFFECTIVE. THE TEACHER HAS TO REINFORCE THE STUDENTS BY PRAISING THEM AND PUNISHING THEM TO RECTIFY THEIR ERRORS
- 29. THE BEHAVIOURISTIC VIEWS OF LANGUAGE LEARNING:- SKINNER’S OPERANT CONDITIONING MAKES A PROFOUND IMPRESSION ON LANGUAGE PEDAGOGY. HE BELIEVED IN ENVIRONMENT LEARNING. IN ENVIRONMENT LEARNING A STUDENT LEARN MORE IN LESS TIME THAN CLASSROOM LEARNING WHERE HE TAKES LESS EFFORT.. HE FORMED THE BASIC CONCEPTUALISATION FOR THE AUDIO-LINGUAL APPROACH. THE CHILD IMMITATES THE SOUND WHERE HE HEARS AROUND HIM. THE CHILD REPEATS THE SOUNDS AND THAT BECOMES THE HABITS. HIS VERBAL BEHAVIOUR IS CONDITIONED UNTIL THE HABITS COINCIDE WITH ADULT MODELS. THEY GUIDE BEHAVIOUR AND GIVE PARTICULAR SHAPE BY REWARDINGDESIRABLE BEHAVIOUR OR PUNISHING UNDESIRABLE BEHAVIOUR. AN INDIVIDUAL CAPACITY IS BASED ON HIS NATIVE ABILITY,PREVIEW,TRAINNING AND SO ON.
- 30. COGNITIVE APPROACH TO LEARNING:- DAVID AUSUBLE IS THE CHAMPION OF THIS THEORY. COGNIVISTS LAY EMPHASIS ON MEANINGFUL LEARNING. AUSUBLE DESCRIBED ROTE LEARNING AS THE PROCESS OF AQUIRING MATERIAL THAT ARE RELATED TO THE COGNITIVE STRUCTURE ONLY IN AN ARBITRARY AND VIBRATION FASHION. ROTE LEARNING INVOLVES THE MENTAL STORAGE OF ITEMS WITH COGNITIVE STRUCTURE. THE MAIN AIM OF LANGUAGE TEACHING IS TO SUPPLY COMPREHENSIBLE INPUT. SPEAKING IS A RESULT OF ACQUISITION.ACCORDING TO LINGUISTIC POINT OF VIEW THE RELATIONSHIP BETWEEN SPEECH AND WRITING IS NOT IDENTICAL. THEY WERE LEARNED THROUGH REPETITION,DRILLS,SUBSTITUTION TABLES ETC.,
- 31. LINGUISTIC VIEWS OFLANGUAGE LEARNING:- THE LINGUISTIC STUDY STRESSES PRIMARILY ON SPEECH. IT IS A PART OF MAN’S BIOLOGICAL NATURE THAT HE SHOULD SPEAK. AFTER HE LEARN TO SPEAK HE BEGAN TO WRITE. LINGUISTICS IS THE SCIENCE OF LANGUAGE WHICH HAS SCIENTIFIC INQUIRY INTO HUMAN LANGUAGE,INTO ITS STRUCTURES .IT IS THE STUDY OF LANGUAGE ITSELF. IT INCLUDES SYNTAX,PHONOLOGY ,PHONETICS ETC. LINGUISTIC IS AN INDEPENDENT DISCIPLINE
- 32. TEACHING THE COMMUNICATION SKILLS THE FOUR LANGUAGE SKILLS ARE LISTENING,SPEAKING,READING AND WRITING. THESE FOUR SKILLS ARE CATEGORISED INTO TWO TYPES-PRODUCTIVE OR ACTIVE SKILLS AND RECEPTIVE OR PASSIVE SKILLS. SPEAKING AND WRITING ARE PRODUCTIVE SKILLS READING AND WRITING ARE PASSIVE SKILLS. LISTENING SKILL:-IT IS THE BASIS OF EVERYTHING.LISTENING IS DETERMINED BY INTEREST AND USEFULNESS. TEACHERS SHOULD GIVE SYSTEMATIC PRACTICE IN LISTENING SOUNDS’ STORY TELLING WILL PROVIDE THE PEOPLE TO DEVELOP LISTENING SKILLS. RHYMING POEMS HELP THE TEACHERS TO ATTRACT THE LEARNERS. TEACHERS SHOW PICTURES AND ASKED TO GIVE THEIR RESPONSES ABOUT THE PICTURE. TEACHER SHOULD SPEAK ENGLISH CORRECTLY. THE LISTENERS SHOULD BE MADE LISTEN TO THE SPEECHES DELIVERED THROUGH RADIO,TV AND TAPES.
- 33. SPEAKING SKILL:- LANGUAGE EXISTS FIRST IN ITS SPOKEN FORM. IT IS LEARNT PRIMARILY THROUGH SPEECH. A GOOD SPEAKER CAN RECALL WORDS AND STRUCTURES,HE CAN PRODUCE CLEAR ENGLISH SOUNDS AND CAN USE APPROPRIATE STRESS AND INTONATION PATTERNS TO EXPRESS HIS THOUGHTS AND FEELINGS. TEACHERS PRODUCE THE SOUNDS AND ASK THE STUDENTS TO REPRODUCE IT. REPRODUCTION EXERCISES,QUESTION ANSWERS TECNIQUES ARE USED . DIALOGUE SITUATIONS ARE PRODUCED AND THE STUDENTS MAY ASKED TO PLAY THE CHARACTERS. TEACHERS SHOW THE PICTURES OR CHART TO THE STUDENTS AND ASKED TO SPEAK ONE BY ONE. BY GIVING OUTLINE OF THE STORY AND THE STUDENTS ARE ASKED TO FINISH THE STORY. TO ATTAIN FLUENCY AND ACCURACY WHILE SPEAKING. TO ENABLE THEM TO GET THE MASTERY OF ENGLISH STRESS AND INTONATION. TO ASSIST THE LEARNERS TO MAKE A GOOD CONVERSATION. TO HELP THEM KNOW THE BASIC RULES OF GRAMMAR. TO ENABLE THE STUDENTS TO SPEAK CORRECTLY AND PROPERLY.
- 34. READING SKILL:- READING IS A PROCESS OF LOOKING AT A WRITTEN AND PRINTED SYMBOLAND TRANSLATING INTO AN APROPRIATE SOUND. WHEN A PERSON READS ANYHING HIS EYES MOVES ALONG WITH THE PRINTED OR WRITTEN SYMBOLS. NUMBER OF WORDS READ IN ONE COMPLETE MOVEMENT IS CALLED EYE SPAN. TEACHER USES SOME MATERIALS ,FLASH CARDS, BLACKBOARD,PICTURES,USE OF WORD BUILDING CARDS,READING GAMES ETC., THE RESPONSES OF THE CHILDREN BECOME AUTOMATIC HABIT AND THEY TAUGHT INTONATION AND STRESS ON LETTERS AND WORDS AT PRODUCTIVE READING STAGE. AT VIVID IMAGINATION REALISATION STAGE STUDENTS USE READING MORE VIGOROUSLY. READING MATERIALS ARE PREPARED FOR THE STUDENTS. BOTH SILENT READING AND LOUD READING ARE PRACTICED. INTENSIVE READING MEANS DETAILED STUDY OF THE PASSAGE. EXTENSIVE READING MEANS READING FOR INFORMATION. SKIMMING AND SCANNING IS ANOTHER KINDS OF READING. TO ENABLE THE PUPILS TO TAKE PLEASURE IN READING. TO ENABLE THEM TO READ WITH CLEAR EXPRESSIONS AND PRONOUNCIATION. TO ENABLE THEM TO READ EASILY,FLUENTLY, AND RAPIDLY WITH PROPER UNDERSTANDING.
- 35. WRITING SKILL:- WRITING SKILL REINFORCES ORAL AND READING WORK. WRITING HELPS THE ORGANISATION OF THOUGHT. ONE IS ABLE TO COMMUNICATE ONE’S OWN IDEAS THROUGH WRITING. THE LEARNERS MAY BE ASKED TO WRITE INITIALLY IN FOUR LINED NOTE BOOKS . IN LOWER CLASSES THE STUDENTS MAY BE INCOURAGED TO USE A PENCIL FOR WRITING. THE TEACHER SHOULD ENCOURAGE HIS STUDENTS TO USE CALLIGRAPHY NOTEBOOKS. THE TEACHER SHOULD PLAN AND EXECUTE BLACKBOARD DEMONSTRATIONS SYSTEMATICALLY. THE CHARACTERISTICS OF GOOD WRITING IS ELIGIBILITY,SIMPLICITY AND UNIFORMITY. SPACING, CAPITALISATION AND PUNCTUATION SHOULD BE USED CAREFULLY WHILE WRITING. THE WRITING SHOULD BE WRITTEN LEGIBLY AT A REASONABLE SPEED. PRINT SCRIPT,CURSIVE SCRIPT AND ROUNDED CURSIVE SCRIPT ARE THE WRITING SCRIPTS. TO MAKE THE PUPIL WRITE SIMPLE AND CORRECT ENGLISH.. TO ENHANCE THE VOCABULARY OF PUPILS. TO IMPROVE THE STYLE OF WRITING. TO DEVELOP THE POWER OF IMAGINATION AND THE POWER OF SELF EXPRESSIONWITH EASE.