# ENGLISH LANGUAGE CLASSROOM: POSITION WORDS

https://www.youtube.com/watch?v=jxxDIaLMEUs

[00:16] Good morning, class.
[00:19] How are you all today?
[00:23] Is the weather pleasant outside?
[00:25] Are you unfeeling, Fred?
[00:25] Alright, so I'm going to tell you a story today.
[00:31] It's a very nice story, a very interesting story which I will tell you through puppets.
[00:39] Have you seen a puppet show?
[00:39] Do you know what puppets look like?
[00:43] I have made some hand puppets and I'm going to tell you the story of a little bird called Kohu.
[00:54] This is Kohu, Kohu the owl.
[00:58] Alright, do you see anything missing on his face?
[01:02] Is there anything missing on his face?
[01:05] Yes, what is missing?
[01:05] An ear is missing.
[01:10] Kohu has just one ear; he has lost an ear.
[01:13] Can you help him find it?
[01:13] Will you?
[01:17] Help Cole find his missing ear.
[01:19] There is one ear that is missing on Cole's head.
[01:24] All right, now Cole, who is really worried, he wants to search for his missing ear.
[01:31] So he went to ask his friends first.
[01:35] He went to Anna Rito.
[01:40] Alright, Rito, do you know where my ear is?
[01:44] Do you know where it is?
[01:49] Where is it, Rito? It is missing.
[01:52] Even Rito does not know.
[01:55] Does Unam know where the ear is?
[01:59] You do not know where the ear is? Does Abby Shake know where the ear is?
[02:05] Oh, even Abby Shake does not know where the ear is.
[02:08] Now Kono is very sad.
[02:09] Ok, so do you know who came to help Cole?
[02:11] Ooh, he had a friend who was known as Pinky.
[02:17] Can you see Pinky here?
[02:19] Why is she called Pinky?
[02:21] Yes, uncle.
[02:27] Because the face is pink.
[02:30] Cole went to Pinky and asked, "Pinky, Pinky, Pinky, do you know where my ear is?"
[02:36] Pinky said, "I do not know where your ear is."
[02:40] All right, so Cole went to another friend.
[02:43] And the other friend was known as Pili.
[02:48] Do you know why this friend is called Pili?
[02:51] Because the face is also kanu.
[02:58] Cole asked, "Pili, Pili, Pili, do you know where my ear is?"
[03:01] And Pili said, "No, Cole, I do not know where your ear is."
[03:05] Cole was very sad.
[03:10] So Cole went to his grandmother, the grand old mother, grandmother.
[03:18] Kalu went to grandmother because grandmother knew all the answers.
[03:22] Sokol thought that perhaps grandmother will tell me where my ear is so cold.
[03:25] Who went to the grandmother and he said, "Doddie, Doddie, do you know where my ear is?"
[03:34] And do you know what grandmother said?
[03:36] No, Kalu, I do not know where your ear is.
[03:40] Now Kalu was very sad and he really wanted to cry.
[03:44] Then came along another friend, and do you know who that friend was?
[03:51] My friend, boy Jaggu the alien.
[03:56] Have you seen Jadoo?
[04:00] Yes, so Kalu went to Jadoo and asked, "Jadoo, do you know where my ear is?"
[04:08] Jadoo said, "I know where the ear is, but you cannot get it back."
[04:14] Kalu was very sad.
[04:17] Can you just hold Kalu for a minute, please?
[04:17] Kalu was very...
[04:19] Sad.
[04:20] Then Josue said, "Don't worry, Kau, I have got something for you."
[04:23] I will do some magic with my magic wand.
[04:25] Do you see the magic wand?
[04:29] So Josue held the magic wand in his hands, okay?
[04:33] And he went to Colu and he did some magic, abracadabra.
[04:37] He chanted a mantra, touched Cole who's here, and he said, "Now that one year has become very powerful and you will be able to hear everything."
[04:53] Now you will have no problem listening to people.
[04:56] I cannot get your ear for you, but you will listen with one year, and this one year will be the most powerful year, okay?
[05:05] Colum was very happy because with one year now he could listen to anyone; he could hear anything.
[05:15] His ears had become very, very powerful.
[05:19] Can you just hold this, thank?
[05:22] You okay, so this was the story of Gold.
[05:26] Who, how his ear became very, very powerful, all right?
[05:29] And one more thing.
[05:32] Then Colu as Josue, Josue, you know magic, can you tell me what happened to Maya?
[05:40] What really happened to Maya?
[05:43] Then Josue said, "Yes, I know what happened to your ear."
[05:46] Do you know what happened to his ear?
[05:50] Can you guess?
[05:53] Inside the stomach of the mouse.
[05:56] And Josue told him that the ear was eaten away by the mouse.
[06:00] The mouse had eaten away Kalu's ear, all right?
[06:05] Can you hold this mouse in your hands, please?
[06:09] And here is one for you.
[06:12] So the mouse had eaten away Cole's ear.
[06:18] Here is a little poem that I have got for you.
[06:22] We will be repeating.
[06:25] This boy, Mouse, here in class, just pass this at the back piece.
[06:37] Already you can pass them at the back.
[06:40] The title of the poem is Mice, Mice Everywhere.
[06:44] Let me say one line and then you repeat after me, all right?
[06:47] And once you have learnt it, you can say it on your own.
[06:50] Mice, mice everywhere, on the table and under the chair.
[06:58] One jumped over my head.
[07:07] Mice, mice at half-past two, sitting in my shoe.
[07:16] Mice, mice inside the room, sleeping on a broom.
[07:25] Mice, mice running along my.
[07:35] Garden wall mice, mice, oh, why don't you go to Bengaluru?
[07:47] Did you enjoy this poem?
[07:49] Yeah, ok, can you tell me the places where the mice went to?
[07:54] Can you just repeat those places?
[07:56] Ok, on the table and ok, other places.
[08:02] Could you tell me the mice sitting in the shoe?
[08:06] All right, yes, yes, yes, very good.
[08:09] Inside the room and sleeping on the broom.
[08:17] Yes, one jumped over my head, over my hair.
[08:23] Very good, yes, all right.
[08:31] My stunning along running along, where, where was the wave of the?
[08:36] Mark on the garden wall.
[08:43] Yes, yes, go to Bengaluru.
[08:43] Very good, very good.
[08:43] Let's clap for everyone.
[08:47] Very good.
[08:47] Ok, all these words that tell you about the position where the mice went.
[08:58] Ok, can you repeat those words?
[09:01] So, one was on.
[09:14] Inside, two alone, okay, in.
[09:14] Yes, I've got to here, inside, between.
[09:27] Okay, so what kind of words are these?
[09:34] These are all position.
[09:37] Words, there is another name for position.
[09:41] These words are also called prepositions.
[09:48] Yes, we also call these position words prepositions.
[09:52] So what did you learn today?
[09:55] We learned about position words.
[09:58] Shall we just repeat the words once again?
[10:01] On what do we call these words?
[10:14] These are position words.
[10:19] So what did we learn today?
[10:21] We learned some position words.
[10:25] Okay, where is Jo right now?
[10:25] Josue is on the table.
[10:31] Under the table.
[10:36] Okay, now where is Jo?
[10:36] On my head.
[10:44] Where is Jadoo now?
[10:49] On his shoulder, okay, and now where is Jaggu sitting now?
[10:52] Between Annum and Maíam.
[11:01] So we learned about position words today.
[11:05] All right, position words.
[11:06] We also call that prepositions.
[11:19] That was an interesting class by Ghazala who was using story as a strategy, a puppet, to teach grammar activities not in a formal way.
[11:35] What went into our planning because you used, as I mentioned, just storytelling as a strategy, puppets.
[11:46] Activities, interactions, and of course these kind of worksheets, what went into our thinking when you planned Mr. Magoo?
[11:55] Nathan, you must have heard of the saying that goes like this: tell them, they forget; show them, they remember; involve them, they understand.
[12:03] So it's very important for us educators today to keep the students involved in the classroom as much as possible because this is reason all the times when students mainly depend on monologues in class.
[12:13] The classes have to be as interactive as possible.
[12:14] Try to work up not just on the four basic skills in English that we generally work on, the listening, speaking, reading, and writing; we also have to focus on the thinking skills.
[12:26] And for that, it is important for us as teachers to involve them as much as we can.
[12:30] That was the reason I use puppets in class because the visual impact that the student has is a very strong one.
[12:38] So it was important for me to involve the students in storytelling through puppets, try to get their ideas, elicit as much of response.
[12:47] From the students as possible through the medium of puppet show storytelling so that made the class more interactive.
[12:54] And definitely I think the students will have very well well and then that's the point we want the teachers to understand.
[13:01] You did not define what every position is or what it does.
[13:05] You threw open the story then you give them the worksheets and you made children respond.
[13:16] And I was up when I was observing I noticed a lot of whole class activity coming up.
[13:20] Everyone was repeating so how it helps the children to internalize the definition which you of course said at the end.
[13:29] Can you can use Mr. Meighan oven the definitions will not have any relevance unless and until the student applies it in real-life situations.
[13:38] That is very important.
[13:40] We have to make them as creative as possible and see there are two kinds of thinkers.
[13:44] One is a divergent thinker, one is a conversion thinker.
[13:47] It is important for students to become.
[13:49] Divergent thinker so that they can be more creative.
[13:53] So coming to the specific from general is very important.
[13:56] So that is the reason I started off with the story and it was only in the end that I focused upon the definition because if I had started off with the definition it they would not have registered it really.
[14:06] Fine, fine, well said, well said.
[14:08] So the message is, do not teach grammar in a formal manner to at least children like this, young children.
[14:20] So let them use it, let them know the meaning, then come to them, let them apply it in real life.
[14:24] Let them use their experiences and then apply it in real life situations and that is the way they would learn it.
[14:29] That's what I, it's fine, a real life situation is the meaning.
[14:35] Use the language first then know the definition or the form of it.
[14:40] So from meaning to form at the end you reinforce by recalling.
[14:43] So how far it would help children to internalize the?
[14:50] Grammar item or the form or the meaning.
[14:53] Right recapitulation is very important because it tells them to internalize the concepts they have learned in the class.
[14:58] And as teachers we also need to focus on how we teach the strategies, not merely on what we what we teach in class.
[15:08] So we need to have a focus on how we teach.
[15:10] So because of that focus on how I was teaching in class, I try to recapitulate what what whatever I did today in the class.
[15:16] I recapitulated it in the end so that the students could internalize the concept and go back home feeling say she left the point.
[15:22] Thank you, thank you very much.
[15:25] I think our teachers will carry this message and this this kind of strategies in their classroom.
[15:33] You.