Learning Proper Nouns and Common Nouns

Question: Discuss about the Learning Proper Nouns and Common Nouns. Answer: Introduction: The basic structure on which a lesson based on listening can be divided into phases such as: Pre-listening in which the students are prepared to listen properly with concentration, During listening the students should be taught how to concentrate their attention to listen to the text and also at same have a proper understanding of its every aspect. Post-listening is the phase when the students are taught to integrate what they learned from the text and thus, emerge them in their own knowledge and understanding (Hislop, 2008). When we lesson to sometime in our day to day life we do them for some reason. Thus, the student's to need some reason so that they would listen. Mostly the students need to listen to something three or four times so that they can properly integrate the knowledge in their understanding. Basically, during the first time, the students are mostly nervous and concentrate more on the accents and their speed and thus skips the fact being delivered. Thus the listening task should be as such which help them to understand the task within their first time hearing it (Hislop, 2008). Basically, a single question would do the trick and would not put the student in some kind of dilemma or pressure. It should demand more of understanding of the task instead of getting a response. Writing a response while they are listening can be demanding and does require a different level of skill. Thus the response should be limited to single words or just ticking would do the job (KAHRAMAN, 2008). For instance, applying song within this framework. During the pre-listening phase, they would be required to brainstorm various songs. Then, they can choose one of their favorite songs and explain why they like it. In the listening phase, the student listens to some song and describe whether the song is interpreting happiness or sadness. They listen to them again and again and have a better understanding of them. During the post-listening, they focus on the form and content of the song such finding new words, identifying the verb forms and finding out the meaning of the song (KAHRAMAN, 2008). Grammar lesson plan This is a fun activity where the students vocabulary gets better and synonyms gets reinforced. For instance: unhappy sad, error mistake, drowsy sleepy, perhaps maybe (MARTIN, 1984). Adverb-verb charades Here the verbs and adverbs take the center stage, a paragraph is provided from which the students have to chalk out the adverbs and the verbs correctly. This particular lesson plan holds best for the 3-5 standards (Thrinsson, 2010). The man quickly got in the auto. He tenderly drove his auto to the old house. He happily walked around to the gateway and immediately pounded on it. The door opened rapidly. The man irately got in the auto. He madly drove his auto to the old house. He ruthlessly walked around to the door and uproariously pounded on it. The door opened furiously. Proper Noun gallery The students have to identify the proper nouns, providing the students with some sentences which has varied proper nouns in them. In them, some are capitalized some by mistake not capitalized and some are mistakenly un-capitalized. The students are required to capitalize the proper noun and the common nouns would be in lowercase (Imai Haryu, 2001). Cleopatra is the cutest little feline ever. Mr. Toll seems to fathom what understudies require. I'm yearning for oreos. Agatha Christie formed various books. There are various crucial chronicles at the library of Congress. References Hislop, V. (2008). Developing listening skills.Practical Pre-School,2008(86), 3-4. https://dx.doi.org/10.12968/prps.2008.1.86.38437 Imai, M. Haryu, E. (2001). Learning Proper Nouns and Common Nouns without Clues from Syntax.Child Development,72(3), 787-802. https://dx.doi.org/10.1111/1467-8624.00315 KAHRAMAN, V. (2008). The use of songs in improving listening comprehension in english.Dil Dergisi, 043-051. https://dx.doi.org/10.1501/dilder_0000000093 MARTIN, M. (1984). Advanced Vocabulary Teaching: The Problem of Synonyms*.The Modern Language Journal,68(2), 130-137. https://dx.doi.org/10.1111/j.1540-4781.1984.tb01556.x Thrinsson, H. (2010). Predictable and unpredictable sources of variable verb and adverb placement in Scandinavian.Lingua,120(5), 1062-1088. https://dx.doi.org/10.1016/j.lingua.2009.04.003