fluency

Unit – II

fluency

Fluency is oral expression of facts, ideas, attitudes etc in speech. It is the ability to speak independently with ease and spontaneity. The goal of oral drill is to help publish acquires fluency and the basis of oral drills is the imitation of a correct model.

Use of conventional formulae – Greeting, apology, invitation, refuses, accepting, thanking.

           

Conventional formulae are words, phrases (or) sentence that are used to express certain concepts. It supplies necessary words and minimize mistakes. It gives training to speak fluency and develop speech habits. We learn how to make use of certain expressing in certain occasions.

Greetings:

            In our everyday life we use to greet out friends and relatives very often. This is a way of improving our fluency in speech. Greeting means the first words used on seeing somebody (or) expressing with which somebody in greeted.

            E.g. Good morning, good day, good after noon, good night,  Happy Birthday, Congratulations glad to meet you, hearty welcome, wish you a pleasant and safe journey, happy new year, merry Christmas, hello etc,

Apology:

            When we commit certain mistake we apology by using the expressing    “I am very sorry” , “I am Extremely Sorry”, “I beg you pardon” etc,

            We are also intruding theirs privacy. We use to say “Excuse me for…….,

            When we make a delay in executing a job we can use the expression “I am very sorry for the delay”.

Invitation:

            In most of the social functions the act of inviting plays an important role. It needs grace and style. Invitation is a request to come (or) to go some where (or) to do something.

            You are most welcome, please attend and grace the function, will you have lunch with us, would you mind accompanying me?

            Some people may hesitate to enter into our house. We can use the expression “Please come in” etc,

Refused:

            Refused mean to say (or) show that one in unwilling to do something (or0 show unwillingness to accept or grant something offered (or) requested.

            It is negative in sprit and feeling

E.g.

*        No, 1 won’t show you mercy,

*        No, 1 will show not allow you to go

*        I am not going by train.

*        I am very sorry.

*        Kindly don’t mistake me.

*        No, I went accept it

*        Sorry

*        Strongly object your views in this aspect

Accepting:

            To accept a work (or) appreciation we need the power of expression through speech.

E.g.

            With pleasure, definitely, certainly, I shall do it with pleasure, with pleasure, you’re welcome, don’t mention if of course etc,

Thanking:

            Thanks in an expression of gratitude to somebody for something.

Thank you, thanks a lot, thank you very much, I am extremely thankful to your highness.

            To answer someone who thanks you, the following expression an be used.

            You use welcome, It’s a pleasure

            That’s all right, not at al etc,

2) describing and interpreting picture, table, graphs, map, etc… (Refer Evangelin)

3) Various concepts and in which they are expressed:-

            The truth ‘concept’ is used to refer to the meaning (or) notion of expression (or) the purpose (or) function they serve in the sentence.

            Concepts are expressed in English in various ways. By use of nodal axillaries, certain sentence patterns, certain categories of words such as verbs, adverbials etc, (or) other expressions.

            Concepts can be of different types. Such concepts are condition, construction, suggestion, prohibition, permission, probability, likelihood, possibility, obligation, necessary, concession.

Construction:

            The auxiliary verb ‘do’ and did are helpful in expressing the idea of construction. Construction means interpretation. It can be also defined as arrangement of words in a sentence.

            Construction is a means of extending the vocabulary.

            We can add one sentence to another by using linguistic marker like and, besides in addition, moreover, further, again etc…..

            E.g.      He has a car in addition he owns a bike.

                        He is a guide and counselor.

Suggestion:

            A direct way of giving suggestion would be to use the verb ‘suggest’.

                        E.g.      suggest you to consult a lawyer

                                    You can give him something to eat

                                    Shell we go to a movie?

                                    You could maintain a car.

Prohibition:

            Prohibition means something not permitted to do (or) carried out.

                        E.g.      Smoking is prohibited inside here

                                    You must not talk inside the class

                                    You must not play with matches.

                                    You must not drink alcohol

We can use the model I must in its negative form for expressing the concept of prohibition

            Expressions such as ‘had better not’, ‘ought not’ and should not also indicate a wild from of prohibition.

Permission:

            Permission can be expressed by the use of verbs such as permit, allow, let and mind.

            E. g.     He permits me to submit on Monday       

                        My father allowed we to go           

                        Would you mind if I sit near?

The models can, may, could and might can also be used.

            E. g.     Can I take this?

                        May I come in?

                        Could you allow me to take this?

Probability:

            It is expressed by the models should, ought to and will. Then the words such as probable, probably and likely,

            E. g:    He is likely to join the air force

                        Dhoni is probably the best caption.

                        This will be the post man, I think

Likelihood:

            Likelihood is otherwise mentioned as certainty. These terms is expressed by must and have to

            E. g:    He must have reached home by this time

                        You must be hungry after a long walk

            Certainty in negative sentence is expressed by don’t have to and ‘need not be’

            E. g:    Failures need not be caused by insincerity

Possibility:

            May, might and can are used to denote possibility.

            E. g:    It may rain to night,

                        Kala may win the first prize

May and might are used in questions.

            E. g:    May I trouble you to pass the salt?

                        Might I borrow your pen a minute?

Possibility is of two types

1)     factual possibility

2)     theoretical possibility

Factual possibility mentions the facts and theoretical possibility mentions an idea.

E. g:    the conduct if elections may be peaceful

            The conduct of elections can be peaceful.

Obligation:

            Obligation can be expressed by the use of models such as must, ought and should.

            ‘Must’ in used for that something must be done (or) fulfilled. In case, we use ‘ought’ (or) ‘should’ can place of ‘must’ we express an obligation wich may not be fulfilled.

            E. g: - All of us should respect elders.

                        We should help the poor.

Other ways of expressing obligation involve ‘have to’, ‘have got to’ (or) need.

            E. g: -  We have to obey parents there is no need to write your name

Necessity:

            Necessity means requires (or) essential, (or) being unavailable. Need is mostly used. Must is also used.

            E. g: -  I have holiday for taking rest.

                        You must work hard to get first class marks

Concession:

            We express concession when we contrast two situations. One of which is surprising (or) unexpected because of the other.

            Though, although and even though are used to express concretion

E. g: -  Even though he is rich, yet he is simple.

Though he is poor, he is honest.

            To express the idea of concession the model ‘can’ is also used.

                        E. g: -  You can take rest.

                                    You can take my car.

Oral drills – Repetition drills – mechanical drills – substitution drills.

Role of drills;

            Drills are important and active ways (or0 methods of developing both listening and speaking skills.

            Drill is a device for fixing the subject mutter in the minds of th students.

            Learning of a language is a skill and it require sa lot of drills.

            There are different types of drills.

§  Repetition Drill

§  Substitution Drill

a)     single substitution drill

b)     double substitution drill

c)     multiple substitution drill

*        Transformation drill     

*        Completion drill

*        Chain drill

*        Oral drill

*        Mechanical drills

Repetition drills, mechanical drills and substitution drills are some important drills among the students.

Oral Drill:

            By giving oral practice to the students, the teachers can improve their speaking ability.

            Before starting a drill practice, the teachers should explain the examples and tell them clearly what the students is expected to do.

Repetition Drills:   

            In repetition drill, the teacher speaks a word, a phrase or a sentence and the students repeat after him.

                                   

Teacher                                                         Student

 It is a chair                                                   it is a chair

These are papers                                          these are papers

            The students observe the teacher and then they repeat by imitating him in every way. So it is very important that the teacher should present the language material in a model way.

Substitution drill:

            Substitution drill as its name indicates, requires replacement (or) substitution.

a)                 Single substitution drill:

Only one word is to be changed in one slot by one student.

Teacher:       My pencil is red.

Student:         My pencil is red.

Teacher:        Green

Student:         My pencil is Green

            Here learn have to substitute word (or0 provided by the teacher in the pattern already given.

b)                 Double substitution drill:

Double substitution drill requires the learner to substitute two words in the sentence pattern.

E g:

Teacher                                             Student

1.         Suba is my friend                 1.         Suba is my friend

2.         Kiruthika                               2.         Kiruthika is my friend (single-sub)

3.         Enemy                                    3.         Kiruthika is my enemy (Double sub)

c)         Multiple substitution drill:

                        Here more than two words are substitute by the learners

e.g.:    

                        Teacher                                 Student
            1. This car is blue in color              This car wais blue in color

            2. that                                                 That car is blue in color

            3. Blue                                                That blue is red in color

            4. Red                                                 That bus is Red in color

d)        Substitution agreement:

                        In substitution agreement, the teacher first of all makes learners understand a pattern/two patterns (or) he revise the pattern already target

E. g:   

            Teacher                                 Student

1. This is a pencil                             this is a pencils

2. There are pencils                         there are pencil

3. pen                                                 this is a pen

4. chairs                                             there are chairs

Through this the students are made to  understand the use of “this is” and  ‘these are’ before giving the drill.

Mechanical Drills:

            Drill work has its own utility and written practice has it own significance

            Written exercises are designed to reinforce the structural items which are done orally through drills.

            After finishing a written exercise, the learners should be given time for making self correction.

Exercises like

i)                   fill in the blanks by taking up words from the brackets.

ii)                Sentence completion

iii)              Re – arrange the following jumbled words

iv)              Sentence transformation

Another one model for mechanical drill.

Teacher:         “Will you take tea or coffee?

Student 1:      I will take either tea or coffee.

Student:         will you play cricket or foot bal?

Student 2:      I will play neither cricket

This type of chain drill also comes center the mechanical drill

  .