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CTMJ | traditionalmedicinejournals.com                                       Chinese Traditional Medicine Journal | 2021 | Vol4 |Issue4 
 

 

 Chinese Traditional Medical Journal 

FOCUS ON LSRW LANGUAGE SKILLS IN GOVERNMENT 

SECONDARY SCHOOLS OF TELANGANA STATE 
 

Xiag Leminh, Luo Meihonghi, 

 

, Department of Hematology, Shanghai Baoshan Hospital of Integrated Traditional Chinese and 
Western Medicine, Shanghai China. 

Shanghai Baoshan Hospital of Integrated Traditional Chinese and Western Medicine, Shanghai China. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction 

Today, secondary school teachers face the 

most difficult duty of all: changing pupils 

into well-versed in the art of 

communication. Students may be divided 

into groups based on their level of flair and 

accuracy using a widely accepted standard 

technique for identifying their interests and 

limits. Students in a mixed-gender 

classroom are unable to express 

themselves clearly and without making 

any grammatical mistakes. 

Methodology 

Linguistic learning is broken down into 

three components: interactive sessions, 

Abstract 

Teaching English as a second language is mandatory in every classroom, 

including in the government schools of Telangana State. For a subject to begin, 

there must be well-equipped procedures and a manner of encouraging 

cooperation by asking spontaneous questions to get further information.. The 

ability to acquire a second language is not a given; rather, it is a function of one's 

exposure to the mother tongue. 

Real-time practise in communication skills is becoming more and more common 

among today's pupils. For this reason, it is necessary to incorporate task-oriented 

activities, such as teaching Grammar through audio visual aids by listening and 

reading and teaching Conversational Skills by writing and speaking into the 

teaching-learning process, in order to ensure that the comprehensive 

competencies of communication skills are maintained over a long period of time. 

Learning a new language requires mastering all four communication skills: 

listening, speaking, reading, and writing (LSRW). The acquisition of language 

skills is a critical component of every student's education. 

Keywords: Interactive workshops, on-the-the-job training, and proficiency in a 

foreign language. 

 



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real-time performance, and language 

competences that can be assessed. 

Interactive Sessions 

The instructor corrects their pronunciation 

and asks students to express their self-

introduction in a few phrases throughout 

these sessions, which are meant to assess 

their correct vocal capacity in English. 

Additionally, this self-introduction session 

is meant to be worked out in couples and 

groups, including information on the 

participants' hometowns, family 

backgrounds, and academic 

accomplishments. 

Just A Minute (JAM) seminars, 

extracurricular and co-curricular activities 

in essay writing, elocution, and more 

There will be information on hometowns, 

such as their historical location, cultural or 

religious characteristics, as well as peer 

groups exchanging ideas on the 

representation of education and 

technological advances in the next 

sessions. 

The following tasks are included in the 

activity-oriented learning model: 

Warm up: 

Actively encouraging their friends' good 

acts and emotions by asking a few 

questions about their own personal 

experience with them. Starting classes with 

quotes, introducing fictional characters, 

and the like are offered as a means of 

warming up pupils while they are reacting 

to linguistic communication in order to 

facilitate icebreaking sessions. 

Vocabulary: 

Playing word games and writing short 

tales and sketches are great ways to 

incorporate lexical language into the 

framework of a storey or piece of writing. 

In addition, other topics like character 

development, famous people, wit, and 

humour provide the necessary incredible 

solutions to such tricky problems, which 

are explained in order to improve 

vocabulary proficiency and make proper 

use of it in real-time 

situations.......................................... 

Grammar: 

The best source of equipment used by 

specialists for studying and incorporating 

grammar into everyday discussion with 

pupils is video clips, PowerPoint 

presentations, and YouTube's core 

essential features of tenses. As an example, 

in the textbooks for classes 8, 9, and 10, 

the use of auxiliary verbs and question tags 

to ask inquiries. 

Writing: 

Various activities such as discussions, 

essay compositions, role plays as 

renowned characters, and individual 

engagement are encouraged in order to 

enhance excellent written talents in groups 

and individuals. 

Study skills: Textbooks, such as those used 

in college, place a high value on 

developing students' study abilities by 

including exercises and quizzes. 

Thus, it aids in the student's self-

assessment, which is being used to 

construct their personality in the 

classroom. 

Oral Activity: 



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CTMJ | traditionalmedicinejournals.com                                       Chinese Traditional Medicine Journal | 2021 | Vol4 |Issue4 
 

Inspiring speeches are used to cover a 

wide range of topics in oral presentations. 

However, this is expected in the context of 

a wide range of languages. The use of 

first-person voice in virtually scientific 

discourse is more clear or expressive. 

However, in a laboratory setting, 

discussions about a particular activity 

might have varying degrees of specificity. 

Dissimilar arguments have been used to 

oppose various political positions in the 

past  

rather than disputes on the validity of 

scientific research 

There are various models for teaching the 

concepts of successful oral communication 

that are valuable for students to learn, but 

the most practical and helpful schema is 

the public idea and event. 

The distinctive features of good speakers, 

such as their degree of knowledge, 

intensity of perception, awareness, 

potentiality, and values, are inherent in 

their ability to address or engage with an 

audience. A speaker must evaluate these 

characteristics while determining what 

kind of atmosphere they need to give, how 

to handle technical or difficult conditions, 

what arguments are most likely to be 

convincing, and how to keep the audience 

interested, requires analysis to be 

investigated. 

Further performances in schools will 

include oral activity categories such as the 

general, food and beverage, and 

relationships.. 

Interactive Sessions 

General 

Activities Duration Aim 

Telling jokes 
20–30 min Oral fluency practice 

Jokes in their own words. 

Telling Personal Stories 
25–35 min Oral fluency practice 

Students hear anecdotes from their classmates and tell them 

Keyword Dialogue 
5 min Oral fluency practice 

Students role-play a dialogue, guided by a handful of keywords. 

Retelling Stories 
25–35 min Oral fluency practice 

Students retell stories which they have just heard. 

Storytelling by Turns 
5–15 min Oral fluency practice 

Working in groups, students invent a story, taking turns to speak. 

Two Minute Debates 
25–30 min Oral fluency practice; disagreeing or agreeing 

A series of quick debates in pairs. 

 

One Question Survey 

10–20 min Speaking and listening practice 

Each student receives a different question, and conducts a survey 
of their classmates. 

 
Celebrity Backs 

20–25 min 
Oral fluency 
practice 

Adhesive labels; space to 
mingle 

Ask yes/no questions to guess the celebrity name on each student's 
back 

World's Greatest 15–20 min Oral fluency practice 

http://waze.net/oea/activities/9
http://waze.net/oea/activities/1
http://waze.net/oea/activities/6
http://waze.net/oea/activities/28
http://waze.net/oea/activities/19
http://waze.net/oea/activities/3
http://waze.net/oea/activities/11


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Discussion Groups brainstorm ideas for why ‘x’ is the world's greatest? 
 

 

 

 

 

Food and Drink 

 
Swap recipes 

10–15 min Oral fluency practice 

Students tell each other a recipe from their own knowledge. 

Relationships 

 
Matchmaking Role-play 

15–20 min 
Oral fluency 

practice 
Lots of space 

Each student is given a "child", and tries to pair him/her up with a 

suitable partner. 

 
Matchmaking Discussion 

25–35 min Oral fluency practice 

Students discuss how best to pair up the profiles of eight single 

people 

 
 

Combining Versions 

15–20 min Oral fluency practice 

Each pair of students is given two incorrect versions of a text and, 
looking at only one version each, must discuss the differences and 

reconstruct the original text. 

 

Real-time Formation (RTF) 

Real-time formation is a key component of 

our reimagined teaching approach. 

Teachers can plan ahead and evaluate 

students by tracking their development and 

progress if they can establish some 

methods that monitor pupils on an ongoing 

basis around competency. Traditional 

methods, such as asking kids about their 

favourite people they've met, have a 

number of drawbacks, including a lack of 

chance to intervene effectively until test 

results are available. 

The use of technologies that employ real-

time formative data helps instructors 

identify students who need further 

assistance in grasping the skills being 

taught and to apply individualised 

interventions to bring them there. 

Tabular representation of real-time formative data 

Topi

c 

Traditional approach 

Person Teacher-centered instruction 

Main Objective Students learning by performing 

Classroom 
Students matched by age, and possibly also by ability. All students in a 

classroom should possess the same material. 

http://waze.net/oea/activities/11


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Teaching 

methods 

Traditional education emphasizes: 

 Direct instruction and lectures 

 Seatwork: Class work at their respective places 

 Students learn through listening and observation[4] 

Materials Instruction based on textbooks, lectures, and individual written assignments 

Subjects 
Individual, independent subjects. 

Little connection between topics[3] 

Content 
Memorization of facts, objective information; Correct knowledge is 

paramount 

 
Social aspects 

Little or no attention to social development.[3] 

Focus on independent learning. Socializing largely discouraged except for 

extracurricular activities and teamwork-based projects. 

 

 
Multitasking 

A. A single, unified curriculum for all students, regardless of ability or 

interest. 

B. Mixed class offerings without tracking, so that students receive a 

custom-tailoring education. 

 

 

 
 

Manuscript 

A. Present and test methods favor students who have prior exposure to the 

material or exposure in multiple contexts. 

B. Requirements to study or memorize outside school inadvertently tests 

homes not students. 

C. Students from homes where tested subjects are used in common 

conversation, or homes where students are routinely given individual 

help to gain context beyond memorization, score on tests at significantly 

higher levels 

Student and 

teacher 

relationship 

 
Students often address teachers formally by their last names. 

 

Real Time Practice (RTP) 

Contextualized practise and performance 

are synonymous with real-time practise. 

In the teaching community, the teacher is 

looked up to as a role model. The 

importance of appropriate conduct in the 

context of a school or workplace is 

highlighted. When kids aren't being 

challenged, instructors might be alerted by 

the system. 

It's possible that students who do 

assignments fast and precisely have 

already learned the concepts being taught. 

In this way, teachers have the chance to 

challenge pupils and keep them interested. 

Personalization is essential in formative 

learning, since it makes it much more 

difficult for pupils to progress if they aren't 

given the opportunity. 

 

https://en.wikipedia.org/wiki/Direct_instruction
https://en.wikipedia.org/w/index.php?title=Seatwork&action=edit&redlink=1
https://en.wikipedia.org/wiki/Traditional_education#cite_note-4
https://en.wikipedia.org/wiki/Traditional_education#cite_note-montessori-namta1-3
https://en.wikipedia.org/wiki/Traditional_education#cite_note-montessori-namta1-3


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CTMJ | traditionalmedicinejournals.com                                       Chinese Traditional Medicine Journal | 2021 | Vol4 |Issue4 
 

Those immediate tactics create an effective 

portion of the system's productivity, which 

is what makes it productive. 

Real-Time Performance (RTP) 

Real time performance is embedded within 

the scope of context. 

Vocabulary is mainly integrated by two 

important characteristics, firstly it includes 

short stories, sketches, essays, plays, 

poems, interviews, etc. and secondly, by 

way of themes like personality 

development, great personalities, 

intelligence and intellect. In this present 

scenario, English conversation is a 

continuous process and hence, one should 

understand that language learning consists 

of two elements: Input and Output. 

Input is concerned with all the listening 

and reading i.e. everything about the 

English language that a student absorbs 

and output is regarded as writing and 

speaking. Sometimes, it tends to result in a 

difficult situation dealing with output, 

which is what emphasized today. When 

the time comes to speak and for few 

people, to write, there’s an intellectual 

hindrances that deliberately reduce the 

tempo of conversations. 

Due to these barriers in listening, students 

are unable to speak confidently while 

listening during a conversation unfeasible 

under such circumstances. Thus, they feel 

less confident enough in spoken ability or 

maybe because of study at home or in a 

classroom situation (seatwork), where 

most of the learning practice spent on 

reading, writing and listening. 

When a good conversation with native 

English speakers, thus, speaking has 

become a challenging task. The Right 

Environment and Right Performance 

Student data is useful, if the right 

environment is created on conversations 

and procedures, where data is informative, 

useful and put into practice, which is more 

imperative in case of an individual. 

However, it is not about the strength count 

but regarding the student’s data and their 

performances. In the process of 

personalizing instruction, the student must 

grow in learning skill sets and for teacher’s 

data must be constantly formative and 

meaningful mode. When, we take the 

following steps to integrate our learning 

initiatives with common planning process 

using data and also, forging ahead with 

designing a model that relies on data in the 

real-time practice (RTP) process for 

monitoring desired results in a true 

personalized learning environment along 

with preliminary analysis. 

And, the resultant data is being preserved 

under individual observation in leaning 

parameters with their progress is being 

evaluated. This is called preliminary 

analysis. In this process, learning platform 

positioned a path that monitors student 

performance based on practice. Students 

are validated with an array of questions 

continuously put into practice in order to 

move forward. 

When they continue to get questions right 

over time, then they move about to the 

next stage. If a question is incorrectly 

answered, in such a case they may try 

again and also some hints are offered and 

the customized feedback helps them find 

the path to the right answer. In this 

analysis, seeking 

  



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CTMJ | traditionalmedicinejournals.com                                       Chinese Traditional Medicine Journal | 2021 | Vol4 |Issue4 
 

the right answer is a critical skill that is 

developed during the process. 

The main idea is to improve the pace 

within the time limit provided to move the 

students by telling, whether they are right 

or wrong. Learning how to find answers, 

this is feasible to productive outcome and 

is equally important for giving a right 

answer. 

Using real time formation (RTF) and real 

time performance (RTP) information for 

planning and monitoring leads to the best 

alignment of the learning expectations to 

students’ personalized needs. Context is 

crucial to real-time performance. 

By way of short stories, sketches, essays, 

plays, poems, and interviews, as well as 

themes such as personality development, 

great personalities, intelligence, and 

intellect, vocabulary is mainly integrated. 

In today's world, English conversation is a 

constant process, and one must recognise 

that language acquisition consists of two 

components: input and output. 

All of a student's listening and reading, as 

well as their writing and speaking, are 

considered input and output respectively. 

As a consequence, dealing with output 

might be problematic, which is why it was 

brought up today. When it's time to talk or, 

for a select few, write, there are cerebral 

roadblocks that artificially slow down 

dialogue. 

It's impossible for a learner to talk 

confidently while listening to a discourse 

that is impossible under these conditions. 

As a result, they are less confidence in 

their ability to speak, maybe due to the 

amount of time they spend studying at 

home or in a classroom (seatwork) where 

they spend most of their time reading, 

writing, and listening. 

As a result, a decent discussion with native 

English speakers has become a difficult 

challenge. The Correct Setting and the 

Correct Performance You can only get the 

most out of student data if the correct 

conditions are in place for discussions and 

processes that allow for the data to be 

instructive, valuable and put into action, 

which is more critical for an individual. 

It's not about the number of students, it's 

about the data and how well they do. It is 

essential for students and teachers alike to 

improve in their ability to learn in order to 

personalise education. A model that 

depends on data for real-time practise 

(RTP) for monitoring intended outcomes 

in a customised learning environment, as 

well as preliminary analysis, may be 

developed when we take the following 

steps to connect our learning efforts with 

the common planning process utilising 

data. 

In addition, the collected data is being 

stored and analysed for each student based 

on their performance on several learning 

metrics. Preliminary analysis is the term 

used to describe this stage. Student 

performance is monitored via practise in 

this way by the learning platform. In order 

to keep progressing, students are given a 

wide range of questions to answer.They go 

to the next level if they keep answering 

questions correctly. If they answer a 

question wrong, they may try again, and 

pointers and personalised feedback are 

provided to help them discover the proper 

answer. In this investigation, we are 

looking for 



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Throughout the process, it is important to 

learn how to provide the correct response. 

The major goal is to increase the pupils' 

ability to proceed at a faster rate within the 

time allotted by letting them know whether 

they are doing anything correctly or 

incorrectly. To get a good result and 

provide a good response, it's essential to 

learn how to locate answers. 

Planning and assessing student progress 

based on data from real-time formation 

and real-time performance (RTP) is the 

most effective way to match learning 

objectives to individual student 

requirements. 

Language competencies 

Students and staff alike benefit from a 

more favourable educational experience 

when they are able to communicate 

effectively in another language. 

Information, skills, and abilities (KSA) are 

needed by teachers to implement syllabi 

based on linguistic competencies, engage, 

cooperate, and utilise ways for exploring 

more practical knowledge through 

evaluating student-centered activities in 

the classroom. 

English Language Learners' Language 

Capabilities and Adaptations: Goals for 

ELL children should be developed by 

considering the complete competences 

connected to a positive sense of self and 

cultural identity as well as communication 

with others of different cultures and 

backgrounds. In the reporting process, 

using competencies to inform our 

objectives might be helpful. The following 

is an illustration of how the primary 

competences may be linked to a variety of 

adaptations. 

In order to gain and increase information, 

English language learners must adjust both 

classroom and cultural modifications. 

A. Classroom adaptations Reduced 

deadlines for assignments Following the 

instructions, break up due dates for tasks 

and/or assignments (written, visual plus 

oral) Assignments that differ from the 

norm (oral, model, illustrations, postures) 

To ensure comprehension, give students a 

second chance to comprehend and create a 

solution, and then have them repeat back 

the instructions. Help from your peers 

(reading, scribing, directions) Vocabulary 

teaching in advance (explain homophones, 

synonyms) think out loud when you read, 

write, and speak. Put labels on everything 

in your classroom and school. 

B. Cultural adaptations Reducing the 

use of idioms, teaching meaning, not 

penalising students for mistakes in spelling 

or grammar in written tasks, 

supplementing speech with gestures, and 

using students' original languages to 

reinforce new ideas or to verify 

understandings are all examples of ways to 

do just that. To help children increase their 

self-esteem and self-confidence, one-on-

one training in the classroom, team 

meetings at the school, and other strategies 

are used. 

Conclusion 

Teaching and learning languages may be 

better understood if an integrated method 

that incorporates interactive sessions, real-

time practise, and basic language 

competences is used. This includes the 

ability to work well with others in a team, 

as well as the ability to acquire a wide 

range of skills in a variety of contexts. 

Learning a second language is a gruelling 



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experience that extends beyond the 

discovery of the world around us. 

enhances our capacity to interact with 

people on a more personal level. 

Thus, the numerous acts of communication 

during LSRW skills transmit planned 

material that greatly enhances the ability to 

display possibly complex information in a 

forward-looking manner. 

REFERENCES 

The Khasi Hills. New Delhi: NCERT; 

M.B. Buch, 1978-1983, Fourth Survey of 

Educational Research. 

2. India's government (1964-1966). The 

Education Commission's final report. 

Government of India (GOI) in New Delhi 

(1968). 

3. Education Policy in the United States. 

Government of India. C. C. Richard There 

are a number of approaches and methods 

that may be used to teach a language. 

National Center for Education Statistics 

(NCERT) (2000). 

School education in the United States 

follows the National Curriculum 

Framework (NCF). NCERT is based in 

New Delhi (2005). 

 

6. Sharma, A. (2011). 

Importance of Teaching English in India. 

Found at http://www.preservearticles.com/ 

;201102244205/what-is-the-importance-

of-teaching-english-inindia.html 

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