Neupane, 2009

CHAPTER – ONE
INTRODUCTION
1.1 General Background
Language is a fundamental need that humans use to exchange meaning

with one another in the society. Language differs from community to
community according to socio cultural background of each ethnic group.
It may be written, spoken or strategic. Each and every community or
country uses its language locally or nationally for its official or un-
official purpose or for the formal and informal contacts. Of the languages
spoken in the world, English is one of the international languages, which
is spoken in most parts of the world. It means many people all over the
world use it as a second or foreign language. It has played greater roles in
international trade, technology, education, entertainment and other
aspects of social life. It is a vital tool for any individual to become
successful in local, national and international communication. It this
regard, anyone who does not have sound knowledge of English remains
far behind in the world.
Consolidating its position in Nepal, Prime Minister Janga Bahadur Rana

opened a school called Durbar High School after his return from Britain
at the ground floor of Thapathali Darbar in 1910 BS. Nowadays, the
importance of English language teaching and learning has been
increasing. For the use of latest technology, all illiterate Nepali also have
felt the need of English in their daily use, such as operating mobile,
chatting in internet and writing e-mails etc. In Nepal, English has largely
been treated as an academic subject and has been taught as a compulsory
subject from grade one to bachelor level. Curricula have been designed
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for different levels and levelwise aims and objectives have also been
determined. It is said that a curriculum is set of planned and determined
actions. It also defines text books, contents, instructional materials,
methods and aims of teaching but a curriculum never regards a text book
as complete and autonomous body in itself.
1.1.1 Teaching Aids and Materials
Teaching aids and materials include any material, program or machine

that can be used to help the teacher present or explain his/her lesson
better. These are especially designed to help the teacher save time and
effort and to arouse interest on the part of the students. But sometimes,
teaching aids are distinguished from teaching materials. Teaching aids are
different from teaching materials in that the latter are those which have
the content of teaching such as curriculum, course of study, textbook and
other supplementary materials like song, rhymes and games. On the other
hand, the former is anything audible or visible or both which helps
students learn the language more quickly and more accurately.
Teaching materials are the basic needs for any educational programme
but not secondary or optional like teaching aids. This may be a reasonable
point of view when thinking about the geography lesson, but in the
science and the language class teacher cannot do his job at all without
visual help. Only the methods or techniques or approaches are not
sufficient to serve this purpose. For this, the teacher needs materials to
support her teaching. Teaching materials are often said to focus attention
on meaning. All the materials that can be used and seen inside the
classroom make teaching live. The classroom has many objects and
things that can be used as visual aids. Or everything belonging to or
brought into the classroom, animate or inanimate, is a potential visual
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aid–teacher, boys, girls, pets, plants, geometric box, clothes, flowers,
furniture, materials, objects; everything that anyone is seen to do, any
movement she makes, any action she performs–laughing, crying, smiling,
working, acting, misbehaving, attending or not attending: Blackboard,
chalk, flannel board, flashcards, charts, realia, matchstick figures and
pictures etc. are visual aids. Teaching aids help students to focus their
attention on objects, actions, events and situations, which give meaning
and context. They help students to remember things for a long time,
without them a lesson lacks excitement, and they loose interest in it.
Students do not pay attention to what is happening in the class in their
absence.
Teaching materials in teaching English as a foreign language can hardly

be exaggerated. Teaching materials are often said to focus attention on
meaning and all the materials that can be used and seen inside the
classroom make teaching live. The teaching objects always present in the
classroom motivate the students and make the teaching/learning effective.
The teacher must be effortful to make the class lively, to motivate the
students and to make teaching realistic. The teacher should enter the
classroom with new sets of visual aids and they should match with the
aim and plan of the lesson.
There is a common saying that 'a picture is better than a thousands

words'. From this also we can understand the importance and role of
teaching materials and teaching English. With the help of the visual aids
and materials which the learner can see in the classroom through the
window, the teacher clarifies, establishes relationships, co-relates and co-
ordinates accurate concepts, interpretations and appreciations and enables
him/her to make learning more concrete, effective, interesting,
inspirational, meaningful and vivid. The importance of teaching materials
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and visual aids can be clear from the old Chinese's proverb: I hear I
forget, I see I remember, I do I understand. Therefore, teaching materials
are essential parts of learning and learners should be involved in them.
Especially in this context, the teaching materials and aids mean the visual
aids which we can use in the classroom for teaching a second or
additional language. With their use in the language classroom, the
learning is internalized through a process of the student's involvement and
response with these materials in the language classroom.
1.1.2 Types of teaching Aids and Materials
Teaching aids can be classified variously on the basis of various criteria.

The following are some of the ways of classifying teaching aids on the
basis of various criteria.
1. On the basis of the way / load of preparation:
a. Requiring little preparation, time, effort, expense: flash

cards, magazine-cutouts, pictures, puppets etc.
b. Requiring more preparation: the magnet board, wall poster,
the portable backboard, white board.
2. On the basis of who the producer is:
a. Commercial: that is available in the market.

b. Teacher made: made by the teacher herself / himself.
3. On the basis of their complexity:
a. Technical: OHP, movies, video tapes, TV, cassettes, radio
etc. which involve some kind of machine or electricity.
b. Non-technical: other than technical ones e.g. pictures,
puppets etc.
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4. On the basis of their nature:
a. Flat (two dimensional): picture.
b. Three dimensional:
Moving: that shows something dynamic.
Still: that shows something static.
5. On the basis of sense (s) involved:
a. Visual: realia, pictures, photographs, posters, maps, charts,
diagrams, drawings, magazine, a cut-outs, matchstick
figures, puppets, etc.
b. Audio–Visual: TV, video, language laboratory, multimedia
computer etc.
c. Audio: radio broadcast, taped materials, etc.
6. On the basis of how they are shown:
a. Projected (shown to a group of class).
b. Non – Projected (distributed to individuals).
7. On the basis of their purposes:
a. Reading aids
b. Listening aids
c. Speaking aids
d. Writing aids
e. Multi skill aids
8. On the basis of whether they are used to display other materials or
they are displayed themselves:
a. Display devices: (blackboard, pocket chart)
b. Materials to be displayed: (picture, photographs)
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1.1.3 Realia and its Benefits
Realia refers to real objects or things. Generally, any object or things that
can be easily carried to school or even into the classroom, for example, a
piece of fruit, a ruler, a stone, a stick, an egg and toys are called realia.
But in a broad sense anything, say the Himalayas, a lake as well which
can be used to teach meaning of any words or language item is realia.
Sometimes the imagination of any thing real that can be created in the
students mind can be termed as realia, for example, we can create image
of puddles that are found in the street by creating a puddle by pouring
some water onto the floor. Thus, with the help of realia we can teach not
only the meaning of the real objects but also of the words related to
realia. Specially in our present context, the concrete words can be best
taught by using realia.
There are mainly two types of realia. They are the realia – within the
classroom and outside the classroom. Mainly, realia within the classroom
are again of two types. They are :- (a) those which are already in the
classroom (i.e. desk, bench, blackboard, dustbin, wall or so) (b) those
which are brought by the teacher (i.e. stone, flower, plant, orange apple,
water etc.).
The realia can be classified also into the ones that we can touch and the
ones that we cannot touch but point to (e.g. the Himalayas, the sun etc.).
Various techniques can be used with realia for teaching language items
and vocabulary as well. Through the use of realia students demonstrate
comprehension of a teacher's command by physical and linguistic
performance. Students can learn through observing actions performed by
their teacher in their class and performing the actions themselves. For our
present purpose, use of realia for teaching English prepositions has been
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verified in a number of contexts with varied learner groups that belong to
different liguistic background. The office of education and the office of
Naval Research, the State of California funded the studies. These studies
have shown very high drop out rate. However, use of realia in teaching
new language items increases confidence. Mainly, students of all ages,
including adults can benefit better than those of in an usual way (i.e.
instructions).
Teaching is the association of different principles, methods and

techniques. These principles, methods and techniques play an important
role in teaching learning activities. So, the teacher should recognize the
best method to teach any item. Harmer (2001, p.73) mentions the use of
realia for teaching English prepositions and shows its importance. There
are different methods adopted by differernt language teaching practioners
and researchers. Among them the use of realia for teaching English
prepositions is one of the prominent methods to teach language as
believed by many language teachers and researchers. Many teachers have
felt the need of realia for teaching English prepositions is effective in the
sense that it is locally and easily available in the school surroundings
without any effort. They can be collected without a large amount of
money and within a very short time.
The benefits of using realia in the language classroom are given below.
a. Real objects are highly motivating and promote retention on the

part of the students.
b. There are abundant sources for realia at no or very little cost.
c. Realia provides structural support, which is especially beneficial
for the beginners.
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d. As opposed to commercial language teaching materials, realia can
be adopted to any teaching style or classroom environment.
e. Unlike two dimensional or computer based materials, realia can be
held and manipulated as good vehicles for authentic, meaningful
communication, especially for students with tactile learning styles.
f. They can be used to create situations to make the meaning of a
word or a structure clear and to practice them in meaningful
situations.
g. Realia can dispel the monotony of practice work by creating
variety.
h. They can brighten up the classroom and bring more varieties and
interest into the classroom.
i. They shorten the teaching learning time too.
j. They stimulate the students to speak the target language as well
as read and write it.
k. They stimulate the students to speak the target language as well as
read and write.
k. They make communicative approach to language learning easier
and more natural.
l. They help to teach listening, speaking, reading and writing and
allow the teacher to integrate these skills constructively.
1.1.4 English Grammar
Any language of the world has its own grammar. English being the major
would language of science and technology and to be competent user in it,
one should know its frame of grammar because grammar gives the
language a structure or skeleton. Slobin (1974, p.6) defines grammar as,
"a theory of language". It is a theory which should be able to discriminate
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sentences from non-sentence, relate sentence structure to the meanings
and sounds, and it is a theory which could be able to 'generate', or
account for all possible sentences of the language. The word 'theory is
used here in the sense of any scientific theory. He further says that, a
grammar is an attempt to characterize the knowledge or competence of
human being in order to use language. This sort of competence in which
we are interested in can be defined as the language user's knowledge of
grammaticality, grammatical relations, sentence relations ambiguity, and
so on.
The formation of words and sentences making is connected with the rule
of grammar. Language becomes distorted if the rules are violated. Hence,
grammar is a key to open the door to words and sentences. The word
grammar is used interchangeably to mean both the internal and external
representation of language within a person's head and linguist's 'model' or
'guess' at that representation.
Similarly, for Harmer (1987) grammar then is the way in which words
change themselves and group together to make sentences. The grammar
of a language is what happens to words when they become plural of
negative, or what order is used when we make questions or joint to
clauses to make one sentence (p.1).
For effective communication one should be competent in the language

s/he uses. Moreover, knowledge of grammar is essential for competent
users of a language. It is the grammar that allows us to make completely
different sentences. From all these definitions it can be inferred that
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grammar is the rule that says how words change to show different
meanings, and how they are combined into sentences.
Having realized the importance of grammar of language, no one denies

its importance in the English language teaching. Various grammatical
items, such as nouns, verbs, adjectives, prepositions, etc. are included and
studied in grammar of the English language. Among them, preposition is
a grammatical item which has a vital role for semantic interpretation of
associated noun phrase to which preposition governs.
When we go through a text, we see several prepositions used just in a

single paragraph. In other words, different prepositions are found to be
used within a paragraph to make a text meaningful. So, preposition is not
a new term this can frequently be found in most of the grammars and
dictionaries.
1.1.4.1 Word Class
Modern grammarians classify 'words' into 'word classes' by considering

their formal and functional characteristics. The term 'word classes' has
been introduced as a results of shortcomings of the way in which the
traditional grammarians classified 'parts of speech'.
Word class is a group of words which are similar in function. Words are
grouped into word classes according to how they combine with other
world; how they change their forms. The word classes are divided into
two groups; (i) major word classes (ii) minor word classes.
Major word classes include nouns, adjectives, adverbs and main verbs
whereas minor word classes are pronouns, auxiliary verbs, prepositions,
conjunctions, interjections, determiners, intensifiers and classifiers.
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1.1.4.2 Prepositions
Preposition, one of the world classes, falls under minor word class. It
connects words to other parts of a sentence and has a close relationship
with the word that follows, which is usually a noun. Together a
preposition and noun comprise a prepositional phrase. Prepositions are
usually one word (in, at, on) but sometimes they can be two or three
(out of, on top of) words. Prepositions prototypically signal spatial
relationships, but certain prepositions can also signal the grammatical
category of case, which is often displayed in other languages through
morphological means.
Although the word 'preposition' is defined in the grammar books, it gives

emphasis on the function and use of different items of prepositions rather
than a definition and explanation of those items.
Prepositions may be defined as a word or group of words used especially

before a noun or pronoun to show place, time, method etc. However, we
find various definitions. Some of them are quoted below:
"Prepositions are words normally placed before nouns or pronouns.

Prepositions can also be followed by verbs but, except after but and
except the verb must be in the gerund form" (Thomason & Martinet,
1986, p. 91)
Thomson and Martinet (1986) focus preposition as an item which is

placed before nouns or pronouns and even it focuses especially on the
verb that comes after such items; it should be in gerund form but it does
not mention what kind of the relationship would be between such items
and noun phrases and verbs.
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Similarly, Hartmann et al. (1972) define preposition as "A part of speech,
usually indeclinable in form, used together with noun phrase to show the
relationship between that phase and other worlds in the sentence. A
preposition as its name suggests, usually precedes the noun it governs (as
opposed to a post-position)" (p.78).
The definitions given above clarify that there would be a certain relation
between the preposition and the following noun phrase. It is also obvious
from this definition that preposition is such a word or item which is
indeclinable in form.
The relationship between Hartmann's and Thomson's and Martinet's

definition is that both clarify preposition as a world proceeding the NP
and Hartmanns definition even focuses on the relationship between
preposition and NP and also it is indeclinable which is not quoted in
Thomson and Martinet's definition.
English text book of Grade VII prepared by CDC of the government of

Nepal contains mainly two kinds of prepositions. They are : simple e.g.
on, at, and complex, such as prepositional phrases e.g. in order to, away
from. Our concern here is only to study prepositions which can be best
taught in language classroom by using realia. Now, some rules of
prepositions and their use in the language classroom by using realia are
mentioned here:
1) On
'On' is used
a) For contact,
e.g. The book is on the table.
There is a notice on the notice board
b) For communication,
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e.g. I am listening to news on the radio.
c) For the following expressions,
sb/sth is on the left, on the right, on the ground floor, on the
first floor, on a list, on a farm, on a map, (on a bus, on a
train, on a plane, on a ship, etc. in traveling).
d) For the meaning supported by, attached to sb/sth,
e.g. a roof on a house, sit on a chair, pictures on the wall, etc.
2) Between
'Between' is used to refer to an intermediate point in relation to two
entities, e.g. Q comes between R in the English alphabet.
3) Among
'Among' is used to refer to an intermediate point in relation to more
than two entities.
e.g. There was a dog among many cats. There was a
Hanuman among the group of monkeys.
4) With
'With' is used for the following meanings,
a) 'with' expresses instrumental meaning, e.g. Ram had broken
the window with a stone.
b) Indicating the material or item used, e.g. Fill the bowl with
water.
c) Indicating the manner,
e.g. He spoke with ease.
5) Of
'Of' is used for the following meanings,
a) Indicating possession/association,
e.g. A friend of mine works in the factory.
b) Indicating source, e.g. A table made of wood in room.
c) Indicating what is measured, counted, contained
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e.g. Two kilos of potatoes, a box a matches.
c) Indicating what is measured, coutned, contained .e.g. Two
kilos of potatoes, a box of matches.
6) To
'To' is used in the following meanings.
a) in the direction of sth/towards sth, e.g. Tom went to the door.
b) Before e.g. Quarter to eleven.
c) Until work from 9 to 5.
7) By
'By' is used for the following meanings,
a) nearness (near sb/sth),
b) not later than a specified time, e.g. He will have arrived by
5.p.m.
c) at the rate / reduplication (gradual increase), e.g. little by
little, inch by inch
8) Through
'Through' is used for the following meanings,
a) from the beginning to the end of sth. (duration) e.g. she
nursed me through my long illness.
b) from one end or side of sth. (esp. a channel or a passage or a
passage) to the other,
e.g. The Bagmati River flows through pashupati
The train is going through a tunnel.
c) from one side (of surface or screen) to the other. e.g. you can
see through the glass.
d) Passing from one side to the other of sth (hard or resistant)
e.g. The bullet went straight through other him.
9) Round (esp Brit) around (esp. US)
Round \ around as a preposition is used for the following meanings
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a) Having something as the central point of circular
movement, circling something,
e.g. The earth moves round the sun.
b) Surrounding sb\sth,
E.g. He put his arms around her.
c) in or near (a place), approximation
e.g. I saw him around the office this morning.
d) approximation (time or date)
e.g. See you round 1.30.
10) Off
'Off' is used for the following meanings,
a) down or away from (a position on sth)
e.g. He fell off a tree
They were only 50 meters off the summit.
b) for special uses with many verbs such as take, give, get, etc.
e.g. Water gives off vapour if it is heated.
e.g. A big house off the main street.
11) Opposite
'Opposite' means facing somebody or something, e.g. His house is
opposite to mine.
12) Towards
'Towards' is use for the following meanings,
a) in the direction of somebody/something,
e.g. He walked towards the wall.
b) near a point in time,
e.g. It gets cooler towards evening.
13) At
'At' is used for the following meanings.
a) Point/intersect, e.g. Meet at the corner
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b) Targets, e.g. Throw the stone at the wall.
c) General area, e.g. Meet me at the theater.
14) From
'From' is used for the following meanings.
a) A starting point e.g. we walked from firtipur to Ratnapark.
b) Origin, e.g. white man from New York.
16) In
'In' is used for the following meanings.
a) Enclosure, e.g. The man is in the room.
b) In a period, e.g. Ww II ended in 1945.
c) Currency, e.g. Pay me in dollars.
1.1.5 Action Research
As the name suggests, action research comprises two components: action

and research. Research is a means to action, either to improve the practice
or to take action to deal with a problem or an issue. Since action research
is guided by the desire to take action, directly speaking it is not a design.
Most action research is concerned with improving the quality of service.
It is carried out to identify areas of concern, develop and test alternatives
and experiment with new approaches.
Action research from the start has been used for the practical problems or
issues. So, the practical orientation has remained a defining characteristic
of action research. Action research is a form of self-reflective inquiry
undertaken by practioners in order to improve their own educational
practices. In other words, action research is the study of a social situation
with a view to improve the quality of actions within it. Specially action
research is a small scale intervention in the functioning of real world and
a close examination of the effects of such intervention (Nunan, 1992,
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p.9). It is carried out by practioners (for our purpose, classroom teachers)
rather than outside researchers; secondly, that is collaborative, and
thirdly, that is aimed at changing things. Similarly, according to Cohen
and Manion (1985), action research is situational. It is concerned with
diagnosing a problem in a specific context and attempting to solve it in
that context. It is usually collaborative as teams of researchers and
practioners work together on a project. It is participatory because team
members themselves take part directly or indirectly in implementing the
research. And it is self evaluative modification as the action is
continuously evaluated within the ongoing situation, the ultimate
objective being to improve practice in the same way or other. It addresses
practice in the same way or other. It addresses practical problems in a
positive way feeding the results of research directly back into practice.
Nunan (1992, p.18) mentions that 'collaborative' or group 'activity' aimed
at changing things need not be necessary for action research because
there may be many situations where a single practitioner can conduct the
research without the involvement of others and his/her aim might be to
increase the understanding rather than changing the phenomena under
investigation. In action research, the two processes (research and action)
are integrated, so it is said that action research is a cyclic process.
Action research in school and classroom aims of remedying problems

diagnosed in specific situations or improving in some way a given set of
circumstances in service training thereby equipping teacher with new
skills and methods, sharpening their analytical powers and heightening
their self-awareness. Thus, action research is a means of injecting
additional or innovatory approach to teaching and learning into an
ongoing system which normally inhibits innovation and change.
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It is further a means of improving the normally poor communication
between the practicing teacher and academic researcher, and or
remedying the failure of traditional research to give clear prescriptions
and a means of providing a preferable alternative to the more
subjective, impressionistic approach to problem solving in the classroom.
1.1.5.1 Two Major Conceptions in Action Research
Action research is a transformative means of responding to the changing

profiles of the classes and developing new teaching strategies and
approaches to meet the students' heterogeneous needs.
In fact, the understanding of the term 'action research' is not the same in
the views of all scholars. At the very least, it carries a general implication
that teachers should be involved in a research activity. An important
distinction between 'action research' and 'other research' done by the
teachers is that action research is not 'theory driven research' because the
problems and questions emerge from teacher's own immediate concerns.
On the other hand, the 'other research' carried by a teacher centers around
the question or problems approved by established community of scholars
in the relevant field i.e. theory driven research. Two major concepts in
action research are ' knowledge' accelerated by 'action' again accelerates
learning.
Thus, action research is an activity in which the participants could

minimize the gap between the knowledge and action, find facts in relation
to successfulness and unsuccessfulness, reflect on the identified
problems, plan to resolve them, take action again, evaluate the action, and
deduce the conclusion on the whole process. For performing these
activities, the class-room researchers do the following:
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i. Find the solution and change the specific environment in which he
/ she is in practice,
ii. Record the changes to be made in existing situation any, going on
problems.
Moreover, in case of language teaching, the teacher can conduct action

research to experience the effectiveness of a technique, methodology,
teaching aid, and so on by introducing them in the existing situation. In
this case, the teacher researcher conducts the classroom teaching for a
month or an academic year introducing new techniques, approaches,
teaching aids and so on. He/she collects the data each day, does reflection
and finally, deduces the conclusion about how the introduced techniques
or methods are effective.
In this way, the basic features of action research can be put as follows:
i. Action research is led by inductive approach.
ii. It is a research in action.
ii. It focuses on small group professional practices but not on
producing general statements, in which reflection cycle is
facilitated.
iv. It embodies informational reflection through structured reflection.
v. It is critical and collaborative.
vi. Reflective practitioner is accountable in making the results of their
enquiry.
vii. Self evaluation is embodied in their practice.
viii. Participation problems solving and continuing.
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1.1.5.2 Tools Used in Action Research
To conduct the action research, the teacher researcher can use any of the
following tools:
a. Time-on-Task: After introducing the action, the teacher researcher

can provide the students with test items related to the action, and
the scores on the test then are analyzed, for example, in case of my
research, I administered the time on task (known as first and
second progressive test) teaching prepositions using realia and then
I analyzed them.
b. Check List: It is prepared by the teacher to record the observed
events.
c. Individual File: The individual file for each student's progress can
be kept on which reflection and analysis occur.
Along with the above, the researcher can make use of questionnaire,
journal, and various English grammar books and different websites.
1.1.5.3 Process of Action Research
The process of action research has been recommended in a number of

ways. One of them includes reflection, exploring, findings problems; plan
the interventions, research, analysis, act, and review. Apart from these
steps, other scholars have suggested and experienced the following sets of
steps to be used in action research.
a. The figure – 1 below (Bhattarai - 2005, p. 16-17, Vol - 10 in

NELTA Journal 'Action Research': A Reflective Cycle) shows that
the action research can be carried out following five steps. These
steps are more common ones to be used in action research.
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Flow chart displaying the process of an action research
Figure No. 1
Flow Chart
Identify a problem / issue
Think of questions to ask / information to be gained
Collect data
Analyse data
Decide on future action
b. According to Riding et al. (1995). the action research begins with

observation and continues up to the completion of various cycles
until and unless the conclusion is not driven. Each cycle in action
research has the step called 'plan' which determines the transition
of action from one cycle to another, as indicated in the following
figure.
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Figure No. 2
Process of Action Research
PLAN REVISED
PLAN
REFLECT
REFLECT ACT ACT
OBSERVE OBSERVE
CYCLE 1 CYCLE 2
(Riding, Fowell and Phil, 1995, p. 10)
c. Similarly, Nunan (1992) (as cited in Bhattarai 2005 p.16-17)

speaks of the process of action research in terms of seven steps,
which are additionally termed as steps in the action research cycle.
They are as follows:
Step – 1: Initiation: The teacher comes up with the problems and

consults the expert in the first stage of the research.
Step- 2: Preliminary investigation: The teacher and expert spend some
time for collecting baseline data through observation and
recording classroom interaction.
Step – 3: Hypothesis: After reviewing the initial data, they form the
hypothesis that the students are unmotivated because the
content of the classroom is not addressing the needs and
interests of students.
Step – 4: Intervention: The teacher will devise a number of strategies for
encouraging the students to relate the content of the lessons to
their own backgrounds and interests. These include increasing
the number of referential over display questions.
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Step – 5: Evaluation: After several weeks, the class will be recorded
again. There will be much greater involvement of the students,
and the complexity of their language and student-led
interaction will be enhanced.
Step – 6: Dissemination: The teacher will run a workshop for colleagues
and present a paper at a language conference.
Step – 7: Follow – up: Finally, the teacher will investigate alternative
method of motivating.
After having a short survey of the definition, features, processes and tools
of action research, what can be said is that action research is a teacher
research that is conducted to resolve the problems in teaching learning
process introducing new or existing techniques, teaching aids and
methods, and so on in a particular situation. The selection of tools
depends on who participated in the research. If a single person has to do
two–fold of tasks i.e. as analyst and as an observer, then 'time-on-task'
analysis is important and useful tool to collect the data. In case of the
present study, I myself performed both tasks during my entire experiment
in assessing 'effectiveness of using realia in teaching English
prepositions. In my current study, I used the process recommended by
Burns (1999) of five steps in action research; exploring, identifying and
planning, collecting data (analyzing, hypothesizing, intervention),
observing (reflect back to collect data), and reporting to team (writing,
presentation). Out of these steps, my study did not use the fifth step as it
is, rather in modified way. My fifth stage is writing and submitting to the
concerned department. Regarding tools, I mainly used 'pre-test', first
progressive test, 'second progressive test' and 'post test' for collecting
data.
23
1.2 Review of Related Literature
In the span of time, various research works have been carried out in
various fields. Similarly, the students of T.U. have conducted research
works in different areas of grammar. It is worth reviewing some related
literature, especially those carried out in Nepal.
Gohiwar (2009) carried out a research to find out the Effectivenesss of

Using Power Point in Teaching English Tenses. The main objectives of
the study was to find out how effectively power point works in teaching
English tense in terms of time –on –task and progressive test. The nature
of the study was action research to learn tenses. It was found that use of
power point that facilitated students more effectively than the normal
classroom situations.
Paneru (2009) carried out a study to find out the use of Computer for
Teaching English grammar. The objectives of this study was to find out
the effectiveness of the use of computer in the teaching of grammatical
items such as reported speech, tense and conditional clauses etc. The
nature of the research was survey in action. Self-learning classroom
environment along with operating the computer by students was
collaboratively student – oriented and fruitful for learning.
Neupane (2007) carried out a research entitled "Effectiveness of Total

Physical Response (TPR) in Teaching Imperatives." The main objective
of the study was to find out how effectively TPR works in a classroom in
teaching. The nature of research was experimental. The findings was that
by using TPR as a teaching strategy in the language classroom makes
both students and teachers keep maturation day after day and long – term
retention as in the case of first language acquisition.
24
Shah (2007) carried out a research on "The Study of Effectiveness" of
Matchstick Figures in Teaching Preposition at Primary Level." The
objectives of the study was to find out the effectivess of matchstick
figures in teaching prepositions. This was an experimental research. Pre-
test and post–test were administered to both experimental and control
group. He found that the students who were taught using matchstick
figures progressed significantly better than another group.
Pandey (2007) carried out a study to find out the "Effectives of Language
Games in Teaching grammar." It was found that using games in teaching
grammar are relatively more effective than teaching grammar without
using it.
Similarly Rawal (2004) carried out a study to find out the Effectiveness
of drill techniques in teaching passivization. It was found that drill
technique is effective in teaching passivization.
Satyal (2003) carried out a research to find out the Effectiveness of visual
aids in teaching English at primary level is fruitful and effective.
Bhandari (2000) came with a study entitled "Effectives of Medium of

instruction in Teaching English preposition: 'practical study'." He
basically deals with the medium of instruction regarding the two
languages, English and Nepali. His findings was that Nepali medium of
instruction was more effective then English in the of English
prepositions.
Beside these, there are other research works done in other areas of
grammar at various levels. So far, no research work seems to have been
done to investigate the use of realia for teaching English prepositions at
lower secondary level. Hence, the researcher felt a need of studying it at
25
grade eight in order to see whether students are to learn prepositions
introduced in their text book through the use of realia.
1.3 Objective of the Study
This study had the following objectives:
a. To find out the effectiveness of realia in teaching English

prepositions.
b. To suggest some pedagogical implications.
1.4 Significance of the Study
This study is significant to all those who are interested in language

learning and teaching in general, and more particularly to those teachers
and students who are involved in teaching learning communicative aspect
of the English language. This research is importantly significant for the
teaching of English prepositions. Moreover, it will, hopefully, be
significant to language teaching practitioners, subject experts, curriculum
designers and textbook writers of ELT in that they can infer from the
study to shape their methodology.
26
CHAPTER – TWO
METHODOLOGY
This chapter on methodology briefly describes the methods and

procedures adopted to carry out this study. The population, sampling
procedure, research tools and their preparation, administration and other
procedures are described below. Hence, to fulfill the objectives of the
study the following methodology was adopted.
2.1 Sources of Data
I used both primary and secondary sources for the collection of the data.
The primary sources were used for collecting the data and the secondary
sources were used to facilitate and enrich the study.
2.1.1 Primary Sources of Data
The primary source of the data were the students studying in grade eight
of Jana Bikash Secondary School, Besishahar, Lamjung.
2.1.2 Secondary Sources of data
I consulted Kumar (2009), Cowan (2008), Harmer (2001), Burns (1999),

Celce-Murica and Larsen-Freeman (1999), Hewings (1999), Murphy
(1992), English textbook of grade VIII, Art and Arts (1986), Exercises
from various English textbooks, theses, Journals of NELTA,
searched.goglecom/special/realia for teaching English preposition,
articles and different websites related to the present research.
27
2.2 Sampling Procedure
To meet the need of required population for the study, Jana Bikash
Secondary School, Besishahar, Lamjung was selected using purposive
sampling procedure and 50 students were selected from grade VIII of the
same school.
2.3 Tools for Data Collection
The tools I used to elicit the data include T-A (pre-test) T-B (First
progessive test), T-C (Second progressive test and T-D (Post - test). The
pre-test and post – test consisted of the same items where as first
progressive and second progressive tests consist of the test items different
from the two. Regarding the marking sheme, pre-tests and post-test were
designed with 25 items and each of them was assigned 2 marks, in test B
each of them was assigned 1 mark and in test–C each of them was
assigned 2 marks, but model was different.
2.4 Process of Data Collections
i. I collected the data from the primary source by conducting the

following processes or steps: First of all, I prepared the written test
items for assessing students' initial proficiency level on using
English prepositions. I also selected the realia and prepared daily
lesson plan to facilitate the learning.
ii. I visited the school and requested the concerned authority for the
permission to carry out the study. Additionally, I established the
28
rapport with subject teacher as well as students and explained them
the purpose and process of the research.
iii. To determine the proficiency of the eight grade students regarding

the use of prepositions in the beginning, a written test was
administered. The set of test items carried 50 marks. I found the
the scores of the students on the pre-test were distributed around
the average 11.92 out of 50 full marks, which obviously shows
unsatisfactory mastery over prepositions on the part of eighth
graders.
iv. After analyzing the scores of the students on the pre-test, started
teaching for two months. I used realia while teaching English
prepositions. I taught 20 prepositions. These prepositions were
based on English textbook of grade eight. At least, two days were
used to teach one preposition. After 15 days, I administered the T-
B (first progressive tests). The reflection I got from the result of the
test guided me to plan the further lessons.
v. I administered the T-C (second progressive test) in the interval of
15 days of the first progressive test.
vi. Then I administered the T-D (post - test) after teaching 40 lessons.
2.5 Limitations of the Study
This study had the following limitations:
i. The study was limited to the students of grade eight of Jana Bikash
Secondary School in Lamjung District. The sample population of
the study was confined to only 50 students.
29
ii. The primary data of this study was selected/obtained only from the
written tests (i.e. pre-test, first progressive test, second progressive
test and post - test).
iii. The effectiveness of realia only in teaching English prepositions to
the target group was assured.
iv. The limitation of the time of the study was about eight weeks.
v. Only simple prepositions were used for the study.
30
CHAPTER – THREE
ANALYSIS AND INTERPRETATION
This chapter is core of this research report which consists of all the main
aspects of the research study. To be more specific, analysis and
interpretation of data is done in this chapter.
The data were collected systematically, transcribed, coded, analyzed,

interpreted and then presented descriptively as well as analytically using
appropriate statistical tools, diagrams, tables and pie–chart. The
researcher has analyzed the data under the following two different
headings.
a. Holistic Comparison
b. Test Comparison
The headings were divided into sub headings. The individual score taken
from the tests (pre-test and post test) were tabulated under each sub-
heading. The average scores were completed out of the individual scores
tabulated. The difference between the average score of the pre-test and
post–test were computed. If it was higher than zero, it showed the
progress of the students. The difference was converted into percentage.
Data were collected with the help of a test. It contained four different
texts having nearly parallel question texts having equal full marks to
measure the proficiency of the students taught using realia. The students
had to listen, perform and answer the activities done in the class. All the
test items were related to the realia, description of people, information,
conversation and a dialogue done with the help of realia.
31
After collecting the data, the answer sheets were checked and the marks
were assigned to them. The marks obtained by the students were
presented Some of them were below average in totality, average (mean) is
taken to show their proficiency of achievement of the targeted group of
students.
The average (mean) mark is calculated by using the formula.
fx

N
Where,
 = Mean
F = Frequency of occurrence
 = Sum of
X = Score in a distribution
N = Number of scorer
3.1 Holistic Comparison
To meet the objectives of the study, students' performance in all the four
tests were tabulated. The marks of all the 50 students (in the four tests)
were added separately to find out the total marks for the tests A,B,C and
D. Marks obtained by the students in the test A were subtracted from the
marks in test B to find the increment of experimental group. Similarly,
marks obtained by the students in test C were subtracted from the marks
in the test D to find the increment. These four tests were administered in
the fixed interval of time after fixed lessons. The total increment marks
obtained was divided by the total number of students.
32
Table No. 1
Scores of all tests
Test Marks T-A T-B Av. T-C T-D Av.

increment increment
Total Marks 596 1184 2126 2382
Average 11.92 22.68 11.76 42.52 47.64 5.12

marks
Difference 598 256
The above table shows the total marks of the 50 students in tests, A, B
and difference between the two. Similarly, the marks of 50 students in the
test C and D and the difference between the two and average marks in
each test.
In the next perspective of analysis of effectiveness, the marks obtained by

each student in the four tests A,B,C,D were added to find out the total
marks secured by them. The total marks obtained by each student was
converted into percentage and average percentage in the pre-test was
calculated by dividing total percent by total number of students. The
formula used for calculating the percentage was.
Marks obtained
Percentage =  100
Full Marks
Percentage of marks is equal to the ratio of marks obtained to the full

marks multiplied by hundred.
33
Table No. 2
Holistic comparison
Tests Students Mean Percent
A 50 11.92 23.84%
B 50 23.68 47.36%
C 50 42.52 85.04%
D 50 47.64 95.28%
The above table shows the holistic comparison of the marks obtained in
test A, B, C and D by the 50 students. It is found that students in test A
were not able to obtain good marks. After teaching them for two months,
there came a change in their ability. So, while assessing them, there was
an increment in their achievement which the researcher felt through their
test results. So, the researcher concluded that the students made better
progress due to the use of realia while teaching them.
3.1.1 Multiple Bar Diagram of the Average Percentage Increment
Figure No.4
Multiple Bar Diagram
120
100 95.28
85.04
Average Scores
80 T-A
T-B
60 47.36 T-C
40 T-D
23.84
20
0
Tests
34
The multiple bar diagram given above shows the holistic comparison of
test A,B,C and D and their average increment and increment in
percentage as well. It is found that the marks in the tests A and B were
less in comparison to that of test C and D. Tests A and B have less
increment percentage in comparison to that of tests C and D.
3.2 Comparison of Test-result
This section comprises the analysis of the scores of the students on the
Tests A, B, C and D.
3.2.1 Test – A (pre-test)
Before I stared the experimental teaching, I administered a set of test

items (pre-test) to determine the student's initial proficiency on using
prepositions. The pre-test consisted of fill-in-the blanks, question
answers, matching and true false items. The scores of the students on the
pre – test were recorded in the following table:
35
Table No. 3
Individual scores in (Pre-test) Test A
S.N. F.M. No. of Students Marks No. of St. in Marks %

Per %
1. 50 6 4 12% 8%
2. 50 8 6 16% 12%
3. 50 3 8 6% 16%
4. 50 6 10 12% 20%
5. 50 10 12 20% 24%
6. 50 5 16 10% 30%
7. 50 6 18 12% 36%
8. 50 3 20 6% 40%
9. 50 3 24 6% 48%
Av. score 11.92
As the table shows, 12% of the students scored 4 marks (each of them)
out of 50 full marks which is the lowest scoring on the pre-test. And only
6% students obtained 48% which is the highest scoring on the pre-test.
This result clearly shows that the students have varied proficiency in
using prepositions. Around 70% of the students were above the average
and 30% of them were below it. During the presentation, the students
fully participated with due interest in learning lessons facilitated with
36
realia. My role was just to help the students in performing their exercises.
On the part of a teacher, a very little effort was made while making the
presentations. Realia and necessary pictures were designed/collected with
the help of students and relevant lessons were delivered mainly to
facilitate the students. The progress made by the students was the result
of using realia. The achievement shows that the use of realia in teaching
English prepositions have yield fruitful result.
3.2.2 Test B (First progressive test)
Table No. 4
Scores in the first progressive test
S.N. F.M. No. of Marks No. of St. Marks %
Students in Per %
1. 50 11 20 22 40
2. 50 3 16 6 16
3. 50 9 18 18 36
4. 50 10 24 20 48
5. 50 3 26 6 25
6. 50 4 34 8 68
7. 50 2 36 4 72
8. 50 8 28 16 56
Average scores = 23.68
Observing the Test A (pre-test) scores and Test B (first progressive test)
individual score of the students, what I found was that their scores were
distributed around the average score of 23.68. (The scores obtained by the
students were converted into 50 from 20 full marks). It showed that the
use of realia seemed to have progressive effect on teaching and learning
English prepositions.
37
3.2.3 Test C (Second Progressive Test)
The following table shows the scores of the students on the second
progressive test.
Table No. 5
Individual scores on Test C (second progressive test)

Students in Per %
1. 50 38 2 4% 76%
2. 50 40 18 36% 80%
3. 50 42 6 12% 84%
4. 50 44 15 30% 88%
5. 50 46 7 14% 92%
6. 50 48 2 4% 96%
Av. score 42.52
As the table shows, all the students obtained distinction marks, which is
the excellent result in comparison to the T-A (pre-test) and test T-B.
Therefore, the use of realia seemed to have significant role in learning.
Observing this progress of the students what can be said is that the use of
realia in teaching English prepositions keeps great value in the classroom.
38
3.2.4 Test D (post - test)
Table No.6
Individual scores on test D (post test)

Students in Per %
1. 50 3 40 6% 80%
2. 50 7 42 14% 84%
3. 50 6 44 12% 88%
4. 50 17 46 34% 92%
5. 50 14 48 28% 96%
6. 50 3 50 6% 100%
Av. score 47.64
Observation of the above table shows that 50 out of 50 is the highest

score obtained by 6% of the students, 48 obtained by 28%, 46 obtained
by 34% is the second and third highest scores of the students respectively.
In comparison to the pre-test scores, post – test scores show remarkable

progress of students in learning prepositions. In the pre-test, the scores
were distributed around the average score of 11.92 with 24 marks as the
highest and 4 marks as the lowest scores whereas the scores in the Test D
(known as post test) are distributed around the average score 47. 64
which is 4 times greater than the average score in the test – A. (pre-test).
39
This result clearly shows that the use of realia is really an effective means
of teaching prepositions in lower secondary level.
3.2.5 Comparison between the Result of Test A and Test B
Table No. 7
Comparison between the Result of Test A and Test B

No. of Av. score in T -A Av. Score in Diff. Score between
Students T-B T- A and T-B
50 11.92 23.68 11.76 (23.52%)
(23.83%) (47.36%)
The above table shows that in Test-A the average score is 11.92 (23.84%)
and in Test- B (first progressive test) is 23.68 (47.36%). Average
difference of marks between T-A and T-B (between first and second
progressive test) is 11.76 (23.52%). Fifty students have increased 11.76
(23.52%) in their average score.
3.2.6 Comparison between the Result of Test C and Test D
Table No. 8
Comparison between the Result of Test C and Test D

No. of A.V. score in T- A.V. score in Diff. Score between
Students C T-D T- C and T-D
50 42.52 (80.04%) 47.64% (95.36%) 5.16 (10.32%)
Similarly, the above table shows that the T-C has the average score of
42.52 (85.04%) and T-D has the average score of 47.64 (95.36%).
Average difference between T-C and and T-D is 5.16 (10.32). So,
students have increased 5.16 (10.32%) in their average score.
40
3.2.7 Comparison between T-A and T-D
Table No. 9
Comparison between T-A and T-D
Test Marks Pre-test Post-test
Total Marks 596 2382
Average Marks 11.92 47.68
Difference 1786
Av. Difference 35.72
The above table shows difference of marks and the average difference
between pre-test and post-test. The result represented by the table is
therefore, the reflection of satisfactory performance of the students.
41
CHAPTER-FOUR
FINDINGS AND RECOMMENDATIONS
On the basis of analysis and interpretation of data, the followings

findings have been made.
4.1 Findings
1. The following findings have been made on the basis their tests.
a. All the four test results, thus, made it obvious that teaching English
prepositions with realia was more fruitful than teaching without it.
The students produced an average score of 47.68 against their pre-
test score of 11.92.
b. From the Test-A (pre-test) the students' mastery over prepositions
was low. The lowest mark that they obtained was 4. None of them
was able to secure above 24. It has found that majority of the
students were not fully confident in using prepositions correctly.
The result status suggests that use of realia for teaching
prepositions is far more benefiting.
c. From the Test-B (first progressive test) that was administered
among fifty students to test their aptitude upon the learned items
such as 'at', above'. 'against', 'around', between', 'in' and so it was
found that majority of the students were not fully confident in
using 'around'. However, none obtaining below 8 out of 20 as full
marks indicates that greatest number of students involved in
experimental teaching benefited from learning prepositions with
realia.
d. In the Test-C (second progressive test) that was administered after
30 lessons and it was found all the students were able to secure
42
above 38. Hence, the test vividly indicated that realia was really
helpful material to practice the items and it helped to ease reading
the rules of using prepositions appropriately.
e. Finally, the post-test with a purpose of evaluating the student's
aptitude to use prepositions appropriately after teaching 40
lessions was administered and it was found that a few students
secured below 45 out 50 as full marks and none went below 40,
nor a student failed in the Test-D (post-Test). The test result thus,
was a clear indication of the effectiveness of teaching prepositions
with realia.
2. Again, the following findings have been made on the basis of the
average scores secured by 50 students.
a. In the test-A (pre-test) the proficiency of the 50 students over

prepositions was low. Their average score was 11.92.
b. After 15 lessons, Test-B (first progressive test) with a purpose of
evaluating the students' increment to use prepositions was
administered. The average score was 23.68 and average increment
between them was 11.76.
c. The test-C (second progressive test) further showed an average
score of 42.52.
d. After 40 lessons of the experimental study to assess the whole
aptitude was administered. The average score was found 47.64.
The average increment between two was 5.12 which was a really
impressive. In this regard, teaching prepositions with realia was
able to be more effective technique.
43
4.2 Recommendations
On the basis of the above findings the following recommendations and

pedagogical implications have been made.
a. As reflected by the four tests, teaching English prepositions with
realia minimized the fail percentage in the tests and thus,
developing environment supported by realia seems to be more
effective and fruitful than teaching with out it.
b. Use of realia in teaching propositions seems to be a better means
of lessening the burden of teacher. Hence, realia should be used
while teaching prepositions.
c. As this study is confined within the limitations of various types,
similar research works regarding the effectivenss of realia should
be carried out in the other areas of grammar such as tense, reported
speech etc for the further confirmation of the findings of this study.
d. At last, the research would like to suggest that if all English
teachers involved in teaching in School level through out the
country apply appropriate realia in teaching English prepositions
will be qualitative, easy to teach communicative techniques as
well.
44
REFERENCES
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Bhattarai, G.R. (2001). A Thematic Analysis of Research Report.
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Burns, A. (1999). Collaborative Action Research for English Language
Teachers. Cambridge : CUP.
Cowan, R. (2009). The Teachers Grammar of English. Delphi : CUP.
Gohiwar, M.K. (2009). Effectiveness of Using Power point in Teaching
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Nepal.
Harmer, J. (1987). Teaching Learning English grammar. New York :
Logman.
Harmer J. (2001). The Practice of English grammar. New York: Cup
http://search. gogle.com/speical/realia for teaching English
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Hodgkinson, H.L. (1957). Advanced English Grammar. New York :
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Hewings, M. (1999). 'Advanced English Grammar. New York; Cup
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from http//www.edr. sogrpup. com/cgilreprint/911/17. pdf.
Kumar R. (2009) Research Methodology, New Delhi Pearson
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Larsen-Freeman, D. (2000). Techniques and Principles in Language
Teaching. Oxford : CUP.
Neupane, G. (2007). Effectiveness of Total Physical Response (TPR)
Teaching Imperatives as First Language. A published M. Ed.
Thesis, T.U. Kathmandu, Nepal.
Nunan, D. (1988a). Syllabus Designing. Oxford : OUP.
Nunan, D. (1988b). The Learner Centered Curriculum. Cambridge :
CUP.
Paneru D.R. (2009) Use of Computer for Teaching English Grammar.
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Grammar. An unpublished M.Ed. Thesis, T.U., Kathmandu, Nepal.
Rai, V.S. (1998) English Langauge Teaching Materials and Practice.
Kathmandu : Rantna Pustak Bhandar.
Rawal,B. (2004). The Effectiveness of Dirll Techniques in Teaching
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Satyal, J. (2003). The Effectiveness of Visual Aids in Teaching English
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Shah, P. (2007). The Study of the Effectiveness of Matchstick Figures in
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46
APPENDIX-5 A
FIRST PROGRESSIVE TEST
F.M.: 20
Name of students: .............................................................. Time: ½ hrs
Class: .............................. Roll No.: .................................
1. Fill in the blanks with correct prepositions choosing from the brackets.
a. I saw a tiger ..................... the jungle (in/on)
b. He is afraid ................ the bear. (at/of)
c. Our class began ................ 10 O'clock and will finish at four. (on/at)
d. Ram works .............. morning till night. (from/at)
e. There is a vase ...................... table. (on/in)
2. Give the following answers of these questions.

a. Where was Laxman ?
Laxman was singing ................ the crowd.
b. How do you cut your finger?
I cut my finger ............... a knife.
c. Where does Bagmati flow?
Bagmati flows ................ Kathmandu.
d. Where is the cat sleeping?
The cat is sleeping ............... the room.
e. Where is your name written?
My name is written ...................... top of the page.
3. Put the correct propositions in the blanks.

a. He is .................. the top of the class.
b. The hotel is ................ the middle of the city.
c. Divide this rupee ................. Shyam and Hari,
d. A dutiful son is obedient ................. his parents.
e. A watch is different ................. a clock.
f. Ram is accused .................. theft.
g. My teacher always goes to school ............... bus.
h. There will be plenty of taxi .............. the airport.
i. He wanted to talk .................. me about the school.
j. I have not received any letter ............... you.
47
APPENDIX-5 B
SECOND PROGRESSIVE TEST
F.M.: 40
Name of students: .............................................................. Time: 1hr.
Class: .............................. Roll No.: .................................
1. Fill in the blanks with correct prepositions choosing from the brackets.
a. I prefer tea ............... coffee. (from, to, by)
b. Students should write ................ ink. (in, with, by)
c. He deals ........................ silk goods only. (in, by, with)
d. I congratulate you ............... your success. (for, in, on)
e. He is free ................... anxieties. (with, from, of)
2. Give the following answers of these questions.

a. Where is the cat?
The is ............... the box.
b. Where is the mission hospital?
Mission hospital is ............... the end of the street.
c. Where is Gita sitting?
Gita is sitting ................ you and me.
d. What did he die of?
He died ................. malaria.
e. Where is her name written?
Her name is written ...................... top of the page.
3. Put the correct propositions in the blanks.

a. He died ...................... his country.
b. They live ............... the same time.
c. The village was destroyed .............. fire.
d. I am tired .................. working.
e. The river flows ................... the bridge.
f. I differ ................. you ................ this question.
g. He was killed .............. the robber ................. a gun.
h. I was working ................. ten hours ....................... that day.
i. The hunter finished off the tiger .................. a shot ............. the head.
j. He usually gets ................ early in the morning ................. five O'clock.
48
Date: 2065/11/13 Time: 10:00-11.45
Lesson: 1 Subject: English
Class: Eight Topic: Class activities
Teaching Item: Preposition 'on' (Preposition)
Objective:
The main objective of this lesson was to make students perform the
activities containing preposition.
Classroom procedures
First day students were warm up by saying that they were going to learn
English grammar on simple preposition with student centered learning.
An instruction in the target language was given and students extensively
listened to the rules and then they started making notes on them.
Rules: Examples:
Contact on the wall
Day, date on Sunday on Nov. 9th
Communication on the radio
Concerning a lecture on modern art
They had to write the three sentences using preposition 'on' using their
own realia. It was not easy for all to write these sentences. Good
examples with the new realia was given for the smooth going of the
classroom procedures. It was made clear that with the use of realia, the
necessary sentence would display on the board. It was again made clear
49
that caption would show prepared answers if they could not give current
answer but before they jumped for help, they had to try as much as
possible and use the clues in making sentences using realia as well. Three
students were asked to come in front of the class and made them perform
the activates using realia to use preposition 'on' correctly. Other students
in the whole class were requested to look curiously towards their
activities. If not, they were told use of realia and asked to use 'on'
preposition correctly in different sentences. Student's in speaking was
voluntary not forced in first day. Lastly they were given prepared work
for their practice.
50
Date: 2065/11/14 Time: 10:00-11.45
Teaching Item: Preposition 'of' (Preposition)
Objective:
activities containing preposition.
Classroom Procedures
Students were warmed up with the revision of the previous lesson. Firstly
they had to write the 3 sentences using preposition 'of' in their own. It was
not easy for all to write these different sentences using their own realia.
An instruction and their suitable examples were displayed for smooth
going of the classroom procedures.
Rules: Examples:
Name of geographical the city of New York
Location or institution the university of California
Before fraction portion a quarter of ten one of the boys
Possess a friend of mine
Source a table made of wood
Other necessary examples were shown with the selected and prepared
materials. Three students were asked in front of the class and made them
perform activates with the given realia. Whole students were looked with
51
due concentration towards their performed activates. Teacher only was
their guide and supervison, students were given another chance to write
different sentences using their own realia. All the students could make
sentences without fail in fast speed. Slow working students also did not
spend more than 20 minutes to make the sentences using their own realia.
The practice activates were entirely done by the students themselves
without teacher's help. Due concentration was seen on the part of the
students who seemed self motivated to get the correct answer. Then the
students were given a paragraph with clues to use and fill in the blank and
they had to write the answers. Since it was a practice book. The exercise
then was checked by students themselves. Reading, writing and
performing were the main activites of the class. The teacher gave the role
of the facilitator only. Lastly, the prepared exercises for practicing; the
use 'of' was given.
52
Date: 2065/11/15 Time: 10:00-11.45
Teaching Item: Preposition 'from' (Preposition)
Objective:
Objective of the study was to perform the activites containing preposition
with realia.
The lesson opened with revision of the previous lesson the motivate the
students. One of the desired student was asked to explain the selected and
prepared materials with rules and examples. The teacher helped her for
explanation side by side. The rules and the related new examples were
repeatedly listened, read and note down by the students.
Rules: Examples:
Starting point we travelled from Besi Shahar to
Kathmandu
Origin white man from New York
Source paper is made from wood
Cause they wet from the rain
Now other examples with realia was given for the smooth going of the
classroom procedures. It was made clear that with the use of realia
preposition 'from' was explained and displayed on the pocket chart. Three
53
students were asked to come in front of the class and made them perform
the activities using realia to use preposition 'from' correctly. Other
students in the whole class were requested to look curiously towards their
activities. The were again given the time for using preposition 'from' in
their own sentences differently. It was clear that the student felt more
confident because they could give examples using their own realia and
context. The reading, writing and performing activity took nearly 30
minutes before they skipped on to the 'test yourself' task. They were not
only confined to listening but also of performing activities using realia
and own context with preposition. They were given extra work for
practicing from their grammar book.
54
Date: 2065/11/16 Time: 10:00-11.45
Teaching Item: Preposition 'at' (Preposition)
Objective
Objective of the study was to perform the activities containing
preposition with realia.
The lesson with exercise was entirely modeled for testing performance
oneself and for this the realia were displayed with the help of the student
and hat to guess to fill the blank. e.g. Where is Ram? on/at the door.
whole class were asked one by one to fill the gap by their own answer.
They were then asked to write different sentences using their own known
realia. Answer were checked. They were given rules and suitable
examples which was noted down.
Rules: Examples:
Point/intersect at the corner
Point at the bus park
Target look at John, through the stone at the well.
General area meet me at the theater, she is good at
dancing.
55
New examples, from book were given with reading the sensible story
from their book and essay and then contextualized. They were asked to
describe their school in 50 words using preposition 'at. The written
paragraph was checked by exchanging the copy in the class. The teacher
would gave answers in the class. The teacher would gave answers if they
could not give correct answers but before they jumped for help, they had
to try as much as possible and use the clues for making sentences. Then
students were asked to do their exercises from the English practice book
and other related grammar books as their practice.
56
Date: 2065/11/17 Time: 10:00-11.45
Teaching Item: Preposition 'above' (Preposition)
Objective
Objective of the lesson was to perform the activity containing
preposition.
Students were warm up with the previous lesson saying that they were
going to learn English preposition on 'above' followed by student
centered learning. Firstly, they had to write sentences using preposition
'above' using the class context. It was not easy for all to write.
Appropriate examples with the use of realia was given for the smooth
going of the classroom procedures. It was made clear that teacher could
give answers if they could not given corrent answer but before they
jumped for help, they had to try as much as possible and use the clues for
making sentences using realia as well. Two students were askied to come
in front of the class and made them perform the activities with realia to
use preposition 'above' correctly.
Other students in the whole class were requested to look curiously
towards their activities. If not they were told to use preposition with realia
correctly with that activities, the students were highly attended to what
57
the rules of using preposition 'above' and were asked to draw conclusion
about the rules
Rules: Examples:
Higher than above the picture
above average
After rule the students could make sentences without fail in fast speed.
Slow working students also did not spend more than 20 minutes to make
the sentences using their class environment. The practice activities were
entirely done by the students themselves without teacher's help. Due
concentration was seen on the part of the students who seemed motivated
to get the correct answer. They were asked to do the exercises from their
grammar book. Lastly, they were asked to write one paragraph describing
best friend using all learnt five prepositions correctly.
58
Date: 2065/11/18 Time: 10:00-11.45
Teaching Item: Preposition 'against' (Preposition)
Objective
activities containing preposition 'against'.
Revision of the previous lesson was done to motivate the students toward
their study. An instruction in the target language with reali and their rules
were given and students extensively listened and noted it.
Rules: Examples:
Contact to lean against the wall
Conflict two against four
Internal against one's will
External against all odds
New examples were displayed after rules on the board and were called
any of the three students one by one in front of the class and asked them
to write three different sentences using preposition 'against' on the board.
Again other examples using realia were discussed with teacher. The
lecture on the board was then followed by writing fill in the blank
questions and was asked one by one to fill. They were then informed to
59
consult grammar practice book for their exercise. Practice activities were
done for 25 minutes entirely.
60
Date: 2065/11/19 Time: 10:00-11.45
Teaching Item: Preposition 'around' (Preposition)
Objective
The main objective of this lesson was to perform the activities containing
preposition.
Students were warmed up with previous lesson. Realia (pen, book etc)
were displayed for the facilitation of the class towards their study
students without instruction wrote the sentences using preposition and
also matched it with realia. Students were self motivated class seemed
more interactive because students using their own realia. The teacher
handled the oral test by creating the situations with realia using
preposition 'against'. Any of the two students were asked to come in front
of the class and made them write possible sentences on the board. The
half session of the class was spent on the similar interview on the
completion of the lesson A little writing task with rules and examples
were drawn as conclusion by the students trial and teacher remained
facilitator for the activity. On the completion of the lesson a little writing
task was assigned for their practice and assigned question was write in a
paragraph about the daily expenditure of your family.

61
Rules: Examples:
State the fence is around the house
Action the children run around the yard
Approx around $2, around 4 miles
Lastly, prepared exercise work was given because of the lack or exercise
in their course book.
62
Date: 2065/11/20 Time: 10:00-11.45
Teaching Item: Preposition 'between' (Preposition)
Objective
Main objective of this lesson was to make the students able to use
preposition between in proper situation correctly.
Teacher's instruction to the students to be attentive was required as they
tried to jump on the testing different exercises to know their aptitude.
Then the realia on the pocket chart was displayed on the screen. One
student out of 50 was assigned with the preparation of the lesson before
hand who as therefore made leader to display and to catch up with all
these realia. Students themselves read all the sentences shown on the
board and tried to match with the realia repeatedly. Any of the two
students were asked to come in front the class and made them perform in
using preposition in their activity with the help of realia. It was entirely
student centered class and the teacher had set the condition that was,
students were asked to be more attentive as they would then recite all the
rules and situation of using preposition 'between'.
Rules: Examples:
63
At an intermediate Point in relation between 1 and 2 O'clock
to
two entities between you and me
This activity began with the use of realia. After they tried for ten minutes
of the rules, the testing exercise which ran like the error and trial exercise
as the interested students themselves participated in the activites using
prespositions correctly. Majority of the students seemed to have given
correct answers for the problems with the realia displayed on the board or
pocket chart. For the exercise they were then asked to consult their course
book and practice book. It was obviously seen easy to use and to match
proposition 'between' correctly. It was seen 100% of them were able to
use correctly in their own sentences. They wer asked to make simple
figure which could show between. They were interested searching other
related grammar books and asked to solve the related problems. At the
end, they showed greater confidence on making the notes of rules and
writing sentences correctly.
64
Date: 2065/11/21 Time: 10:00-11.45
Teaching Item: Preposition 'before' (Preposition)
Objective
The main objective of the lesson was to perform the activities containing
preposition 'before'
As usual, students were warmed up with realia and performing activities
were desired goal. Before that all the realia needed for the prepared
lesson was brought and teachers and students were physically and
mentally prepared. First of all, the examples with the related lesson were
given on the board and displayed with the help of prepared realia. Then
students were asked to write three different sentences on their own note
copy. It was made clear that possible answers would again display with
the help of pocket chart but before they jumped for help, they had to try
as much as possible and teachers on the board was appeared checking
their answers only. Two students were asked for the activities before
class. This gave them the opportunity to repeat the correct use of 'before'
in their own sentences. These activities with the help of class materials.
(i.e. realia) triggered the students learning faculty sooner. If the class was
interested monitor would enlarge the activity where teacher remained

65
only guide for the activity. All the sentences written by the students were
checked. students seemed more comfortable with the instruction and
practice exercises.
Rules: Examples:
In front of he stood before us
Earlier than before the accident
Lastly, Rules and their examples were displayed with the prepared pocket
chart with realia and requested to note down. As usual, prepared exercise
was given for practice.
66
Date: 2065/11/22 Time: 10:00-11.45
Teaching Item: Preposition 'in' (Preposition)
Objective
Main objective of this lesson was to perform the activity containing
preposition.
Teacher's instruction to the students to be attentive and helpful was
required as they tried to jump on the testing different exercises to know
their aptitude. Then the different related realia on the pocket chart was
displayed on the screen. One student was assigned with the preparation of
the lesson before hand who was made captain to display and to catch up
with all these realia. Students were asked to attend toward problems
shown on the board and tried to match with the realia repeatedly. Three
students were asked to come in front of the class and made use of
preposition 'in'. It was entirely student centered class and the teacher had
set the condition that was, students were asked to be more attentive as
they would then recite all the rules and situations of using preposition 'in'.
Rules: Examples:
Enclosure the man is in the room
67
In a period ww II ended in 1945
Currency pay me in dollars
Language Write in English
The new examples were further discussed. It was noticed that they felt
easy and greater confidence.
At last, they were informed for practicing exercise from their English
book.
68
Date: 2065/11/23 Time: 10:00-11.45
Teaching Item: Preposition 'by' (Preposition)
Objective
The main objective of lesson was to make students perform the activities
containing preposition by.
Classroom procedure
Revision of the previous lesson was done to motivate the students. A
instruction in the target language was given and students extensively
listened to the rules described and then started to note them.
Rules: Examples:
Nearness chair by the desk
No later than by 5 pm
Reduplication little by little
Without help do by oneself
Other examples related to their class material were given. And were
asked them to write three different sentences using preposition 'by' on
their own note copy. Answers were checked writing possible answers on
the board. New realia were shown and asked group wise to use in their
own sentences.
69
The lecture on the board was then followed by writing fill in the blanks
and was asked one by one to fill. Students were asked to make three
sentences suing their own realia. Learning by doing was spontaneously
encouraged different from the traditional classroom procedures, students
were informed more to consult their exercises for practice.
Class was self busy and students were interested towards their writing
own sentence and remebering the rules. Spontaneous interest was seen
among students were informed more to consult their exercises for
practice.
Class was self busy and students were interested towards their writing
own sentence and remembering the rules. Spontaneous interest was seen
among students towards learning.
70
Date: 2065/11/24 Time: 10:00-11.45
Teaching Item: Preposition 'about' (Preposition)
Objective
The main objective of this lesson is to the students perform certain actives
containing preposition about.
Previous lesson was revised to motivate the students. An instruction in
the target language was given. The class was stepped into this lesson with
the exercise which continued the elaboration of the rules with the
appropriate examples. Performing activities with realia was the main
activity of this class that was also associated with reading the rules shown
on the pocket chart. The rules were illustrated with the help of the
examples too. The realia was further interpreted with examples by the
group leader. Other students were about in their own sentences.
Rules: Examples:
All around he ran about the yard
Approximation about 1:00
Concerning a book about maths
The rules and illustrations along with the examples were repeatedly read
and listened by the students. If any query aroused during the examples
71
writing the teacher supplied clues to simplify their exercise. Interaction
and discussion was encouraged by the teacher among the students so that
they could be able to share the idea discused rules. This was deliberately
allowed by the teacher to encourage the student's participation. As the
students were orally tested, it was noticed that they could be more
confident if they had got some opportunity to practice the problems and
tried their answers. However, majority of the students could speak out the
rules of the 'about' preposition as given above. At last, they were
informed to write one paragraph using preposition 'about' correctly.
72
Date: 2065/11/25 Time: 10:00-11.45
Teaching Item: Preposition ' through' (Preposition)
Objective
The main objective of this lesson was to perform the activities containing
preposition 'through'.
From the discussion of the previous lesson, they were motivated towards
the study. Group leader was asked to come in front of the class and made
him perform the activities containing 'through' preposition. An instruction
in the target language was given using realia while the students watched
her. Other studetns in the whole class were performed using their own
realia. Some more new activities were shown using realia and were given
rules of preposition 'through' correctly.
Rules: Examples:
Penetrate through the window, through the
forest
Duration through the years
Endurance through thick and thin
Students were asked to describe their school using 5 learnt prepositions
correctly. This was a kind of memory task and in this 40 studetns could
73
recall, easily most of the students used sentences correctly where as 10
students needed more practice to the preposition. They reasoned when
asked why they could not recall the sentences written, spoken and
performed, that they were less attentive. This signified that studentes
involvement and participation in study was most positive finding. 40
students out of 50 seemed to be learnt by practicing the given grammar
practice book. The class was participatory as the students shared the
solutions for any casually occurring problems and kept showing their task
to the teacher. The testing activities encouraged the competition among
the students who tried to complete the test items sooner than other and
also gave correct answers.
74
Date: 2065/11/26 Time: 10:00-11.45
Teaching Item: Preposition 'opposite' (Preposition)
Objective
The objective of the lesson was to perform the activities containing
preposition 'under' in different context.
Class Procedures
The class opened up with the realia displaying on the prepared pocket
chart. The seen and known the realia (taking in the hand the context was
createdand brought them towards the study and reminded them with
places lke Phewa and fishtail, were displayedalong with its location an
was borught te into the lesson 'ooposite'. The stduents read the
illustrations displayed on the pocket chart and listened attentively. One
ofthe interested student was called in front of the class and made him
keep the realia giving sense of 'opposite' on the desk. Students had to
produce their own sentences by using the clues in give in the reaia (of the
given picture). Student teacher interactionwere taken place along with the
elaboration of the rules.
75
Rules Examples
Facing somebody or something our temple is opposite ofthe new
building.
As the rule with eample noteddown then and asked to write three simple
usingusing 'opposite' and were checked exchanging between group. At
last, they were informed of their exercise given in their book and other
given related work. Learning by doing was spontaneously encouraged in
each step and every lesson different from the traditional classroom
procedures. After every class extra prepared exercises were given for
practice because an grammatical exercises especially prepositional
exercises were not given sufficeint in their course book.
76
Date: 2065/11/27 Time: 10:00-11.45
Teaching Item: Preposition 'among' (Preposition)
Objective
The main objective of the lesson was to perfor the activities containing
preposition.
Classroom Procedure
Previous 'lessons' were revised to motivate the students. An instruction in
the target language was given and performed some activities using realia
while the students watched here. (Ram were you sitting among girls? One
ofthe students were requested to come in front of the class and made him
performed with reaia for using preposition among in the that context
some new activities using realia were aksed them to use them using
prepositiosn correclty. While performing student's participaton was
voluntary not forced.
At last rules were discussed with example.
Rules Examples
An intermediate point in relation He stood among the trees
to more than two entire more than
two entities
77
The rules were noted down fro the board by all and some time was given
for memory of the rules too. Teacher took oral test of the students and
gave her feedback for correction as well as they could use in different
context. Realia were displayed on the pocket chart for the students.
After many trials errors, teachers proper facilitation and repetition made
students develop confidence. Finally majority of the students could
complete the exercises give in their book.
78
Date: 2065/11/28 Time: 10:00-11.45
Teaching Item: Preposition 'for' (Preposition)
Objectives
Main objective of this lesson was to perform the activities containing
preposition 'for' 'with', 'between' and 'among' etc.
Classroom Procedure :
This was a revision exercise that connected all the previous topics so for
the dealt and main objective of this lesson was clearly explained to the
students to be testing. The prepared realia for the lesson were displayed
with conversation between two students in front of the class which could
explain these focused preposition in their simple sentences. Another
student was asked to report that conversation using passive voice with use
'for' along with, 'between' and 'among'. First students were listed to the
conversation and were asked to use their own materials in making
sentences. The teacher teachers anchored the discussion and tried to
facilitate them for the rules.
Rules Examples
Goal set out for Alaska
Distance for 7 miles
79
Duration for 7 years
Exchange by for $
Reason America is famous for its wines
Goal/purpose fish for trout
Class was fully action oriented and teacher's role was to supervise and
check the effectiveness of the students attempts. However had to test the
students orally. Despite extensive grammar practices, students were not
found to be confusion face as 10 students out of 50. The sentence making
in their own context was like parrot learning. 50 students at the end
showed greater confident on using the presentation.
80
Date: 2065/11/29 Time: 10:00-11.45
Teaching Item: Preposition 'under' (Preposition)
Objective
The objectives of this lesson was to perform the activity containing
preposition 'under' in different context.
After warming up, the class was appeared displaying realia with
appropriate examples. Then, students were asked to write three different
sentences using the prepositions 'under' in their own sentences. It was
made clear that teacher would give possible answers on the board but
before they jumped for help, they had to try as much as possible and used
the clues given by the teachers. Students were told to consult their
English exercise books and their English course books and their exercises
for practice. Students curiously searched and filled their related exercises.
Two students were asked to come in front of the class and made him
perform the activities containing preposition. If no the related realia wee
displayed. This gave them the opportunity to repeat the connecting use of
preposition 'under'. These activities with the help of realia triggered the
students learning faculty sooner. At last rules and their proper examples
were displayed and was asked to note down.

81
Rules Examples
Below (state) be under the house
Less than in under an hour
Below (action) crawl under the
Condition under stress
Students themselves read all the explanation shows on the pocket chart
with realia repeatedly and listed when required with teacher. It was
entirely student centered class and the leader had set the condition that
was, other students were asked to be more attentive as they would then
recite all the rules. At last class procedure consisted with the testing
exercise which ran like the error and trial exercise as the students
themselves. Majority of the students seemed to have given correct
answers for the problem displayed.
82
Date: 2065/11/30 Time: 10:00-11.45
Teaching Item: Preposition 'to' (Preposition)
Objective
The objectives of this lesson was to perform the activity containing
preposition.
As usual, students were warmed up for their study. Students were
assigned for the lesson. Two students were asked to come in front of the
class and made them perform the activities containing preposition as that
the teacher could supervise their activities. Before that all the realia
needed for the lesson were given to them to handle themselves. Then
students were asked to write sentences using preposition 'to' in their own
sentences. It as made clear that the facilitator friend would tell answers
but before they jumped for help, they had to try as much as possible and
use the clues given by the teachers on the board for checking their
answers only.
Rules Examples
Direction go the movies
83
Until work form 9 to a quarter to eleven
Accompany chance to the music
After the making notes, the facilitator student asked one by one for
making sentences giving the different context and with realia (if
possible). Lastly, they were informed for practicing their exercises
from grammar book.
84
Date: 2065/11/31 Time: 10:00-11.45
Teaching Item: Preposition 'over' (Preposition)
Objective
The main objective of the activity was to make the students able to use
'over' in proper situation correctly.
Teacher's instruction to the students to be attentive was required as they
tried to jump on the testing different exercises to know their aptitude.
Then the realia was displayed. One student out of 50 was assigned with
the preparation of the lesson before hand who was therefore made
captain for the display and to catch up with all these materials.
Students themselves read all the sentences shown on the board and tired
to match with the realia repeatedly. Three students were asked to come in
from of the class and made use of preposition 'over' with help of realia. It
was entirely student centered class and the teacher had set the condition
that was students were asked to be more attentive as they would then
recite all the rules and situations was asked to be more attentive as they
would then recite all the rules and situations of using preposition 'over'.
This activity between with the use of realia with 'over' for which students
85
had to write correct sentences. After they tried for ten minutes, main
instructions for the use of rules were given with written examples on the
board.
Rules Examples
State of begin above Carry a sweater over his shoulder
(with a / without a contact)
Spanning time Over the weekend
Action above jump over the fence
More than over an hour
Communication over the radio
Second step of the class procedure consisted with the testing exercise
which ran lie the error and trial exercise as the interested students
themselves participated in the activities using prepositions correctly.
Majority of the students seemed to have given correct answers for the
problems with the figures with the figures displayed on the board or
pocket chart. For the exercises they were then asked to consult their
course book and grammar book. It was to 100%
It was obviously seen easy to sue and to match 'over' preposition
correctly. It was to 100% of them were able to sue correctly of their
own sentences. they were seen interested in making figures for using it.
They were interested searching other related grammar books and tired to
fill and answer at the end. They showed greater confidence on the
86
speaking, rules and writing sentences correctly. It is seemed easy in
understanding context and writing sentences correctly. it is seemed easy
in understanding context and making sentences with the help of realia.
87
Date: 2065/11/32 Time: 10:00-11.45
Teaching Item: Preposition 'towards' (Preposition)
Objective
The objective of this lesson was to perform the activities containing
prepositions.
Classroom Procedure
This was a revision exercise the connected all the previous topics so far
dealt and the main objective of this lesson was clearly explained to the
students to be testing. The realia was displayed matching with sentences
appropriately.
Students first listened to the lesson with realia explaining preposition
'towards' in use so that they could use 'towards' in their own sensible
sentences. The teacher in the first supervision noticed their mistakes.
There was no regularity on the mistakes so far. Students differed in items
for mistakes individual to individual, oral discussion was held after the
first trial given by students in making sentences and performing activities
using prepositions with realia. The group leader was called and made her
perform so that the activity would describe the use of 'towards'.
Rules Example
88
In the Direction of somebody or something walk towards the wall
Near a point in the time towards morning move steadily
gets cooler towards evening.
Students were asked to describe their school using 5 learnt prepositions
with 'towards; correctly. The teacher made in close observation. This was
a kind of memory task and in this 40 students could recall most the
sentences correctly where as 10 students needed more practice to the
preposition. They reasoned when asked why they could not recall the
sentences written and spoken and preformed by the teacher, that they
were less attentive. This signified that students involvement and
participation in study was must.
Positive finding : majority of the students, (more than 45 out of the 50)
seemed to be learnt by practicing the given grammar practice book. The
class was participatory as the students shared the solutions for any
casually occurring problems and kept showing their interest and task to
be teacher. The testing activities encouraged the competition among the
students who tried to complete the test items sooner than other and also
gave correct answers. At last they were informed to write one paragraph
describing your school using all of the 30 prepositions learnt within our
experimental study correctly.
89
Negative findings; After two third of the lesson they though that learning
grammar was easy and some of them was less attentive. Some of them
were seen lazy towards their extra exercises.
90
APPENDIX-3
FIRST PROGRESSIVE TEST
1. Fill in the blanks with the suitable prepositions related to the
pictures choosing form the brackets.
a. There is a vase .......................... table. (on/in)
b. There is a ball ...................... table.
c. There is a study .................... her nose.
d. Write your name ........................ my pencil.
3. They amuses .................................. 11 o'clock.
2. Answer the questions.
a. Where is the cat ?
The cat is ...... the box.
b. Where is your name written?
My name is written .... .... top of the page.
c. Where is the mission hospital ?
Mission hospital is ..... the end of street.
d. Where is Gita sitting ?
Gita is sitting ........ you and me.
e. What did he die of ?
He died ........ malaria.
3. Match the following sentences with
91
a. The cashier filled my bag with groceries.
b. There is milk in the bottle.
c. There is a label on the bottle.
d. Ram is standing at the window.
e. There is a coin in the corner of the room.
92
APPENDIX-3
LIST OF REALIA
1. Pen
2. Pencil
3. Desk
4. Duster
5. Chalk
6. Book
7. Bag Ruler
8. Protractor
9. cone
10.Round-bottom flask
11.Ice Flower
12.Piece of fruit (apple, orange, etc.)
13.Piece of fruit (apple, orange, etc)
14.Stone
15.Toys
16.Helmet
17.Mouse
18.Dustbin
19.Thermometer
20.Magnet
93
21.Pen
22.Gram
23. Knife
24.Jug
94
APPENDIX-4
S.N. Name of the Student FM T-A T-B I I%

1. Anita Adhikari 50 20 26 6 12
2. Dil Maya Adhikari 50 24 28 4 8
3. Laxmi Adhikari 50 18 24 6 12
4. Ratna Adhikari 50 16 24 8 16
5. Manisha Adhikari 50 12 18 6 12
6. Aliza Ghimire 50 6 18 12 24
7. Laxmi Gurung 50 10 20 10 20
8. Alisa Aryal 50 12 24 12 24
9. Juna Gimire 50 6 18 12 24
10. Goma Ghimire 50 4 18 14 28
11. Shrmila Thapa 50 4 16 12 24
12. Laxmi Gurung 50 6 18 12 4
13. Sharmila Ghimire 50 6 16 10 20
14. Sumitra Ghimire 50 12 18 6 12
15. Pabitra Ghimire 50 18 26 18 10
16. Parbati Adhikari 50 18 26 8 16
17. Bishnu Maya Khatri 50 20 34 14 24
18. Roshani Gurung 50 12 24 12 24
19. Til Kumari Gharti 50 16 24 8 16
20. Jyoti Thapa 50 12 18 6 12
21. Sobita Rawal 50 16 20 4 8
22. Gita Rawal 50 10 34 24 48
23. Sangita Rawal 50 4 20 16 32
24. Ram Chandra Ghimire 50 16 24 8 16
25. Bhim Bdr. Ghimire 50 24 34 10 24
26. YubaRaj Adhikari 50 24 38 14 28
27. Sujan Adhikari 50 18 30 12 24
28. Sagar Adhikari 50 18 28 10 20
29. Narayan Suyal 50 16 36 20 40
30. Rajan Bhandari 50 18 28 10 20
95
31. Kedar Basnet 50 18 28 10 20
32. Keyar Jung Gurng 50 10 22 12 24
33. Amirit Gurng 50 6 18 12 24
34. Surendra Tamang 50 4 6 2 4
35. Narayan Thapa 50 10 20 10 20
36. Rabi Adhikari 50 12 24 12 24
37. Nabaraj Adhikari 50 12 20 8 16
38. Dipak Nepali 50 6 18 12 24
39. Man Bdr. Adhikari 50 4 20 16 32
40. Laxman Rawal 50 8 20 12 28
41. Ram Rawal 50 6 20 14 28
42. Sudarshan Ghimire 50 8 20 12 24
43. Anil Adhikari 50 20 26 6 12
44. Rupendra Ghimire 50 12 24 12 24
45. Dipendra Gimir 50 10 20 10 20
46. Ajit Thapa 50 6 28 22 44
47. Santosh Rawal 50 4 28 24 48
48. Shyam Adhikari 50 10 24 14 28
49. Surya Rawal 50 12 28 16 20
50. Pratap Rawal 50 8 20 12 24
Total Marks 2500 596 1184 570 1140
Average 1192 23.68 11.4 22.8
96

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CHAPTER – ONE

1.1 General Background

Language is a fundamental need that humans use to exchange meaning

Consolidating its position in Nepal, Prime Minister Janga Bahadur Rana

1.1.1 Teaching Aids and Materials

Teaching aids and materials include any material, program or machine

Teaching materials in teaching English as a foreign language can hardly

There is a common saying that 'a picture is better than a thousands

1.1.2 Types of teaching Aids and Materials

Teaching aids can be classified variously on the basis of various criteria.

1. On the basis of the way / load of preparation:

a. Requiring little preparation, time, effort, expense: flash

2. On the basis of who the producer is:

a. Commercial: that is available in the market.

Teaching is the association of different principles, methods and

a. Real objects are highly motivating and promote retention on the

1.1.4 English Grammar

For effective communication one should be competent in the language

Having realized the importance of grammar of language, no one denies

When we go through a text, we see several prepositions used just in a

1.1.4.1 Word Class

Modern grammarians classify 'words' into 'word classes' by considering

Although the word 'preposition' is defined in the grammar books, it gives

Prepositions may be defined as a word or group of words used especially

"Prepositions are words normally placed before nouns or pronouns.

Thomson and Martinet (1986) focus preposition as an item which is

The relationship between Hartmann's and Thomson's and Martinet's

English text book of Grade VII prepared by CDC of the government of

1.1.5 Action Research

As the name suggests, action research comprises two components: action

Action research in school and classroom aims of remedying problems

1.1.5.1 Two Major Conceptions in Action Research

Action research is a transformative means of responding to the changing

Thus, action research is an activity in which the participants could

Moreover, in case of language teaching, the teacher can conduct action

a. Time-on-Task: After introducing the action, the teacher researcher

1.1.5.3 Process of Action Research

The process of action research has been recommended in a number of

a. The figure – 1 below (Bhattarai - 2005, p. 16-17, Vol - 10 in

Think of questions to ask / information to be gained

Decide on future action

b. According to Riding et al. (1995). the action research begins with

(Riding, Fowell and Phil, 1995, p. 10)

c. Similarly, Nunan (1992) (as cited in Bhattarai 2005 p.16-17)

Step – 1: Initiation: The teacher comes up with the problems and

Gohiwar (2009) carried out a research to find out the Effectivenesss of

Neupane (2007) carried out a research entitled "Effectiveness of Total

Bhandari (2000) came with a study entitled "Effectives of Medium of

1.3 Objective of the Study

This study had the following objectives:

a. To find out the effectiveness of realia in teaching English

1.4 Significance of the Study

This study is significant to all those who are interested in language

This chapter on methodology briefly describes the methods and

2.1 Sources of Data

2.1.1 Primary Sources of Data

2.1.2 Secondary Sources of data

I consulted Kumar (2009), Cowan (2008), Harmer (2001), Burns (1999),

2.3 Tools for Data Collection