SHAH GOVERDHAN LAL KABRA

TEACHERS' COLLEGE (C.T.E.) JODHPUR - Raj.

[ Upgraded as College for Teacher Education by

The Ministry of Human Resource Development, Govt. of India, New Delhi. ]

(Affiliated to Jai Narain Vyas University, Jodhpur)

(Managed by : Shri Mahesh Shikshan Sansthan)

PAPER - V & VI : ENGLISH

OBJECTIVES :

The student teacher will be able –

1- to develop a good understanding of the basic concepts in second language teaching.

2- to teach basic language skills such as listening, speaking, reading and writing and integrate them for communicative purposes.

3- to the student-teacher to critically review and use appropriately different approaches to and methods of teaching English as a second language.

4- to prepare lesson plans on different and prescribed aspects of English as a second language.

5- to choose, prepare and use appropriate audio-visual teaching aids for effective teaching of English.

6- to use various techniques of testing English as a second language and develop remedial material and conduct remedial teaching.

COURSE CONTENT

UNIT -I : BASIC CONCEPTS, OBJECTIVES, AND METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE

(A) BASIC CONCEPTS:

i. Mother-tongue;

ii. Second Language;

iii. Difference between teaching and language teaching;

iv. Principles of Second Language Teaching;

v. Forms of English - Formal, Informal, Written, Spoken, Global English;

vi. English as a Second Language (ESL), English as a Foreign Language (EFL), English for Specific Purposes (ESP)

(B) OBJECTIVES:

OBJECTIVES OF TEACHING ENGLISH AS A SECOND LANGUAGE:

(a) Skill based (LSRW) (b) Competence based : Linguistic Competence (LC) and Communicative Competence (CC) in reference to LSRW skills

(C) METHODS AND APPROACHES:

INTRODUCTION TO METHODS OF AND APPROACHES TO TEACHING OF ENGLISH AS A SECOND LANGUAGE:

(I) (a) Direct Method,

(b) Structural-Situational Approach,

(d) Bilingual Method,

(e) Communicative Language Teaching (CLT)

(II) Role of Computer and Internet in Second Language Teaching – Computer Assisted Language Learning (CALL), Computer Assisted Language Teaching (CALT)

(III) Eclectic Approach to Second Language Teaching

Study of the above methods and approaches in the light of:

(a) Psychology of second language learning

(b) Nature of the English Language

(d) Language functions

(e) Aims of language teaching, role of mother-tongue, role of teacher , learners, text-book and A.V. aids , language skills, testing, errors and remedial work.

UNIT- II: Teaching of listening and speaking skills:

a) Listening:

i. Concept of listening in second language;

ii. The phonemic elements involved in listening at the receptive level (monophthongs, diphthongs, consonants, pause, juncture,stress, accent, beat, intonation, rhythm);

iii. Listening skills and their sub-skills;

iv. Authentic listening vs Graded listening;

v. Techniques of teaching listening;

vi. Role of teaching aids in teaching listening skills;

vii. Note-taking.

b) Speaking:

(i) Concept of speaking in second language;

(ii) The phonemic elements involved in speaking at the productive level (monophthongs, diphthongs, consonants, pause, juncture, stress, accent, beat, intonation, rhythm);

(iii) The Stress System – Weak Forms and schwa;

(iv) Use of pronouncing dictionary;

(v) Phonemic transcription;

(vi) Techniques of teaching speaking skills and pronunciation —Pronunciation practice and drills – Ear Training, Repetition, Dialogues and Conversation;

(vii) Role of A.V. aids in teaching speaking skills.

UNIT-III: Teaching Reading and Writing Skills:

READING SKILLS:

(i) Concept of Reading in second language;

(ii) Mechanics of Reading (Eye span, Pause, Fixations, Regressions);

(iii) Types of Reading: Skimming, Scanning, Silent reading, Reading aloud, Intensive Reading, Extensive reading; Local and Global Comprehension

(iv) Role of speed and pace;

(v) Relating teaching of Reading to listening and speaking skills;

(vi) Teaching silent reading, intensive reading, extensive reading and genuine reading comprehension in terms of Inference, Prediction, Critical Reading, Interpretation, Judgement, Summarizing, Central idea, etc.

(vii) Role of course reader and rapid reader, Cloze procedure, Maze method, dictionary in teaching Reading skills.

WRITING SKILLS:

(a) Writing Skills;

(b) Concept of Writing in First Language and the Second language;

(d) Teaching the following items keeping in view their style, ingredients, and mechanics:

Letters (Formal and informal), Essays, Report, Telegram, E-mail, Notices, Précis, Paragraph, Developing stories, Note Making

UNIT - IV : Resources and Planning for English Language Teaching

(A) RESOURCES FOR ENGLISH LANGUAGE TEACHING:

(i) The Blackboard and the White Board

(ii) Blackboard drawings and sketches

(iii) The Overhead Projector (OHP)

(iv) Flashcards, Posters and Flip charts

(v) Songs, raps and chants

(vi) Video clips

(vii) Pictures, Photos, Postcards, and Advertisements

(viii) Newspapers, Magazines and Brochures

(ix) Mind Maps

(x) Radio, Tape-recorder, TV

(xi) Language Laboratory

(xii) Realia

(xiii) Stories and anecdotes

(B) PLANNING FOR ENGLISH LANGUAGE TEACHING AS A SECOND LANGUAGE:

(B.1) : PROSE LESSONS:

(i) Content Analysis:

(a) Planning a Unit (based on a lesson in the Course Reader (text-book)

(b) Identifying and listing language material to be taught (New lexical and structural items, their usage and uses)

(ii) Planning for teaching the content and skills in the following order:

(a) New lexical items (vocabulary)

(b) New structural items

(d) Textual exercises

(e) Writing/Composition

(f) Unit Test

(B.2) POETRY LESSONS:

(i) Components of Poetry

(ii) Concept, aims and objectives of teaching Poetry in Second Language

(iii) Steps of teaching Poetry at the Secondary stage

Unit - V : Testing and Evaluation in English

- Concept of testing and evaluation in English as a second language;

- Difference in Testing in content-subjects and skill-subjects;

- Testing language skills (LSRW), lexical and structural items, and poetry ;

- Types of tests (Achievement test, Proficiency test, Diagnostic test, Prognostic test, Formative and Summative Tests);

- Preparation of unit test and examination paper — their blue-print and answer key;

- Types and preparation of test-items;

- Error analysis;

- Concept and need of remedial teaching and remedial work.

SCHEME OF EXAMINATION:

Distribution of questions shall be as follows :

There shall be two parts in this Paper i.e. Part ‘A’ and Part ‘B’ and the distribution of questions shall be as under:

PART- A: SHORT ANSWER-TYPE QUESTIONS:

10 QUESTIONS: Two (2) questions shall be asked from each Unit. The students shall be required to attend Eight (8) questions and

each question will carry Five (5) marks.

PART – B : ESSAY-TYPE QUESTIONS:

3 QUESTIONS: All these three questions will be compulsory. Each question will carry 10 Marks.

Q.No. 1 : There will be 2 questions with alternate choice from Unit No. 1.

Q.No. 2 : There will be 2 questions with alternate choice either from Unit No. 2 or Unit No. 3. or from both the Units.

Q.No. 3 : There will be 2 questions with alternate choice from Unit No. 4 or Unit No. 5 or from both the Units.

SESSIONAL WORK

The student will be required to do any one of the following:

1. Review of a textbook.

2. Preparation of a list of structural items included in the textbook at the Secondary stage and its critical analysis.

3. Preparation of five (5) word-cards, five (5) picture cards and five (5) crossword puzzles.

4. Preparation of twenty (20) test items in Listening/Speaking/Reading/Writing skill.

5. Preparation of five (5) OHT for teaching structures/composition exercises.

6. Preparation of CALL material (five (5) pages).

7. Preparation of CALT material (five (5) pages).

8. Preparation of Language Lab. Material on Listening/Speaking skill. (five(5) pages)

9. Collection of Newspaper and Magazine advertisements for teaching lexical and structural items and preparing language exercises based on them.

Bibliography :

1- Bansal, R.K. and Harrison, J.B. (1972): Spoken English for India. Madras : Orient Longman Ltd.

2- Baruah, T.C. (1985): The English Teachers' Handbook, New Delhi: Sterling Publishing Pvt. Ltd.

3- Bright and McGregor: Teaching English as Second Language, Longman.

4- Brumfit, C.J. (1984): Communicative Methodology in Language Teaching. Cambridge: C.U.P.

5- Collins Cobuild English Grammar (2000) Harper Collins Publisher, India.

6- Doff, A. (1988): Teach English: Cambridge: CUP.

7- Freeman, Diane-Larsen (2000): Techniques and Principles in Language Teaching. Oxford : OUP

8- Gimson A.C. (1980): An Introduction to the Pronunciation of English. London: Edward Arnold.

9- Hornby, A..S. (1968): A Guide to Patterns and Usage in English. Oxford: OUP.

10- Lado, Robert (1971) : Language Teaching, New Delhi: Tata McGraw Hill Publishing House Co. Ltd.

11- Leech, Geoffrey and Svartvik, (2000) Communicative Grammar of English Cambridge C.U.P.

12- Paliwal, A.K. (1998): English Language Teaching, Jaipur: Surbhi Publication.

13 Palmer, H.L. (1964-65): The Principles of Language Study, London: O.U.P.

14- Quirk, Randolph and Greenbaum, (1973): A University Grammar of English, London.

15- Richards, J.C. and Rodgers,T.S.: Approaches and Methods in Language Teaching, Cambridge C.U.P.

16- Roach, Peter, (1991): English Phonetics and Phonology. Cambridge, C.U.P.

17- Thomson, A.J. and Martinet (1998) A Practical English Grammar, ELBS, O.U.P.

18- Ur, P. 1996. A Course in Language Teaching. Cambridge: CUP.

19- Venkateshwaran, S (1995) Principles of Teaching English. Delhi: Vikas Publishing House Pvt. Ltd.

20- Willis, Jane : Teaching English Through English, O.U.P.

21- Woodward, Tessa (2001) Planning Lessons and Courses. Cambridge: CUP.