CPS-2_Outline of Teaching English

Syllabus:

Unit-1 : Issues of Teaching English in the Elementary level in India

• Concept of first, second and foreign language?a historical view of English as a second language (ESL) in India


• Importance of English in the multilingual context in India?English as a link language-for national and international link, English as a library language


• ?Language acquisition and Language Learning?concept, difference between acquisition and learning stages of acquisition, factors influencing language acquisition, importance of an acquisition-rich environment, perspectives on appropriate age for learning second language


• A historical overview of development of English language Teaching in India


• Aims and objectives of teaching English?Objectives of teaching English as per the Kothari Commission and NCF-2005, Objectives of teaching English as second language in the elementary level in West Bengal


 

Unit 2 : Content?Proficiency

• Critical reflection upon the content of the text books from class I-VIII


• Personal response to the poems and stories in the text books


• Critical reflection on adapting the text to the individual and special needs of the diverse learners


• Reading from authentic sources beyond the text books like newspaper reports, popular and relevant stories[children?s literature], rhymes, notice, popular culture and stories/folklores from local/indigenous cultures and relating them to the text


• Reading beyond the text about topical issues like ecological issues and bio-diversity, education, equity etc and relating them to the content in the text books


 

Unit 3 : Approaches, Methods and Techniques of Teaching English in the Elementary level

• Concept of Approach, Method and Technique?definition and difference between them, importance of approaches and methods in teacher education programs


• Structural Approach, Grammar Translation Method, Situational Language Teaching& Audiolingual method, Communicative Language Teaching, Task-based Language Teaching, Cooperative Language Teaching, Content and Language Integrated Teaching in multicultural and multilingual context, Eclectic method


• Constructivist approach to teaching English at the elementary level


 

Unit 4 : English as a Skill Subject

• The basic skills of language


• Teaching English as a skill based subject in the elementary level with reference to the objectives specified by the NCF 2005 and the West Bengal Board of Primary Education & West Bengal Board of Secondary Education


• Development of listening skill?importance of listening skill, types of listening, aims of teaching listening to learners at the elementary level, problems, strategies


• Development of speaking skill?importance of speaking skill, features, aims of teaching speaking to learners at the elementary level, problems, strategies


• Development of reading skill?importance of reading skill, types of reading, features, stages, aims of teaching reading to learners at the elementary level, problems, strategies/methods


• Development of writing skill?importance of writing skill, types of writing, features including mechanics of writing, aims of teaching writing to learners at the elementary level, problems, strategies


• Developing vocabulary and teaching grammar through the four basic skills?principles and strategies


 

Unit 5 : Teaching Learning Material for teaching English including CALL (Computer Aided Language Learning)

• Teaching Learning Material?Nature, Features, Importance in language teaching-learning, Types, Preparation of low cost TLM, principles for preparation of TLM for children with special needs


• CALL (Computer Assisted Language Learning) ?Presentation of textual, graphical and multimedia Information for learners at the elementary stage; Principles; Factors for effective use of CALL for diverse learners in an inclusive classroom


• Use of Realia for teaching language ? nature, features, importance, strategies


 

Unit 6 : Functional Grammar and Vocabulary?????

• Parts of speech with reference to the text books of class I-VIII


• Phrases and sentences ? structural and functional division of sentences, Types of sentences, framing Wh- questions, Transformation of sentences(Positive-Negative/simple-compound ,complex/ degree of comparison/ voice/ either-or/so-that/ neither-nor/too-to/infinitives), Joining of sentences


• Reported speech


• Functional classification of verbs (main verbs, auxiliary verbs), different forms of verbs, tenses, subject-verb agreement with particular reference to the use in the text books of class I-VIII


• Use of Phrasal verbs


• Understanding the basic elements of phonetics, stress with special reference to the words, phrases and sentences used in the text books of class I-VIII


 

Unit 7 : Interaction in a Language class???

• Creating a child-centric, trauma-free homely environment for teaching English?principles, factors, strategies


• Concept of fluency, accuracy, appropriacy?significance of fluency and appropriacy in the English classroom at the elementary stage


• Learner interactional patterns ; Group work and pair work?nature, principles, activities for developing the four basic skills of language


• ?Assigning activities according to the level of the learner; Language games?developing and using (available free of cost in various websites) various language games for developing the four basic skills of language and effective class management


• Preparation of work/activity sheets including those for children with special needs for developing the four basic skills of language


• Theme based teaching ( based on the prescribed text books of Class I-VIII) in an inclusive class


• Scaffolding and gradual withdrawal of support


 

Unit 8 : Proficiency in Framing Instructions???????

• Understanding the importance of giving and following instructions in a communicative setting


• ?Framing instructions for different activities for teaching English with reference to the content in the text books from Class I to Class VIII


• Framing tasks on Listening, Speaking, Reading and Writing- activities to be done at the Prel-istening/speaking/reading/writing, While- listening/speaking/reading/writing and Post-listening/ speaking/reading/writing stages


• Designing activities and instructions on the basis of the types of activities given in the prescribed text books (like categorizing, sequencing, matching, justifying, cause-effect relationship etc) and writing down the objectives of designing each such activity


 

Unit 9: Proficiency in Communication??????

• Understanding different types of writing for elementary level students and relevant exercises


• Conversations in given contexts and simulated real life situations


• Preparing Teaching Journals?reflecting upon the teaching activities and preparing written accounts of teaching experiences based on students? response/feedback


• Preparing book reports on books on children?s literature beyond the text books


• Reflecting and speaking on topical issues like child-labour, drop-outs, mid-day meals, equity, global warming, universalization of elementary education etc.


• ?Preparing wall magazines, posters related to awareness campaigns, skits etc on given themes


• Assessing Students? performance in communication-both oral and written


 

Unit 10: Planning and Evaluation?

• Importance of planning activities and lessons appropriate to the level of the learners


• Lesson plans?Process based teaching and Macro teaching


• Selected five skills at the micro-level of lesson planning? integration, facilitating child-centric learning, inspiring learner to question, developing the learners?power of observation, relating performing arts with the learning situation


• Developing tools of assessment?concept of different types of questions, developing small achievement tests with proper weightage on knowledge, comprehension, application and psychomotor type of questions/activities.


• Assessment of students?performance in the four basic skills of listening, Speaking, Reading, Writing


• Creating students? profile and recording performances


• Remedial measures


 

Undertaking Action Research projects under the supervision of teacher educators?for example :

1. Understanding the various difficulties of learning English among the students of a particular class of schools within the vicinity of the respective teacher education institute, clustering them into certain patterns and providing remedial measures OR


2. Identifying the learning needs and difficulties of diverse learners with special needs in a particular class of schools in the vicinity of the Teacher Education Institution and providing measures for teaching English to such learners with individual learning needs.