ENGLISH LANGUAGE TEACHING FIRST YEAR Source Book for The Diploma in Teacher Education Untouchability is a Sin Untouchability is a Crime Untouchability is Inhuman TAMILNADU TEXTBOOK CORPORATION COLLEGE ROAD, CHENNAI - 600 006. © Government of Tamilnadu First Edition - 2008 Chairperson Dr.S. Swaminatha Pillai, Director, DDE (Retd.), G 4 Adyar Apartments, Kottur Gardens, Chennai – 600 085 Reviewers Mrs. Nalini Parthiban Dr. K.N. Elangovan, Principal, Former Principal, District Institute of Education and Vanavani Matric. Hr. Sec. School, Training, Perundurai, IIT Campus, Chennai. Erode District Coordinator & Author Mr. J. Inbaraj, Assistant Professor, Directorate of Teacher Education, Research and Training, Chennai – 600 006 Authors Mr. N. Vaikunda Mani Nadar, Mrs.V. Vijayakanthi, Senior Lecturer, District Institute Principal, of Education and Government TTI, Training,Thirumoorthy Nagar, Royapettah, Coimbatore District. Chennai – 600 014. Mr. Bertheu, Mrs.T.L. Vasanthi, ELT Expert, 4/32, Johns Street, Lecturer, Veerapanidyan Pattinam, District Institute of Education and Thiruchenthoor, Training, Mannargudi, Thoothukudi – 628 216. Thiruvarur. Mrs. Jasmine Parimalam Rathibai, BRTE, Block Resource Centre, Mugaideen Andavar Puram, Cumbam, Theni District. Price : Rs. This book has been prepared by The Directorate of Teacher Education, Research and Training on behalf of the Govt. of Tamilnadu. This book has been printed on 70 GSM paper Printed by offset at : Foreword “KNOWLEDGE is that which is acquired through personal experiences” - Thiruvalluvar The paramount duty of schools is to provide quality education through a curriculum frame work. Quality education is comprised of dimensions like enriching the innate potential of learners, inculcation of self-discipline, enabling the students to assimilate the best learning experiences in every subject and creating interest in learning among students. Curriculum is revised from time to time based on the changing needs of learners and their environment. NCERT, New Delhi has designed National Curriculum Frame Work 2005 (NCF 2005) bearing in mind the contextual and professional needs of all the stake holders of education. The following five cardinal principles of NCF 2005 have been assimilitated into teacher education curriculum and in the source books of Elementary Teacher Education which are to be introduced in 2008-2009. ! Connecting knowledge to life outside the school ! Ensuring that learning shifts away from rote methods ! Enriching the curriculum so that it goes beyond textbooks ! Making Examinations more flexible and integrating them with classroom life. ! Nurturing an overriding identity informed by caring concerns within the democratic polity of the country. The curriculum developed by DTERT is likely to develop the following skills in student-teach- ers of Elementary Teacher Education. ! The ability to seek knowledge continuously ! Skill of applying acquired knowledge to various situation ! Skill to realize the inner potential and live in harmony with others accordingly and learn to live in coordination with the members of the society ! Mastery of learning in all the subjects ! Skill for doing constructive activities ( iii ) ! The proficiency of student-teachers in innovations, doing Research and the ability to think telelogically The curriculum has the following objectives: ! To enhance the professionalism of student-teachers and develop their holistic personality ! To nurture values such as national integration, milk of human kindness and moral values ! To give importance to Adolescence Education, Health Education, Life Skills Education, Environmental Education, Road Safety and Peace Education. To facilitate the realization of the above objectives, eight subjects and nine practicums have been prepared by a team of authors for the two year Diploma in Teacher Education Course. They are viz. 1st Year 2nd Year Learning Child Indian Education System Facilitating and Enhancing Learning Facilitating and Enhancing Learning Teaching of Tamil Language Teaching of Tamil Language Teaching of Malayalam Teaching of Malayalam Teaching of Telugu Teaching of Telugu Teaching of Urdu Teaching of Urdu Early Childhood care and Education Early Childhood care and Education Teaching of English Teaching of English Teaching of Mathematics Teaching of Mathematics Teaching of Science Teaching of Science Teaching of Social Science Teaching of Social Science ( iv ) DTE Practicum 1st Year 2nd Year Child Observation and case studies Projects School Visits Art Education and Work Experience Story Telling Computer Education Physical Education, health Education, Yoga Physical Education, health Education, Yoga Self Development Workshop Self Development Workshop Teaching of Learning Materials Teaching of Learning Materials Learned and eminent scholars like Dr. P.S. Balasubramaniyam, Former HOD, Department of Education, University of Madras, Dr. Swaminathapillai, Former Director, Distance Education, Bharathiyar University, Dr. S. Lakshmi, Former Vice-Chancellor, Mother Theresa Women’s University. Thiru. V. Ganapathy, Former Professor, IASE, Chennai. Mrs. G. Pangajam, Vice – Chancellor, Gandhigram Rural University, Dindigul. Dr. Subbammal, Former Vice –Chancellor, Vinayaga Mission University, Pondicherry. Dr. Kumaran, Prof & Head, Department of Education, University of Madras and Dr.S. Krishnamoorthy, Annamalai University, Chidambaram have studied different books published by scholars and given simplified instructions to the team for producing quality source books. Each source book has Educationists from Universities, DTERT, IASE, Colleges of Teacher Education as authors and reviewers. Prominent educationists have reviewed the source books and refined the books. Regional coordinators have also contributed to the quality of the book. Besides, Dr.C.K.Lilly from Kerala Unviersity. S. Syed Sajith, HOD, Department of Urdu, University of Madras. Mrs. Lalitha, Academic Consultant of Adarsh Educational Institutes, Chennai and K. Narayana Pillai, Former AEEO have served the team as Chairpersons of Minority Language Subject Source Books. Substantial contribution has been provided by A.M.Murthy, Former Senate Member of Alagappa Unviersity, Karaikudi. Sumitra A. Gowthama, Educationist from ‘The School’ and Educational NGOs such as Amuktha Mahapatra, Balaji Sampath from AID India pvt limited, Thiru. T.N. Arulanandan, Vedanthri Maharisha Association Member, Assistant professor and T. Parasaraman, Institute of Culture and Languages, Pondicherry. ( v ) There is a paradigm shift from teaching to self –learning through Activity Based Learning strat- egy. These new source books have been designed with self-learning through Activity Based Learning Strategy. These new source books have been designed with self-learning activities enabling student teachers to master various concepts and skills. The sourcebooks shall guide student teachers to explore library resources to reinforce their teaching strategies to ensure maximum learning among children to improve their skills of observation, classroom management, content knowledge, skill to use TLM and TLE appropriately, Leadership traits and Knowledge of Child Psychology. Source books are not text books. They are simply guides which show where resources are available for reference and learning. From the identified resources learning needs are to be expanded. The duties of the teacher educators are to learn, understand, analyse, consolidate and evaluate. The duties of the student teachers are to assimilate teaching ideas and learn well to become reflective practitioners. I commend all the educationists and teacher educators involved in the process of preparing the source book and also congratulate the prospective student teachers who are likely to be benefited from the Diploma in Teacher Education Source books. DIRECTOR Directorate of Teacher Education, Research and Training, Chennai - 600 006 (vi ) A note to the teacher educators The DTE source books have a paradigm shift in the treatment of all the subjects. They are learner-centric. In each unit there are suggested activities leading to the lesson that will provide opportunities for exploration during the lesson and further enquiry and expansion of concepts being learnt. Learning has been designed in such a way that student-teachers construct knowledge based on their prior experiences and in close interaction with peers and teacher-educators. Student-teachers and learners at the primary level cannot sustain their interest in learning if they are unable to connect what they learn in school to what they have already learnt before coming to the Teacher Training Institute or school respectively. So, the activities have been designed by the authors to enable the student-teachers to become not mere transmitters of knowledge but reflective practitioners. In an unprecedented manner, reflective logs have also been introduced to give a wide scope for the student-teachers to record their impressions during internship. The logs shall help teacher-trainees try wearing a professorial garb in teaching. The new source books are replete with questions challenging the skills, understanding and application. Knowledge-based questions have been reduced to the minimum. This discourages rote learning to a great extent. Teacher educators have the liberty to exploit the resources listed as references in each unit to enhance understanding in the student-teachers and they should refrain from using source books as textbooks. Even the methods explained are not prescriptive and teacher-educators are encouraged to explore further innovative ways of teaching lessons. Learning is experiential and activity based in all the source books. The Sourcebooks do not, as a rule, prescribe any teaching method as the best but have laid out various methods for trying out and selecting the appropriate ones with a lot of scope for exploration and innovation .The blue-print and model paper will help teacher-educators really evaluate how and to what extent the student-teachers have developed knowledge, skills and application abilities required of facilitators in students’learning. In the present context, teacher - educator shall facilitate student-teachers to observe and create a profile of students they are going to teach in their internship. There shall be greater understanding of the needs and concerns of fellow student- teachers. There will be teaching practice classes all the year round giving a wide scope for collaborative learning and peer correction. Each of those classes will also be reflected upon by the individual and the class as a whole. ( vii ) The Team English Language Teaching - DTE I Year Syllabus Introduction : English has become an integral part of India .After the advent of Globalization of economy, the parental demand for English has sky rocketed. Teachers are expected to train students not only in numbers and letters but also in soft skills that would increase their employability lately when they enter the employment market. English reaches children through various ways other than the teacher. Their acquaintance with English needs to be kept as a base and the teacher has to build on it. We all know that an interested teacher alone can make the classes interesting. So it is necessary to instill enthusiasm and develop the right attitude among the teacher trainees in teaching English. From this perspective, the syllabus for English Language Teaching has been framed with the following objectives: Objectives : To equip the trainees with the necessary skills 1. to Listen, Speak, Read and Write effectively. 2. to increase their vocabulary 3. to strengthen the knowledge of English Grammar and application skills. 4. to adopt effective Teaching-Learning strategies. 5. to organize language activities and games in the classroom. 6. to make children communicate in English 7. to teach various areas like Prose, Poem, Composition, Supplementary Readers. 8. to develop their capacity to use different evaluation techniques and prepare question papers. 9. to conduct workshops, undertake Action Research and simple projects. 10. to use Newspapers in teaching English. 11. to design and prepare Teaching Learning Materials, Self Learning Materials and use multimedia technology for teaching English. Part – A Content (a) Practical Language skills 1. Interpretation of non-verbal data 2. Filling up different kinds of forms. ( ix ) 3. Different types of greetings. 4. Drafting telegrams / SMS. 5. Developing topic sentences into paragraphs. 6. Expansion of an outline into a cohesive text. 7. Writing formal letters relating to school contexts. 8. Note-making; Note-taking. 9. Report writing. 10. Reading comprehension. b) Grammar and Usage 1. Nouns, verbs, adjectives, adverbs 2. Types of sentences – Recognition and usage. 3. Sentence patterns. 4. Using Articles. 5. Using Prepositions. 6. Modals and their usage. 7. Making use of appropriate tense forms. 8. Degrees of comparison. 9. Direct and Reported speech. Part – B Methodology Theory Practical Unit–I:Objectives of Learning English: (i) Need for Learning English Interviewing peer group to find (ii) General and Specific out the problems encountered Objectives of Learning English while learning English. Socio psychological factors in learning English Unit – II : Oral skills (i) Classroom English Practising the oral skills in pair and small (ii) Telling Stories group situation (iii) Creating Situations for dialogue Using Audio Cassettes – Recording (iv) Language games - language Playing- aim at self corrections activities. Narrating stories with proper voice, ( x ) (v) Use of language in social gatherings modulations. Compeering programmes (vi) Conducting interviews Presentation of views (vii) Telephonic conversation Short speeches on topics of day to day relevance for gaining fluency / confidence. Unit – III : Listening and Speaking Listening and speaking skills- Listening Designing and taking up listening tests. Using audio Tasks – English speech sounds- vowels, visual aids for trainees. diphthongs and consonants – Practice stress and intonation patterns - (i) Story telling and preparation of masks, puppets. Developing communication skills (ii) Describing pictures and people through specific tasks - Individual, pair (iii) Describing events. and Group work (iv) Describing processes/Experiences. (v) Reporting. (vi) Role - play and Dramatization of skit. (vii) Asking questions. (viii) Conducting quiz programmes. Unit – IV : Methods and Approaches of Teaching English (i) Language Acquisition Distinguish between acquisition and Learning (ii) Methods (a) Grammar Translation (b) Direct method (c) Bilingual Method (d) S-O-S approach (iii) Latest trends – Communicative approach.ABL – Activity Based Learning ALM- Active Learning Methodology Practice of the methods by trainees in appropriate contents. Practice by trainees Preparation of learning cards and supportive materials. ( xi )