Teaching English is designed as the first introductory course in English language Teaching (ELT). It combines methods developed for Teaching English as a foreign/second/international language (ELT/ESL/EEL) with the English curriculum of primary school in Nepal.
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Teaching of English Syllabus
Full marks: 50
Teaching hours: 75
Teaching English is designed as the first introductory course in English language Teaching (ELT). It combines methods developed for Teaching English as a foreign/second/international language (ELT/ESL/EEL) with the English curriculum of primary school in Nepal. It seeks to impart ELT methodology to the learners in order to prepare them to be trained English language teachers capable of handling ELT at the primary level.
II. General Objectives
The general objectives of Teaching of English Syllabus course are:
a. to equip students to teach English in Nepali classrooms at primary level with confidence, skill, creativity and a spirit of service to the children and the community, and
b. to equip students to use ELT methodology with the necessary knowledge, skills and techniques for teaching the prescribed curriculum and textbooks at primary level
III. Specific Objectives
On completion of Teaching of English Syllabus course students will be able to:
1. discuss the approaches, methods, and techniques of teaching English and apply suitably methods and techniques for successful English activities at the primary level.
2. design, adapt, prepare and use visual aids and teaching materials for teaching primary level textbooks,
3. review and show they comprehend the objectives, goals, and targets of the CUM’C’U’AUIP, a textbooks at the primary level.
4. use English as the medium of classroom interaction with their students and successfully teach the primary curriculum and textbooks to primary school children,
5. draw up practical and creative lesson plans, and,
6. evaluate the progress and ability of primary school children.
IV. Course Contents
A. Theoretical perspectives of teaching and learning English 2 teaching hours
a. how young pupils learn a foreign language, and,
b. how teachers can motivate learners and set goals.
B. Introduction to methods and approaches to teaching English 3 teaching hours
a. the grammar-translation method.
b. the oral-structural-situational approach, and,
c. the communicative/functional approach, including an overview of the following:
– skill-based teaching
– teacher-centered versus student-centered teaching,
– connecting errors: accuracy versus fluency,
– communicative exercises, and,
– language use and functional varieties.
C. Preparatory Skills 2 teaching hours
a. classroom and technical language, for example, “sit down,” “be quiet,” and “pairwork” group work” and “drill”
b. use of ALDCE as a pronunciation guide,
c. use of the blackboard, including connect handwriting, and
d. use of the voice in the classroom, for example, using appropriate volume and speaking slowly and clearly.
D. An introductory overview of the primary English curriculum and textbooks 2 teaching hours
a. curriculum objectives, contents, teaching items, methodology and evaluation,
b. the textbook “My Primary English” and its contents,
c. supporting materials, including the teachers’ guide, teaching manuals, and reference books.
E. Teaching the four language skills, using a communicative approach 24 teaching hours
The following items should be based on the grade 4 and 5 textbooks and curriculum.
a. teaching listening, including using tape recorders (wherever possible) and teaching primary pupils to perform the following activities: follow simple instructions, hear keywords, draw pictures from spoken instructions, match words and pictures, and respond to true or false statements.
b. teaching speaking with correct pronunciation and stress, including the use of the following communicative activities: drilling, demonstration, pairwork groupwork, roleplaying. responding to questions, conversations,
c. teaching reading, including the use of the following activities: pre-reading exercises, word and sentence recognition, reading aloud and reading- silently with comprehension,
d. teaching writing, including teaching the correct use of the following: handwriting, full stops, capital letters, question marks, and apostrophes,
e. using songs, games, and stories to teach listening, speaking, reading and writing, and,
f. teaching vocabulary without the use of the mother tongue (for example, Nepali).
F. Teaching the course contents using “My Primary English” and a communicative approach. 5 teaching hours
For example greetings, requests, asking for information, directing commanding, introductions, speaking of home, school, and family members, time, duration, place, location, calendar dates, familiar activities, shopping, visiting relatives, families and friends and visiting places of interest.
G. Designing teaching materials for use in communicative activities 6 teaching hours Students will:
a. design visual aids, for example on blackboards, flashcards, pictures, magazines, cut-outs, photographs, matchstick figures, real objects and puppets, and,
b. design material for display in the classroom.
H. Testing 5 teaching hours
a. what is testing
b. the importance of testing,
c. the relationship between testing and language Teaming,
d. the construction of tests, for example,
– short answer tests
– written tests and oral tests
– objective tests, including jumbled words, matching, true or false, fill in the gap- and multiple-choice, and,
– subjective tests.
e. the administration of tests including the correct conduct of examinations.
I. Lesson Planning and Classroom Management 6 teaching hours
a. what is a lesson plan.?
b. the importance of planning lessons.
c. the structure of lesson plans including the following components,
– teaching unit
– teaching item
– general objectives
– specific objectives
– lesson timing
– teaching materials required
– lesson methodology, for example, revision, presentation, practice, production, evaluation, and homework.
d. the construction of lesson plans including the consideration of class-size, the needs of pupils of differing needs and abilities, the learning environment, including the physical features of the classroom and the control and supply of materials,
e. the construction of mini-lesson plans for micro-teaching which include specific objectives and activities.
f. long-term planning.
J. Practicum/Practice Teaching 20 teaching hours
The students on this course are required to perform the following activities, which should take place after they have completed all the other aspects of the course:
a. prepare mini-lesson plans for peer-micro teaching and teaches 2 mini-lessons to their peers followed by self and peer evaluation.
b. observe a teacher in a local primary school for a minimum of 5 lessons and write a report on their observations of the teaching activities, students’ learning, the classroom environment, strengths, and weaknesses of the teaching, etc.
c. prepare lesson plans, visual aids and other teaching materials for a minimum of 16 lessons and teach those lessons in a local primary school, and,
d. write an evaluation of their own teaching performance following discussions with the course supervisor.
V. Prescribed textbooks
1. Venkateswaran Principles of Learning, Vikash Publishing, Delhi English (1995)
2. Awasthi et al Intro. to Language Higher Secondary Teaching Methods and Education Board, Approaches. Sanothimi, Bhaktapur.
VI. Reference books
a. A Handbook for Supervisors of Teaching Practice, to include lesson plan forms, lesson evaluation forms, student self-evaluation forms, lesson observation forms and guidelines, hints on organizing teaching practice and hints for evaluating students and giving feedback. To be provided by the HSEB.
b. “Primary English Teacher Training Manual” (PEP/MOE most recent edition)
c. A suitable dictionary, for example. “The Oxford Advanced Learners Dictionary.”
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