SAMMANTHURAI HND IN ENGLISH 2012: 3rd year 1st semester

Year 3 – Semester I

4.45 EN 3101: Practical and Professional Writing V

Writing skills: evaluate their own and other’s writing

 Self-evaluation and peer evaluation: design criteria for evaluation - Discuss in groups about what makes a good piece of writing? Whole class discussion. List criteria on the blackboard. The list should include the following:

- Content: relevancy to the topic / to the reader, interest, length

- Organization: logic in order of arrangement, coherence, unity

- Style: variety in sentences, precise vocabulary, appropriacy to purpose

- Language: correct sentence stricture / spelling / punctuation

- Appearance: neatness, layout, standard format (as in business letters)

Summary writing

 Focus: reading carefully to get the meaning, note down the important points. Note the length prescribed for the summary. Write the first draft in your own words. Revise, write the summary and provide a title

 Language: should be written in full sentences, using the same tense as in the passage. Avoid examples / quotations / repetition / explanation or expansion / figures of speech

Informative, descriptive and expository writing

 Focus: form sentences and paragraphs which express connection between information and ideas precisely, e.g. cause and result, comparison

 Activities: Expanding a variety of headlines into articles, reports based on graphs / charts, writing speeches and reading them out, writing memos, minutes etc.

Persuasive and argumentative writing

 Text types: Letters to news papers in response to a controversial article

- Collect facts, organize a class debate

- Argument / opinion about personal values, civil / national / cultural issues.

- Campaign literature

 Languages focus: develop logical arguments giving examples, use language to gain attention and sustain interest

Writing a newspaper page

 Generate topics and ideas by brainstorming and webbing, discussing topics, interviewing, etc.

 Organize ideas by selecting and ordering relevant ideas and information

 Drafting: contribute ideas and language for collaborative composition

 Conferencing with the teacher, redrafting

 Editing, proof reading and publishing

Analytic writing

 Activities: Reports based on notes / questionnaires etc.

 Focus: Reflect on the nature and significance of the subject matter, Organize ideas and information distinguishing between analysis and comment, Form their own view taking into account a range of evidence and opinions.

4.46 EN 3102: Advanced Reading Skills V

Comprehending texts at different levels

 Reading tasks which help to comprehend a text at different levels. literal comprehension, making inferences, evaluating a text, going beyond the text

Using graphs / diagrams to find information

 Interpret data in maps, charts, graphs etc.

 Types of activities:

- Write down all information diagrams represents

- Complete text using information from diagram.

Cohesive features

 Types of activities: finding references, identifying substitution and ellipsis, identifying lexical cohesion

Evaluating the text

 Focus: develop reader‟s critical faculties

 Types of activities:

- The article has been written as a film review. What does the writer think of the film? Do you think it fair to write a review of a film like this?

- After reading the passage, would you describe it as factual / critical / humorous / ironic. Give reasons for your decision.

Integrating activities

 Interviewing a local reporter or person in the news for more background - Information about a report that appeared in the newspaper (Can be a simulation)

 Reading a news item which appeared in the paper and re-telling it accurately to the others in the group

 Clipping local, provincial, national and international news items from a Newspaper and arranging them appropriately on the bulletin board.

Extensive reading (fluent reading or gist reading)

 Text types: chapter in a book, an article, a short story

 Focus: less worried about individual words and sentences. Concentrate on the general flow of the text.

 Activities: Give a headline to each section of the article, Discuss reactions to / feelings about the text

4.47 EN 3104: Effective Communication Skills V

Getting things done

 Focus: using language for transactional and interactional purposes - how to produce both short and long turns in conversation.

 Types of activities: Advertisements from yellow pages, discuss what they offer, what you can get done at each place.

e.g. At the photographer‟s you can have your photo taken.

a telephone conversation with an advertiser

Explain how to get things done to a partner, e.g. using a public phone, use a public library, send a parcel abroad

Ref: Language in Use. Intermediate, page 38

Use visual clues for narration

Types of activities: creating stories / skits using a sequence of pictures

Functional dialogues: making suggestions, making offers

 Focus: using a range of different structures in conversation, polite speech

 Types of activities:

- List the structures that are used to make suggestions

e.g. Shall we drive down to…, We could always…, Let‟s have…, I suppose we could…, What about…, Why don‟t we…, How about getting a...

- Make suggestions for a given situation using a range of structures

e.g. The TV is not working…, I don‟t feel like cooking tonight…

- Making offers-accepting / refusing

Expressions: Would you like me to.., Shall I..., I‟ll…if you like, Do you want…, Would you like me to…,

Discussions: current news items

 Focus: Initiate and maintain conversation .making the conversation interesting through various means

 Types of activities:

- Watch TV news / listen to radio, read newspaper reports

- Discuss in groups using given guidelines, prepare a presentation

Interviewing and being interviewed using a questionnaire

 Type of activities: design a simple questionnaire and use it to get information on a certain topic from your colleagues and outsiders. Compare information and write a report (group work), e.g. how people spend their leisure

Delivering a speech / talk

 Focus: writing a speech paying attention to the situation, participants and the objective.

 Procedure:

- Discuss with the teacher, prepare the speech and deliver it to the rest of the class paying attention to the rate of delivery.

- In the case of delivering a speech on currant / social issue, class should take a vote to see if they support you or not. A discussion follows.

e.g. Dogs should not be allowed in towns, Why privately owned vehicles should be banned from town centres

4.48 EN 3105: Language Structure, Usage and Linguistics V

Prepositions and prepositional phrases

 Prepositions: A preposition expresses a relation between two entities.

- Various types of relational meanings: e.g. place- at, in, on, to, away, from etc.

- Other meanings: time, cause, instrument, reference

 Activity: Find examples for each type of prepositional relationships.

 Structure of the prepositional phrase

Preposition + a noun phrase - in the garden

wh- clause - about what you said

-ing clause - by signing a peace treaty

 Functions:

- a) adverbial, b) post modifier of the noun phrase, c) verb complement d) adjective complement.

- give examples to illustrate each function

 Types of activities: underline the prepositional phrases in the text / sentences and label the function of each.

Phrasal verbs

 Formation:

- Verb adverbial particle combination e.g. sitting down, taken off

- Some phrasal verbs retain the individual meanings of the verb and the adverb particle, e.g. sit down. In other phrasal verbs meaning of the combination cannot be built up from the meanings of the individual verb and adverb, e.g. give in (surrender), turn up (arrive, appear)

 Transitive phrasal verbs: can take an object, e.g. They turned on the light.

- With most of them, the adverb can either come before or follow a noun object,

e.g. they turned the light on.

- Intransitive phrasal verbs: a verb plus a particle

- Drink up quickly.

If-clauses

 Type 1: if - past tense-will

If you post the letter, it‟ll get there by Thursday.

 Type 2: if- past perfect-would

If I had a million pounds I would probably go round the world.

 Type 3: if-past perfect- would have

If we had taken your advice, we would have saved a lot of time.

 Types of activities: Complete the conversation / dialogue.

Relative clauses

 The term relative clause is used for various types of sub clause which are linked to the main clause.

 Function: post modifier in a noun phrase where the relative pronoun points back to the head of the noun phrase.

 The relative pronouns in English: who, whom, whose, which that, and zero (i.e. pronoun omitted),

e.g. The records which he owns are mostly classical.

The records he owns are mostly classical.

 Restrictive relative clauses and non-restrictive relative clauses

 Types of activities: Expand the sentences using appropriate relative clauses.

Comment clauses

 Function and position: Comment clauses do not add to the actual information in

A sentence, and are loosely related to the rest of the main clause and function as sentence adverbials. In written English they are marked off from the other clause by commas and in speech by having a separate tone unit. They can occur in front, mid-and end-positions in a clause.

 Comment clauses are of varied types.

At that time, I believe, he worked as a mechanic.

He‟s a workaholic, you see.

Other examples of comment clauses (mainly in informal speech) are:

You know, I know, I think, I‟m afraid, I see, as you see, to be frank, etc.

 Types of activities

- Listen to the conversation. List the comment clauses you hear.

- Listen to conversations of different people. Write down the comment clauses you notice

Language and social interaction

 Speech acts, openings and closings, turn taking, repairs

 Implications for language learning

Language learner’s errors

 Interlingual and intralingual errors

 The way the errors help to understand how learners process the second language-the interlanguage theory

 How the study of learner errors help to understand the strategies the learner uses to assimilate the rules of L2

4.47 EN 3107: Practical Phonology V

Shifting stress patterns: stress and suffixes

 Notice how the main stress changes when a suffix is added, e.g. invite, invitation; national, nationality

 Activity:

- Find some more words where the stress changes when a suffix is added and learn to pronounce them correctly. Check in your dictionary.

 Word stress rules;

Look at the following examples. Add more to the list. Practice saying them. Check in your dictionary.

- Most two syllable nouns & adjectives have the stress on the 1st syllable, butter, pretty

- Most two syllable verbs have the stress on the last syllable, begin, produce

- Words ending in „ic‟ „sion‟ tion‟ have stress on the syllable second from the end, realistic, television, solution

- Words ending in „cy‟ „ty‟ „phy‟ „gy‟ have stress on the syllable 3rd from the end, democracy, reliability.

- Words with many syllables have a primary and secondary stress, international

 Compound words

- in nouns the stress is on the 1st part, greenhouse

- in adjectives, on the 2nd part, bad-tempered

- in verbs , on the 2nd part, understand

Stress in sentences

 Types of activities:

- Listen and underline the content words in the following sentences. Practice saying the sentences with correct stress

Can I have a coffee and a cup of tea, please?

Thanks for a lovely meal. etc.

- How many stresses? Where are they?

I wondered if you were free on Tuesday

I‟d like to meet her. etc.

Connected speech-elision

 Elision (deletion of sounds connected speech) mostly affects the English sounds „h‟, „t‟, „d‟ and schwa,

e.g. dropping of „h‟ in unstressed pronouns (his, her, him, he)

 In a sequence of 3 consonants „t‟ elides, Christmas, must be

 „d‟ elides when it is preceded by a vowel and followed by a consonant

 there could be

 Listen to a radio broadcast or a speech and pick out instances where elision happens.

e.g. government proposals „t‟ is elided, last night

Pronunciation practice

Rising and falling tone; Listen and practice

Reading selections from dialogues / drama

Emphasis on stress and intonation, rhythm, strong and weak forms

Reading prose and poetry

Focus: awareness of tone unit boundaries – emphasis on pitch loudness and length

4.48 EN 3108: English Literature V

Teaching poetry

 Recommended text

English and American Poetry

- John Milton:1608-1674 On His Blindness

- William Blake:1757-1827 The Clod and the Pebble:

- John Keats:1795-1821 Ode to autumn;

- Robert Frost:1874-1963, Road Not Taken:

- T.S. Eliot:1888 Gerontion:

- W.H. Auden Unknown Citizen;

- Philip Larkin:1922-1985 Mcm xiv

Sri Lankan and Post-colonial Poetry,

- Lakdasa Wickramasinghe: Don‟t talk to me about Matisse, The Cobra;

- Richard de Zoysa Birds, Beasts and Relatives:

- Rudyard Kipling IF,

- Paul Lawrence Dunbar: I know why the Caged Bird Sings

 Consider the following aspects

- Genre: e.g. sonnet, lyric etc

- Background: age, cultural / social setting

- Form: e.g. 3 quatrains and a couplet

- Structure: e.g. 1st 3 quatrains express 3 different ideas, each growing out of the preceding Idea; argument is tied up in the couplet.

- Theme: futility of war, love, beauty of nature, etc.

- Techniques: e.g. use of imagery, repetition, simile, etc.

 Types of activities:

Select tasks which match the cognitive level of the students, which is more developed than the language level. Activities which assist in understanding difficult language will bridge the gap between language level and text level. Activities should aim at developing the following aspects with regard to each poem.

- Understanding the meaning: pre-text task, Introduction to key words, Prediction activities, reorganizing / matching / comparing / scanning activities.

- Understanding the context:

- Learning to empathize: power of understanding and imaginatively entering into another person‟s feelings‟ character / events / scenes

- Learning to appreciate the poem: figurative language, theme, genre, words, sounds

- Learning to be creative express feelings / mood / tone, describe characters / events / settings

Teaching short stories

 Recommended text

- Sithy Hameed: Death in Life,

- V. S. Naipaul: My Aunt‟s Gold Teeth,

- Somerset Maugham: Sanatorium

 Draw attention of the students to the following aspects

- Setting: How does the writer establish social / cultural background?

- Plot: how does the writer develop the plot / organize incidents / develop the problem or conflict as the story progresses / the climax of the story / what happens after the climax.

- Characters: How are the characters developed? What does the story tell us about their appearance / qualities? How do they contribute to the development of the plot and to present the theme?

- Structure: Point of view, narrative, use of dialogue etc

- Language: the kind of language the writer has used

- Techniques: symbolism, stream of consciousness, flashbacks etc.

Teaching the Novel

 Recommended text

- George Orwell: Animal Farm or,

- Charles Dickens: The Tale of Two Cities

 Consider the following aspects

- Narration: 1st person, 3rd person

- Structure: descriptive, narrative, dialogue, length of the novel

- Plot and parallel plots, sub-plots

- Themes: Unlike a short story a noel will deal with many themes

- Characters: central, major, minor

 Create awareness of the following

Knowledge of the author, period in which the novel was written / the period of time the novel is focusing

 Type of activities:

- to understand the plot: arranging a list of jumbled events in order, summarizing a chapter

- to understand the themes: select from a number of themes etc.

- to understand literary devices and their effects: analyze selections of texts to identify literary devices

- to express learner‟s views: presentations on issues related to the novel, writing appreciations, dramatization

- to identify character traits: identify relationship between the characters and the development of the relationships

Teaching Drama

 Recommended text

- William Shakespeare: The Merchant of Venice or, Romeo and Juliet

 Draw attention to the following aspects

- Background to the drama

- Genre: Comedy, tragedy

- Theatre conventions: props, structure, props, lighting, costume, sounds, asides, soliloquy, chorus

- Themes

- Development of the plot: exposition, initial incident, rising action / growth / complication, the climax / crisis / turning point, falling action / resolution / denouement, conclusion or catastrophe

- Development of the characters

- Significance of language: blank verse, poetry, colloquial

4.49 EN 3110: English Language Teaching Methodology II

Handling learner errors

 Which errors to correct? Difference between errors and mistakes, global errors which cause misunderstanding) and local errors (relate only to a part of what is said)

 How to find a balance between correction and encouragement

 How to respond to errors during different activities

Language teaching techniques: Teaching a lesson

Techniques which could be used in different stages of the lesson: introduction, presentation, practice, application, evaluation

Handling primary text books-Let’s Learn English

 Overview of the package-theme, vocabulary, structure.

 Examine content of the text books, grade 3-5, the content of workbooks, suggested teaching procedure and assessment procedure

Micro-teaching: primary material

Select the sections to be taught, prepare lesson plan, teach to a small group, critique of the lesson, re-teaching

Secondary material

 Overview of the package: syllabuses, text books, workbooks, examine rationale, underlying principles

 Examine content and suggested teaching procedure in the Teacher‟s Guides.

 Writing lesson plans to handle dialogues, different reading texts, writing, grammar, listening and speaking.

Micro-teaching: secondary materials

Follow the same procedure as for the primary teaching

4.50 EN 3111: Business English II

Business meetings

 Discuss different types of meetings: informal / formal, large group / a meeting of 4-5 of the people involved/one-to- one meeting

 Types of activity: Look at the problems and decide what kind of meeting is the best way of dealing with each one, e.g. 1. The board required a report on your department‟s long-term plans over the next 10 years, 2. There is to be a company picnic next month and everything has to be planned and organized. You are a participant of the meetings discussed above. What would you say: to express your point of view, make objections, ask for opinion, to end a meeting?

Writing reports, summaries, notes

 Summarizing a business conversation: discuss different ways of summarizing,

 Listen to a conversation recording of a meeting between two people. Answer questions based on it. After understanding the conversation, draft a summary

 Using notes to write a report

e.g. Your managing director has asked you to investigate the health and safety provisions in your offices and to make recommendations for improvement. These are the notes you have made. Write a report expanding the notes into paragraphs.

Advertisements and commercials

 Cut out your favourite advertisement from a newspaper. Prepare a short presentation covering the following points. Target customers, how it works in terms of promoting the product-attracting attention, arousing interest, creating a desire, encourage to take prompt action

 Describe favourite TV commercials to your partner. Say why you think they are effective

Selling and buying products

 Simulation:

- You work in the buying department of your company. Decide at what terms, price, condition, etc. you are prepared to buy a product, make notes, negotiate with the seller

- You are the chief buyer for a company. Find out from a salesman the following;

About a product: wholesale price, recommended retail price, how quickly the goods can be shipped, how each item is packed, where the produce is manufactured,

 Procedure: Look at the new words in a dictionary. Practice the necessary expressions. Write the necessary notes before enacting the situations

Travelling on business

 Making reservations-flights and at a restaurant. Speak over the phone, send a fax

 Meeting or being met: role play- e.g. a foreign business person arriving at the local air port and the other person is waiting to welcome him. Role play: the whole scene up to leaving the airport.

 Write a list of advice which might be given to foreign visitor.

 Tell a visitor about office routines in our country: working hours, holidays, relationships between the boss and employers, recreational and sport facilities for staff

 Arrange a program for an important visitor who is coming to your firm to meet other officers. 1. Make a telephone call to colleague in another department, inquiring whether you can bring the visitor to see him/her, 2. Write a memo asking your boss to give the visitor a brief explanation of your firm‟s activities, 3. Draft a fax to the visitor informing the date and the time you propose for the visit / phone her / him

Practical component

 Design a questionnaire to be used to interview persons in a company / hotel.

 Collect information about their work, daily routine, etc

 Present your findings to your colleagues Organize the information and write a report

4.51 EN 3112: Journalism II

Language and style of writing

Studying the language and the style of writing in different items in a news paper: editorial, feature articles, reviews, letters to the editor, sports column, and cartoons, using a checklist. Presentations followed by whole class discussion.

Use of illustrations

 Examine the suitability of illustrations in news papers: how they help to make the writing / message more meaningful / interesting

 Types of illustrations, their characteristics, and purpose

 Write a feature article and illustrate it appropriately

Writing articles/news stories

Getting information through different sources, note-making, expanding notes to make an interesting piece of writing (group work)

Writing articles: reviewing, editing, proof reading

Peer-editing: groups exchange their writings and edit and give feedback, re-drafting, and proof reading

Practical component: designing and producing a college magazine

Planning what type of articles to include, crafting the articles, selecting, and editing, and re-drafting, using illustrations, proof-reading the articles.

pic �/ai�HpF complement of it + be.

e.g. The Americans landed on the moon, not the Russians.

It was the Americans who landed on the moon, not the Russians.

 Cleft sentences with „what or „the thing (that)

What I really enjoy is eating chocolates. The thing that I ……….

Questions

 Types of questions; yes-no questions, tag questions, Declarative questions, Alternative questions, wh- questions

 Making questions polite

Bilingualism

 Characteristics of bilingualism

 Code mixing, code switching

Individual learner differences

 Learner variables: personality, motivation, learning style, aptitude and age

 The relationship between learner differences and second language acquisition.

4.38 EN 2206: Vocabulary Development IV

Collocation tasks: different combinations connected to verbs

 Adverb + verb – choose carefully, verb + verb - be free to choose , verb + preposition-choose between the things, verb+ adjective- keep something safe, adjective+ preposition- safe from attack

 Types of tasks:

- Matching tasks: e.g. adverbs in column A with an adjective in B

- Sentence completion: e.g. put one of the adverbs into each gap in the sentences.

Synonyms and their associations

 In order to avoid repetition, writers use words which have a similar meaning.

e.g. I could learn by heart - I started to memorize

He asked - He enquired

 Types of tasks:

- Read the text and find the synonyms

- Complete the sentences using a word that has a similar meaning to the word underlined.

Describing people: appearance and character

 Words used to describe:

- Height and build - a slim woman, a chubby baby,

- General appearance - stylish, elegant woman, well-dressed, unattractive,

- Intellectual ability- intelligent, gifted, clever, foolish

- Clever in a negative way - cunning, crafty, sly

- Attitude towards life / people - optimistic, sensitive, sociable, rude

- Face, hair, complexion - straight hair, round-faced, fair complexion

 Types of activities:

- Match the words with their opposite words.

- Write sentences to describe yourself, your neighbours, colleagues etc.

- Make a collection of descriptions of people from newspapers (advertisements by people seeking partners)

Antonyms: using prefixes and suffixes

 Focus: how to bring out negative qualities

 Procedure:

- Introduce negative prefixes - un-,in-, im-, dis-, and suffixes-, -less,

- Get students to write the opposites of the given adjectives. e.g. safe, kind, complete, etc.

- Identify adjectives with negative prefixes in a text.

Dictionary work: exploring a dictionary page

 Focus: Raising awareness of how a dictionary page can be exploited for language improvement

 Types of activities: Look at page 311 in Macmillan English dictionary for advanced learners.

- Which syllable has the primary stress: corollary, corona, coronary, coroner

- What is the word for a small crown?

- What is the pronunciation of these words, corps (singular), corps (plural)?

- What is the ceremony at which someone becomes king/queen?

- Can the adjective „corporate‟ follow a noun?

Working with texts to develop vocabulary: Identify / guess meaning from context

 Focus: Using the natural redundancy of surrounding words, obtaining clues from grammatical structures, pronunciation and punctuation, activating background knowledge from a topic of a text.

e.g. My father is a workaholic; he works so long and so hard that we rarely saw him.

4.39 EN 2207: Practical Phonology IV

Connected speech: linking words-consonant + vowel

 Focus: help students cope with natural spoken language. Help with the comprehension problems caused by the blurring of the word boundaries in sentences where a consonant and a vowel meet, word borders tend to have blended sounds.

e.g. get out (ge -tout) the final consonant is treated as if it belonged to the 2nd word

e.g. She went out (t+ aw)

 Types of activities:

- Practice saying these pairs. Try to think the sounds which come together.

Red apple, wet umbrella, speaks English etc.

- Listen to the links between „r‟ and a vowel sound. Practice saying them.

Mother and father, after all, where am I? etc.

- Find the link between consonant and vowel sounds in these sentences.

The books are on the table in the corner.

It‟s a waste of money to buy lots of clothes.

Linking words: consonant + consonant

 Focus:

- Dealing with comprehension problems related to pronunciation.

Consonant + consonant: word borders tend to have a deleted or an unreleased final consonant. e.g. She is a good girl. [d+g]

- Identical consonants delete one of the consonants and blend the border together as one long consonant. e.g. I have a black coat. [k +k], Bob Brown is here. [b+b]

 Types of activities:

- Listen and practice: red dog, sit down, take back, desk top, good boy, phone bill, etc.

- Find links between words ending and beginning in a consonant sound in the sentences

e.g. Is it good luck to see a black cat?

The time is ten past two

Intonation: pattern of pitch changes in speech.

 Different pitch patterns can produce different meanings.

Consisting of different tones. Tones depend on the pitch of the voice. e.g. They arrived at EIGHT and left at TWO.. The focal point of the message 2 and 8 are called tonic syllables.

 Practice activities:

She‟s a doctor. – a statement or a fact. Here the intonation doesn‟t go up. We use a falling tone sounding friendly and polite.

She‟s doctor? - an echo question. It has a rising tone.

 Find the information focus in each sentence. Practice saying them as statements and questions. e.g. He left. He left?

Intonation in question tags

 When you check information that you‟re not certain about, the intonation in the question tag doesn‟t go up.

 Types of activities: Complete the sentences with a question tag. Then practice saying them with correct intonation.

He‟s French, isn‟t he? This is the train to Kandy? etc.

Allophonic variations

 Different realizations of phonemes in speech, i.e. the phoneme is pronounced slightly differently in the company of different sounds or environments. e.g. „p‟ in „pot‟ is aspirated but the „p‟ in „spot‟ is not. In English these sounds are mainly „t‟, „d‟, and „h‟ when followed by a velar or labial consonant „k‟, „g‟, „m‟, or „b‟.

 Clear „l‟ (when followed by a vowel) e.g. believe, allow, and dark „l‟ (when followed by a consonant) e.g. help, milk, are allophones of the phoneme „l‟ - allophonic variations of ed: „t‟ after a fortis consonant except „t‟, lukt, „d‟ after a lenis consonant other than „d‟.

e.g. „b‟, „d‟, „g‟, „v‟, „z‟, „id‟ after „t‟ or „d‟

 Provide practice activities

Strong and weak forms

 Weak forms are the unstressed forms of function words

 Types of activities

Give examples of weak forms and strong forms

e.g. I swallowed a fly - schwa, You say a book, a child but an apple (strong forms) An alligator bit him (weak form)

4.40 EN 2208: English Literature IV

Teaching poetry

 Recommended text

English and American Poetry

- John Donne:1572-1630 Song; Sweetest Love I do not go

- William Wordsworth:1770-1850 Upon Westminster Bridge

- Robert Burns A Red, Red Rose

- John Keats:1795-1821 La Belle Dame Sans Mercy, A thing of Beauty

- W. B. Yeats:1865-1919 Wild Swans at The Coole

- Walter De La Mare:1873-1956 Estranged

- Rupert Brooke: 1887-1915 The Soldier

Sri Lankan and Post-colonial Poetry

- Jean Arasanayegam In the Month of July, Ruined Gopuram

- Anne Raqnasinghe Secretariat:

- Cecil Rajendra Song of Hope

- Wole Soyinka Telephone Conversation

 Consider the following aspects

- Genre: e.g. sonnet, lyric etc

- Background: age, cultural / social setting

- Form: e.g. 3 quatrains and a couplet

- Structure: e.g. 1st 3 quatrains express 3 different ideas, each growing out of the preceding Idea; argument is tied up in the couplet.

- Theme: futility of war, love, beauty of nature, etc.

- Techniques: e.g. use of imagery, repetition, simile, etc.

 Types of activities:

- Understanding the meaning: pre-text task, Introduction to key words, Prediction activities, reorganizing / matching / comparing / scanning activities.

- Understanding the context:

- Learning to empathize: power of understanding and imaginatively entering into another person‟s feelings‟ character / events / scenes

- Learning to appreciate the poem: figurative language, theme, genre, words, sounds

- Learning to be creative express feelings / mood / tone, describe characters / events / settings

Teaching short stories

 Recommended tex

- Maurreen Seneviratne Mirage,

- Jhumpa Lahiri: Mrs. Sen‟s

- O’Henry The Purple Dress

 Draw attention of the students to the following aspects

- Setting: How does the writer establish social / cultural background?

- Plot: how does the writer develop the plot / organize incidents / develop the problem or conflict as the story progresses / the climax of the story / what happens after the climax.

- Characters: How are the characters developed? What does the story tell us about their appearance / qualities? How do they contribute to the development of the plot and to present the theme?

- Structure: Point of view, narrative, use of dialogue etc

- Language: the kind of language the writer has used

- Techniques: symbolism, stream of consciousness, flashbacks etc.

Teaching the Novel

 Recommended text

- George Orwell: Animal Farm or,

- Charles Dickens: The Tale of Two Cities

 Consider the following aspects

- Narration: 1st person, 3rd person

- Structure: descriptive, narrative, dialogue, length of the novel

- Plot and parallel plots, sub-plots

- Themes: Unlike a short story a noel will deal with many themes

- Characters: central, major, minor

 Create awareness of the following

Knowledge of the author, period in which the novel was written / the period of time the novel is focusing

 Type of activities:

- to understand the plot: arranging a list of jumbled events in order, summarizing a chapter

- to understand the themes: select from a number of themes etc.

- to understand literary devices and their effects: analyze selections of texts to identify literary devices

- to express learner‟s views: presentations on issues related to the novel, writing appreciations, dramatization

- to identify character traits: identify relationship between the characters and the development of the relationships

Teaching Drama

 Recommended text

- William Shakespeare: The Merchant of Venice or, Romeo and Juliet

 Draw attention to the following aspects

- Background to the drama

- Genre: Comedy, tragedy

- Theatre conventions: props, structure, props, lighting, costume, sounds, asides, soliloquy, chorus

- Themes

- Development of the characters

- Significance of language: blank verse, poetry, colloquial

4.42 EN 2210: English Language Teaching Methodology II

Handling learner errors

 Which errors to correct? Difference between errors and mistakes, global errors which cause misunderstanding) and local errors (relate only to a part of what is said)

 How to find a balance between correction and encouragement

 How to respond to errors during different activities

Language teaching techniques: Teaching a lesson

Techniques which could be used in different stages of the lesson: introduction, presentation, practice, application, evaluation

Handling primary text books-Let’s Learn English

 Overview of the package-theme, vocabulary, structure.

 Examine content of the text books, grade 3-5, the content of workbooks, suggested teaching procedure and assessment procedure

Micro-teaching: primary material

Select the sections to be taught, prepare lesson plan, teach to a small group, critique of the lesson, re-teaching

Secondary material

 Overview of the package: syllabuses, text books, workbooks, examine rationale, underlying principles

 Examine content and suggested teaching procedure in the Teacher‟s Guides.

 Writing lesson plans to handle dialogues, different reading texts, writing, grammar, listening and speaking.

Micro-teaching: secondary materials

Follow the same procedure as for the primary teaching

4.43 EN 2111: Business English II

Business meetings

 Discuss different types of meetings: informal / formal, large group / a meeting of 4-5 of the people involved/one-to- one meeting

Writing reports, summaries, notes

 Summarizing a business conversation: discuss different ways of summarizing,

 Listen to a conversation recording of a meeting between two people. Answer questions based on it. After understanding the conversation, draft a summary

 Using notes to write a report

Advertisements and commercials

 Describe favourite TV commercials to your partner. Say why you think they are effective

Selling and buying products

 Simulation:

- You work in the buying department of your company. Decide at what terms, price, condition, etc. you are prepared to buy a product, make notes, negotiate with the seller

- You are the chief buyer for a company. Find out from a salesman the following;

About a product: wholesale price, recommended retail price, how quickly the goods can be shipped, how each item is packed, where the produce is manufactured,

 Procedure: Look at the new words in a dictionary. Practice the necessary expressions. Write the necessary notes before enacting the situations

Travelling on business

 Making reservations-flights and at a restaurant. Speak over the phone, send a fax

 Write a list of advice which might be given to foreign visitor.

 Tell a visitor about office routines in our country: working hours, holidays, relationships between the boss and employers, recreational and sport facilities for staff

Practical component

 Design a questionnaire to be used to interview persons in a company / hotel.

 Collect information about their work, daily routine, etc

 Present your findings to your colleagues Organize the information and write a report

4.44 EN 2112: Journalism II

Language and style of writing

Use of illustrations

 Examine the suitability of illustrations in news papers: how they help to make the writing / message more meaningful / interesting

 Types of illustrations, their characteristics, and purpose

 Write a feature article and illustrate it appropriately

Writing articles/news stories

Getting information through different sources, note-making, expanding notes to make an interesting piece of writing (group work)

Writing articles: reviewing, editing, proof reading

Peer-editing: groups exchange their writings and edit and give feedback, re-drafting, and proof reading

Practical component: designing and producing a college magazine

Planning what type of articles to include, crafting the articles, selecting, and editing, and re-drafting, using illustrations, proof-reading the articles.

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Monday, March 24, 2014

3rd year 1st semester

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