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Monday, April 21, 2014
Wednesday, April 16, 2014
HIGHER NATIONAL DIPLOMA IN ENGLISH (2012 batch and 2013 batch only)
HIGHER NATIONAL DIPLOMA IN ENGLISH
The following syllabus is designed to implement for the 3rd
year (2012 batch and 2013 batch only)
as they were recruited to follow HNDE course for three years. During the 3rd
year first semester the students will learn the following three subjects and
during the second semester they will undergo training in schools.
HNDE course is a two
year program in 2014. Therefore, it is ideal if the
following subjects are included in the 2nd year 2nd
Semester.
3rd Year
-1st Semester Syllabus
PRINCIPLES OF
EDUCATION- 4 Credits ( 04 hrs )
1. What
is education?
1.1. Western
view of education
1.2. Eastern
ideas of education
1.3. Aspects
of education
2.
Education philosophers
2.1.
Plato-idealism
2.2.
Jean Jaques Rousseau-Naturalism
2.3.
Karl Marx-Marxism
2.4.
John Dewey-utilitarianism
3.
Various educational approaches
3.1.
Teacher centered education
3.2.
Society centered education
3.3.
Student centered education
3.4.
Development centered education
4.
Professionalism in teaching
4.1.
The nature of a profession
4.2.
Teacher responsibilities and liabilities
4.3.
Teacher ethics
4.4.
Code of ethics for the teaching profession
5.
The history of the development of education in
Sri Lanka
5.1.
Education in colonial period
5.2.
Education after independence
5.3.
National goals in education
5.4.
Primary and secondary curriculum
6.
Socialization
6.1.
Characteristic of Socialization
6.2.
Agencies of Socialization: Family, Peer group
and School
6.3.
Techniques of Socialization: Imitation,
Demonstration and Punishment or Rewarding
EDUCATIONAL
MEASUREMENT- 4 Credits (04 hrs)
1.
The importance of evaluation, for;
1.1
Teachers
1.2
Students
1.3
Educational managers
1.4
Policy makers
1.5
Researchers
1.6
School
1.7
Physical measurement
1.8 Mental measurement
2.
Basic concepts of evaluation
2.1
Assessment
2.2
Tests
2.3
Measurement
2.4
Evaluation
3.
Types of
evaluation procedures
3.1
Placement evaluation
3.2
Formative evaluation
3.3
Diagnostic evaluation
3.4
Summative evaluation
4.
Objectives for measuring learning outcomes
4.1
Educational goals, general objectives and
specific objectives
4.2
Classification of educational objectives
4.3
Bloom’s classification
4.4
Changes in emphasis
4.5
Classification of cognitive domain(Bloom)
5.
Various achievement test
5.1 written test
5.2
oral test
5.3
selection type test
5.4 Basic characteristic of
measuring tools
Validity
Reliability
Practicability
6.
Organizing scores
6.1
Uses of scores
6.2
Preparation of the frequency distribution
6.3
Mode /
mean
6.4
Range/ standard deviation
6.5 Histogram / frequency polygon
6.6 Normal curve & characteristic
4.3 Core – relation -core – efficient
4.4 Spears man rank order - core-relation
EDUCATIONAL
PSYCHOLOGY- 4 Credits ( 04 hrs )
1.
Education psychology
1.1
What is psychology
1.2 Branches
of psychology
1.3 The
nature of education psychology
1.4 Uses
of education psychology to the teacher
2.
Personal development
2.1
Different aspects of personal development
2.2
Factors that influence personal development
2.3
The environment
2.4
Principles of personal development
2.5
Stages of personal development
3.
Intellectual development
3.1
Piaget’s theory of the development of
intelligence
3.2
Stages of development of intelligence
3.3
Memory and stages of memory
3.4
Cognitive developments
3.5
Theories of intelligence
3.6
Emotional intelligence
4.
Learning
4.1
Basic characteristics of learning
4.2
Definitions of learning
4.3
Factors affecting learning
4.4
Principles of learning
5.
Children with special needs
5.1
Classification of students with special needs
5.2
Types of physical challenges
5.3
Mentally challenged students
5.4
Factors that influence presence of aggressive
behavior or isolate behavior
5.5
Genius or gifted children
6.
Educational guidance and counseling
6.1
Definition of the concept of guidance and
counseling
6.2
Educational guidance and counseling
6.3
Theories in counseling
6.4
Counseling techniques
6.5
Qualities of the counselor
Circular regarding a common subject of Business Communication for non-English courses
Circular regarding a common subject of Business Communication for non-English courses
· Based on the discussion with all HODs of HND in English program it was agreed that a common syllabus will be implemented for the first years of all non-English courses in 2014.
· There are two fields introduced- English for Technology for HNDIT, HNDT (Agri), HNDE (Engineering) & HNDFT. English for Business Communication for HNDA, HNDM, HNDTHM, HNDBA & HNDBF.
· There is no need to change the present credit hours, but a common theory will be followed and through practical hours credit hours can be adjusted. The students will be taught a common syllabus. They have to face a common test paper. When the syllabus is revised for all courses, all can follow the same number of credits in future. (2 credits for BC)
· In order to upgrade the quality of courses this decision was taken.
· Kindly convey this message to all HODs of non-English courses. If they have any grievances in this regard, they can forward their comments to Director General.
· Necessary documents are herewith attached.
Director General
SLIATE
Circular Regarding HND in English Program-3rd year –Part Time
Circular Regarding
HND in English Program-3rd year –Part Time
Meeting for
all HODS of HND in English program was held on 3rd April 2014 at 9
a.m in the auditorium of SLIATE. It was presided by Director General. The
following matters were discussed and finalized by the academic members.
·
As
we offer a common certificate for full time and part time, we should confirm
whether we are conducting the same number of credits for both courses.
·
According
to that we have newly introduced 3 subjects for the third year full time
students in order to meet the current trends in the teaching field.
·
Those
three subjects should be taught for the part time students as well.
·
Three
subjects are Educational Psychology, principles of Education & Educational
Measurement.
·
These three subjects will be taught after the new-year vacation.
·
3rd
year part time table must be amended after new-year and it is better to follow
the time table as mentioned below.
Subjects No
of hrs per week
i)
Adv.Re.Skills 01
ii)
Pra.Prof.Writing 01
iii)
Pr.Phonology 01
iv)
ELT
/ Business English / Journalism 02
v)
Project 01
vi)
Eff.Com.Skills 02
vii)
Language 02
viii)
Literature 02
ix)
Principles
of Education 02
x)
Educational
Psychology 02
xi)
Educational
Measurement 02
Total Hours 18
·
It
should be noted that the above time table will be followed only for present 3rdyr
1st semester PT (2014)& 3rdyr 1st semester
PT (2015).
·
In
the meeting all HODs were given the above three course books (new subjects) and
those three books should be taught to the students. A common test paper will be
prepared based on these books.
·
Kindly
convey this message to all HODs of HND in English program.
·
Necessary
documents are herewith attached.
Director General
SLIATE
Monday, April 7, 2014
New revised syllabus 2014 for 2nd Year 2nd Semester
2nd Year 2nd Semester
EN 2201: Advanced Reading Skills
&Vocabulary Development IV
1. 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
2. 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.
3.
Cohesive features
·
Types
of activities: finding references, identifying substitution and ellipsis,
identifying lexical cohesion
4. 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.
5. 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
6. Idioms
·
Focus:
The particular meaning cannot be guessed from the individual words, but the
context usually helps
-
Idioms
describing people: She has a heart of
gold; he’s hard as a nail, cold fish,
painin the neck.
-
Connected
with language: To put it in a nutshell
this is a waste of time. Who’s going to
start the ball rolling, speak someone’s mind, makes sense,
·
Types
of activities:
-
Completing
a text using idioms,
-
Matching
the idioms and their meanings,
-
How
do we describe: the person who is the teacher’s favourite etc.
7. Different collocation tasks
·
Types
of activities:
-
Words
frequently used together:
List the
nouns frequently used with ‘join” e.g. band, army, club etc.
Adverbs with
‘possible’: always, quite
Nouns with
‘negotiate’: deal,
-
List
three words that typically occur with these words
Verb: accept, delay,
receive - payment
Adjective: long… - leg
Adverb: listen
-carefully, etc
8.
Choosing theright word
·
Focus:
Selecting the right word to match the style(formal, spoken, informal) and
subject areas(business, science)
Style labels show in
what situation a particular word is used, subject words show the subject area
and that it is not used in everyday English
·
Types
of activities:
-
Write
the correct style label for the following groups of words
e.g. thereby, constitute, splendid, notably
(formal)
ok,
anyway, ouch, hubby (spoken)
-
Look
at a dictionary page. Make a list of subject verbs and style verbs under
different headings
-
What
subject areas do these groups of words belong to:
e.g.
capital, expenditure, joint venture, market share
9.
Word building tasks: adding one idea to another
·
Words
for linking sentences/clauses
e.g.
For this job you need a diploma. In addition, you need some experience.
Addition words:
furthermore, moreover, what’s more(less formal), besides, likewise, similarly,
on top of (all) that
·
Adding
words at the end of clauses/sentences
e.g. They sell beds, chairs, tables and so on.
And
so forth, to top it off.
·
Adding
words that begin or come in the middle of clauses
e.g. In addition to his degree in Science, he has
an MA in sociology.
Pursuant to my letter of May first…
EN 2202: Technology Based
Communication Skills IV
Getting thingsdone
·
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, makingoffers
·
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
EN 2203 Language
Structure usage & Linguistics IV
Prepositions and prepositionalphrases
·
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.
Theory
- 08hrs
Activities- 08hrs
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.
Theory
- 06hrs
Activities- 06hrs
Reported speech
·
To report what somebody has said we can use either
quotation marks (direct speech) or a
that- clause (indirect speech)
E.g. He said ‘I
need more money’. He said that he needed more money.
·
Certain changes are made in connecting from direct to
indirect
-
Change present tense to past tense.
-
Change 1st and 2nd person
pronouns into 3rd person
-
Change pointer words (his, now, here etc.) into that,
then, there, the next day, etc.
·
Provide examples and activities.
·
Indirect questions: a wh-clause is used instead of
that- clause
E.g. Do
you live here? She asked him whether (if) he lived there.
Theory -
10hrs
Activities- 10hrs
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
Theory
- 05hrs
Activities-05hrs
Transformation of Sentences
·
Interchange of affirmative and negative sentences.
·
Interchange of interrogative and assertive sentences.
·
Interchange of exclamatory and assertive sentences.
·
Conversion of simple sentence to compound sentence.
·
Conversion of simple sentence to complex sentence.
Theory
– 06 hrs
Activities- 06hrs
Linguistics
Psycholinguistics
·
Introduction to
psycholinguistics
·
Human brain & language
·
Speech mechanism
·
Communication disabilities
·
Language for special purpose
Theory
- 10hrs
Activities-10hrs
EN 2204 Sri Lankan Literature
Poetry
Kamala
Wijerathne - Soldier’s
Wife Weep / Monument / Musical
DayaDisanayake - Kite / Interview
Richard
de Soyza - Lepidoptera/Gajagawannema.
Patrick
Fernando - Fisherman
mourned by his wife
Anne
Ranasinghe - Sati
LakdasaWickramasinghe -Folk Poet Ysinno
YasmineGunarathne -
This Language This Woman
Jean
Arsanayagam -
Mother-in-law
Short Story
Golden
Oriole by SuwimaleeKarunaratne
Misunderstanding
by J.S Tissanayagam
Drama
Rasanayagam’s
Last Riot by Ernest Macintyre
Intruder
by ThayagarajaArasanayagam
EN 2205
Practical & Professional Writing IV
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
andideas precisely, e.g. cause and result, comparison
·
Activities:
Expanding a variety of headlines into articles ( news, feature), writing
speeches and reading them out
Persuasive and argumentative writing
·
Writing
skills: balancing an argument/contrasting two different points of view - useful
expressions: on the contrary, but, in fact, on the other hand
(Ref:
Language in Use. Upper - Intermediate.Classroom Book.page 70)
·
Activities:
Write arguments for and against to the following opinions.
e.g. Women and men now have equal opportunities in
society
Doing
military service makes young people better citizens.
·
Focus:
develop logical arguments and cite evidence, use persuasive techniques and
rhetorical devices.
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
·
Reports
based on notes/ questionnaires etc.
·
Design and use a questionnaire to write reports
·
Introduce the topic. e.g. Report about leisure activities
-
build
up words connected to the topic on blackboard
-
design
a questionnaire to find how people spend their leisure time (group work)
-
collect
information from classmates
-
discuss
and write the report
·
Introduce
features of report writing: structure - introduction, middle paragraphs, and
conclusion
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.
- Language focus: In order to find out how people…, one surprising fact that emerged was…, The results of our survey suggest that…
EN 2206 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
EN 2207 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 favorite advertisement from a
newspaper. Prepare a short presentation covering the following points.1. Target
customers, how it works in terms of promoting the product-attracting attention,
arousing interest, creating a desire, encourage to take prompt action
·
Describe favorite TV commercials to your
partner. Say why you think they are effective
Selling and buyingproducts
·
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
Traveling 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/or 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
EN 2208 Journalism II
Languageand styleof writing
Studying the language and the style of writing in different items in a
newspaper: 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 newspapers:
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 acollege 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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