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MODULE CONTENTS AND TEACHER GUIDE
1st Year 1st Semester
EN 1102: Advanced Reading Skills & Vocabulary Development I
1. Nature and purposes of reading
·
What
is Reading: Give two or three definitions
-
“What
the brain does in ‘reading’ is to make sense of a particular piece of written
language in the light of prior knowledge and current intentions and
expectations of the reader” (Frank Smith 1982. Understanding Reading)
-
Interactive
process in which the reader constructs meaning from a particular piece of
writing.
·
What
do good readers do when they read?
Get actively involved
with the text to understand words, syntax, content (intended message)
·
What
is necessary for good reading?
To
understand that:
-
Reading
efficiently means tackling everyday tasks with a clear purpose.
-
Need
to adjust reading strategy to suit the purpose
-
Different
reading tasks require different degrees of attention and understanding
-
There
is a close relationship between reading and other skills and therefore reading
should be integrated with writing, speaking and listening.
·
Get
students to list the purposes of reading and the type of texts
-
To
learn,
-
To
function in society
-
To
satisfy personal interests
2
Reading skills: scanning and
skimming: develop speed reading
·
Scanning-
read rapidly to locate specific information.
·
Text
types: reading an index, telephone directory, a dictionary to find a word, a
name, a number. reading notes, messages, letters, news items etc. to find some
specific information, provide opportunities to scan different text types
·
Skimming:
reading to obtain the general, overall idea/gist of the whole text
-
make
students aware of the parts of the text which contain the most important
information and that they should read only those
-
read
the introductory and concluding paragraphs, the first and the last sentences of
the paragraphs in between. Pick up the key words such as dates, names, wile
moving their eyes down the page
-
Imposing
time limits and comparing the time required by various students will be a rapid
reading technique.
3
Literal comprehension: understanding
directly stated information
·
Techniques:
fact questions based directly on the text
-
True/false
statements
-
Completion
-
Multiple
choice questions
·
Text
types: brochures, information manuals, letters, news reports, etc.
(a)
Word attack skills
·
Deducing
meaning of unfamiliar words using context clues
-
Using
other words such as synonyms and antonyms in the same sentence or paragraph
-
Using
the meaning of the sentence as a whole e.g. The Indians cut their canoes out of
tree trunks by using an adze. The meaning of adze can be deduced from the
meaning of the whole sentence.
- Using structural and
morphological information
-
Guessing
the word class
-
Understanding
the way how suffixes and prefixes are used to build words
(b)
Text attack skills: interpreting
grammatical cohesive devices-reference, substitution, elliptical expressions
·
What
is Cohesion? What are cohesive devices?
Cohesion helps a text to
hang together. (Combine well). It expresses the continuity that exists between
a part of a text and another part. Cohesive devices help in achieving cohesion.
They are of two main types –grammatical and lexical.
·
Grammatical
cohesive devices:
-
Reference:
identifying the meaning of proforms such as it, he, our, these, those, which
are used to avoid repetition
-
Substitution:
e.g. I have a red pen, but Nimal has a blue one.
Show the difference
between substitution and reference.
-
Ellipsis:
leaving out a word/words from a sentence which the reader can understand from the surrounding text: e.g. They came
although they were asked not to.(not to come)
(Ref.
Nuttall page 90-92)
4
Word formation in English
·
Adding
prefixes and suffixes
-
Suffixes:
can change the word class and the meaning of the word
Noun suffixes: -er.
writer, -ee, employee, -tion. Pollution, -ism. Buddhism, -ist. typist, -ness.
Goodness
Adjectives: -able.
Readable
Verbs: -ize. Modernize
Other suffixes:
excitement, flexibility, childhood, membership, active, useless, forgetful,
delicious
Activity: Form nouns
/adjectives/ verbs/ using the given suffixes, as in the examples. Use the
dictionary to find the meanings.
-
Prefixes:
often used to give adjectives a negative or an opposite meaning; uncomfortable,
inconvenient, dissimilar
Activity:
List words with other prefixes, e.g. anti-, auto-, bi-, ex-
5
Identifying wordfamilies
·
Focus:
How word families are developed from a single root
e.g.
part, particle, partition, partly, partner, participant, particular
·
Note
the stress in each word. Practice saying the words with correct stress.
e.g. photograph,
photography, photographic
6
Wordswith more than one meaning
·
Focus:
find the right word in context
·
Types
of tasks: discuss different meanings of these words. Make two sentences which
give two different meanings.
e.g.
book: I bought a story book.
Book
a ticket in advance in the intercity train.
EN 1102: Effective Communication Skills I
Conversational routines
·
Greetings/thanking/
apologizing/ complimenting/ leave taking etc.
·
Types
of activities: Dialogues/conversations in different settings (pair and group
work)e.g. at the post office/office/market
·
Procedure:
listen to the dialogue. Practise it with a partner. Then write their own
dialogues and practise saying them.
Interaction in ‘service’ situations
·
Enrolling
in a school/institute, obtaining membership in a library/club/Association,
reserving seats in a cinema/train/ on the plane
·
Type
of activities: role play, simulation
·
Functions:
request, explain, justify, and decide,
Functional dialogues
·
Buying,
selling, bargaining, complaining
·
Type
of activities: role play
·
Exponents:
Can I have…, I would like to…, I want to change this shirt…, Can I pay by
cheque/credit card?
Enact social situations
·
Situations:
Tea/dinner/ Birth day/party, Theatre /bus queue, .etc
·
Types
of activities: simulations, dialogue between the host/hostess and guests,
guests themselves.
·
Language
focus: welcoming, thanking, wishing, congratulating, making, making a short
speech, informal conversation.
·
Conversation
between persons in a queue: about the play/ film, long queue etc.
·
Language
focus: explain, discuss, compare, and complain
Fluency based activities
·
Focus:
how to maintain fluency in a conversation avoiding excessive pausing,
breakdowns and errors in grammar and pronunciation. Involve students in talking about a range of
topics which engage their interests, experiences and opinions.
·
Types
of activities: Use pictures, newspaper headlines cartoons as stimuli. Provide
necessary language (structures, words).and discussion questions, e.g., Do you
agree with what the woman in the picture is saying?
Functional dialogues
·
Asking
for help/permission/ directions
·
Exponents:
Can I ask you a favour, May I…, Could you please…, Would you mind if I …, I
would like to… I wonder if I could…
·
Types
of activity: Role plays the model dialogue. Prepare their own dialogues.
Perform them before the class.
EN 1103: Listening in English I
Nature of listening and factors that affect listening
·
What
is listening? Ability to identify and understand what others are saying,
involves understanding a speaker’s accent/pronunciation/grammar/ vocabulary and
grasping the meaning.
·
Factors
that affect listening:
-
Get
the students to discuss and write a list in small groups.
-
Whole
class discussion. Use the following factors in the discussion:
Listening
passage is heard only once, content usually not well organized, cannot be
listened to at a slower speed (message on radio, on tape), difficult to
recognize individual words in the stream of speech, may contain colloquial
words and expression and redundant utterances: repetitions, false starts,
rephrasing, self-corrections, elaborations, meaningless utterances (e.g. I
mean. you know...), no body language and facial expressions, etc
Extract specific information –selective listening
·
Purpose:
not to look for global/general meaning, but to be able to find necessary
information. Students listen for names/dates/certain facts and events/
location/situation/context etc.
·
Types
of tasks:
-
Listen
to news. In the work sheet tick the category to which the news items you hear
fall into.
-
Listen
to announcements e.g. Airline arrivals and departures. Fill in the flight
numbers, destinations, gate numbers, departure times etc.
Listening for the main idea and specific details
·
Types
of activities
-
Listen
and take notes under given headings
-
Listen
and answer comprehension check questions
·
Text
types: Interviews, speeches
(Ref.
Headway Intermediate Page 66)
Understanding planned monologues
·
In
planned monologues the language is carefully structured. Provide the students
with a task sheet to be completed while listening.
·
Types
of activities: weather reports, news readings
Understanding unplanned monologues
·
In
unplanned monologues which are usually crated on the spot in response to an
initial question there is a lot of pauses, redundancy and fragmentary
utterances.
·
Types
of tasks:
-
1.identify
the meaningless speech, list them, and compare with others
-
Comprehension
questions
EN 1104: Language Structure Usage
& Linguistics
Word classes and their grammatical functions
·
Open
classes: nouns, verbs, adjectives, adverbs
·
Closed
classes: determiners, pronouns, prepositions, conjunctions, operator-verbs,
interjections, enumerators.
·
Types
of activities: write examples for each word class
·
Rationale
for word classes in grammar: Words which belong to one class only can be used
in a particular position in a sentence. Provide examples.
·
List
the differences between the two types: e.g. open class-thousands of words.
Closed classes- limited number
·
Some
words appear under more than one word class, e.g. ‘play’ as noun and verb,
‘that’ as determiner and conjunction
·
Types
of activities: write sentences to show how the word ‘round’ appears as noun,
verb, adjective, adverb, and preposition.
Note: Word classes
should be taught briefly (Only the introduction to word classes)
Elements of grammar
·
Units
of language:
The sentence-a set of
words standing on their own as a sense unit.
Clause – a kind of mini sentence, a
set of words which makes a sense but may not be concluded by a full stop. A
sentence may have only one clause or 2 or more clauses.
The phrase: A shorter
unit of one or more words e.g. noun phrase
·
Parts
of a sentence
Subject (topic),
predicate 9everything said about the topic)-give examples
·
Sentence
elements
-
Subject,
verb, object, complement, adverbial
-
The
most common parts of the sentences
-
Object
may be direct or indirect, the complement refers to the same thing as the
subject,
-
Adverbial
adds further information (words, phrases such as, at home, yesterday)
·
Activities:
make sentences using the clause elements. Analyse their structure.
The simple sentence
·
A
sentence consisting of only one clause
·
Clause
types: S V, S V O , S V C, S V O , S V O O , S V O A , (provide examples)
·
Activities:
Indicate to which of the clause types the given sentences belong to
The simple sentence: questions, commands, exclamations, negation
·
Questions-
·
Types
of questions; yes-no questions, tag questions, Declarative questions,
Alternative questions, wh- questions
-
Yes-no
questions- operator is placed before the subject. If there is no operator, ’do’
is introduced, e.g. has the boat left?
Does he like Mary?
-
Wh-
questions:
-
Alternative
questions-
·
Commands:
Usually has no subject. It has an imperative finite verb (the base form) of the
verb
·
Exclamations:
sentences which have an initial phrase introduced by ‘what’ or ‘how’
e.g. What a noise they are making!
·
Negation:
accomplished by inserting ‘not’, n’t ‘between the operator and the predication
Nouns & Noun phrases
·
Noun
classes
·
Differences
between count and mass nouns, regular and irregular nouns, abstract and
concrete nouns.
·
Structure
of the noun phrase: head word, pre-modifiers, post modifiers
·
Word
classes that can function as pre-modifiers-determiners, enumerators,
adjectives, modifying nouns
·
Word
classes that can function as post modifiers-mostly prepositional phrases
·
Functions
of the noun phrase-subject, direct object, indirect object, complement,
apposition, adverbial. (provide examples)
·
Activities:
analysis of noun phrases, expanding the noun phrase using pre and post
modifiers.
Linguistics
Introduction to
language & Linguistics
·
What
is language?
·
What
is Linguistics?
Phonetics &
Phonology
·
What
is phonology?
·
What
is phonetics?
·
Differences
between phonology & phonetics.
·
Sounds
of English & phonetic transcription.
·
Organs
of speech.
·
Introduction
to phone, phoneme & Allophone. ( Only the introduction to terminologies)
EN-1105
- Introduction to literature
1.
Introduction
to literary eras
Mediaeval - a ballad,
Demon Lover
Elizabethan - sonnet by Shakespeare, Shall I compare thee to a summer’s day’ Rose Cheeked Laura by Thomas
Campion
Metaphysical - Death be not proud by Donne,
To His Coy Mistress by
Andrew
Marvell
Augustan - Absalom and Achetopal
by John Dryden
Romantic - Rainbow by Wordsworth
Victorian - Lotus Eaters by
Tennyson
Modern -Irish Airman foresees
his death by W.B Yeats
2.
Introduction
to the elements of poetry, short story, novel
3.
Introduction
to literary techniques.
4.
Introduction
to literary skills. (appreciation, evaluation, analyzing , comparisons )
5. Novel -
‘Lord of the flies’ by William Golding /Great Expectations
by
Charles Dickens
6.
Short story - ‘Open
Window’ by Saki
The Rocking Winner by D.H Lawrence
Uncle Ernest by Allan Sill toe
EN 1106: Practical and Professional Writing I
Nature and functions of written language
·
Identifying
the difference between the spoken and written English and formal and informal
English
·
Identifying
different types of texts and functions: descriptive / narrative / expository /
argumentative / persuasive
Writing essentials
·
Cohesion-unity
of thought/relation between sentences in a paragraph and paragraphs in a longer
text
·
Clarity
and precision: organising writing using a clear structure, content, layout,
handwriting
·
Spelling,
punctuation, grammar, vocabulary
General guidelines for student portfolios
Introduction: A
collection of students’ work that demonstrates to students and others their
efforts, progress and achievements. Students should have their own portfolios
which can be a file folder.
Purpose:
·
To
collect students’ writing during the semester.
·
To
provide a tangible record of writing for assessment
·
To
provide a tangible record of students’ writing progress
Instructions:
·
Have
students date their samples as they write or revise them.
·
Identify
writing as “first draft” “revision” or “final copy”
·
Check
each folder regularly so that specific needs can be addressed as they arise
·
Encourage
students to share their writing with peers
Developing a paragraph
·
Provide
different types of paragraphs. Ask students to find .topic sentence, supporting
details, conclusion
·
Instructions
to write different types of paragraphs, e.g. Put these sentences into the
correct order to make a paragraph
Letter writing
·
Understand
the format of a personal letter and a formal letter
·
Personal
letters - express happiness / sorrow / exchanging news
e.g. I was very happy to / delighted to
/ glad to / hear that…
·
Formal
letter - address, date, designation and address of the person, salutation, underlined subject of the letter, body of
the letter (introduction, reason, request for action) conclusion, complimentary
close, signature, name and address.
·
Practice
writing letters of request, letters of inquiry, letters of invitation, letters
of thanks
·
Language
differences-provide examples, e.g. I am writing to you regarding…, I wish to
inform you…
Practical writing
·
Notices
·
Invitation
cards
Help
students with the writing process; planning, drafting, revising, proof reading
and presenting
Professional writing
·
Memos-used
for internal office correspondence. Provide a model to read and study the
content (group work).
E.g.
you are the secretary of the sports club of your office. Write a memo to
members informing about the annual picnic.
·
Faxes
·
Emails
·
Agendas
of meetings-Provide a sample-usually follow the same pattern.
Imaginative writing- dialogues
·
Write
imaginary dialogues and act them out. e.g. Explaining about a broken window, a
conversation between a mosquito and a dog
·
Provide
a new ending to a familiar story
·
Use
3 or 4 familiar objects and get students to write an incident/situation
involving them.
EN 1107: CALL &Study Skills I
1. Computer literacy, computer competency
·
Computer literacy: general knowledge of what
computers are used for and some general experience in using them. List the
purposes in using computers
·
Computer competency: ability to use the computer
as a tool for particular purposes
A general introduction-email, conferencing programs (written and spoken),
word processing programs, language archives (written and spoken)
2.
Reinforcement
of classroom material
Using text books accompanied by CD-ROM disc, which has
practice exercises, self-check tests, extra reading material.
3.
Speech
processing
Access to speech recognition programs, simple exercises in pronunciation,
feedback graphs showing accuracy of learner’s control of phonemic and prosodic
elements.
4.
Effective
use of email
·
Choose the appropriate software and learn how to
use the email system confidently.
·
Communicate with the teacher and others to carry
out task-based learning projects.
5.
Library
skills
·
Understanding classification system
·
Using a library catalogue
·
Using the content/index pages of a book to find
reference
·
Finding information quickly from bibliography
·
Activities:
-
Library skills questionnaire, e.g. Write down
the classification numbers of the following books and find them on the shelves.
-
Give the names and numbers of the books that
give information about the following topics
6.
Dictionary
studies
·
Getting familiar with the format of good
monolingual dictionary entries
·
Finding their way around the information a dictionary offers
·
Discuss the role of a dictionary
·
Assign activities which show the kinds of
meanings that are presented and how they are presented.
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