New revised syllabus 2014 for 2nd Year 1st Semester

2^nd Year 1^st Semester

     

EN 2101: Advanced Reading Skills & Vocabulary Development III

1.       Recognition of different styles of writing: descriptive, expository, narrative, argumentative

·         Help students to

-   Recognize the writer’s attitude and tone

-   Identify figurative language and other elements of narrative style (e.g. plot, character, and setting),

-   How the writer tries to persuade or convince the reader and how the writer uses reasons, examples etc. to explain something.

·         Activities: Read passages of different styles and answer questions based on them.

2.       Creative reading: going beyond the text

·         This level of reading will be possible only if the students know the literal meaning of the text and have interpreted and evaluated the information; involves going beyond the text to seek out or express new ideas, to gain additional insights.

·         Activities: Reading more on the topic and gathering information, writing responding to what is read.

3.       Intensive reading

·         Read short sections to understand or study information or language use in detail

·         Activities: comprehension questions at different levels. Activities on vocabulary, grammatical and lexical cohesion

4.       Integrating activities

Activities: Writing short stories based on news items, Dramatizing a comic strip series

5.       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.

6.       Synonymsand 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.

7.       Working with texts to develop vocabulary: Identify/guessmeaning 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.

EN 2102: Technology Based  Communication Skills III

Functional dialogues

·         Express approval / disapproval, likes / dislikes, surprise / wonder / hope / fear / disappointment

·         Focus: strategies for avoiding communication breakdowns and comprehension problems

·         Activities: create and write their own dialogues and practice saying them,(pair and group tasks)

Group/pair discussions: information gap activities

·         Focus: asking and answering questions, using a conversational register and syntax.

·         Types of activities: finding the differences in pictures/notices/ invitations etc.

Role plays usingrole play cards

·         Focus: speaking appropriately in different situations.

·         Procedure: prepare role play situations and cues for the two persons. Give them time to prepare. Get them to enact the situation using the cues. Provide at least 4 cues.

e.g. situation; You have borrowed a friend’s notes over a week ago and promised to return them the next day. You’ve still got them. What do you say to him when you see him?

You must speak first.

Cue card:

-   Say how you feel about not returning the notes

-   Say why you couldn’t return them

-   Cue card to the friend

-   Tell him not to worry

-   Ask whether he copied the notes, etc

Dialogues/drama based on stories

·         Read stories and write dialogues /plays based on them. Rehearse, and act them out.

Describe a process

·         Focus: use linking words correctly when describing a sequence of actions

·         Types of activities: how to operate a computer, describing an experiment

Making presentations - using the OHP and other media

·         Focus: using facial expressions, body language, and other non-verbal cues and visuals to convey meaning, how to use a neutral or more formal style of speaking

·         Procedure: brainstorm around a topic; organize the presentation, find necessary visuals-pictures, maps etc. make the presentation to the rest of the class.

·         Suggested topics: Changing lifestyles of people, how ‘green’ are you?

EN: 2104 -Language Structure, Linguistics & Usage

Expandingthe sentence: coordination- compound sentences

·         Coordination: Two independent clauses are combined to form compound sentence using coordinating conjunctions - and, but, or, either .or, neither, nor, 

·         Types of activities:

-   Join sentences using coordinating conjunctions

-   Breaking a long sentence into simple sentences

Expanding the sentence: subordination-the complex sentence

·         1n subordination there is an independent clause and one or more dependent or subordinate clauses. Subordinate conjunctions –when, while, till, before, after, because, as, if, unless, that, so that, etc.

·         Three main classes of dependent clauses analysed by structural types:

-   Finite clauses: verb element is a finite verb phrase, e.g. I like John because John likes me.

-   Non-finite clauses:

to-infinitive: The best thing would be to tell everybody.

All I did was hit him on the head.(infinitive without to)

-ing form: Leaving the room, he tripped over the mat.

-ed participle: Covered with confusion, we left the room.

Verb less clause: e.g. Although always helpful, he …….

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.

Cleft sentences

·         With ‘it’: we use cleft sentences to give emphasis to a particular part of the sentence. It does this by splitting the sentence into two halves and ‘highlighting’ the topic by making it the 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 ……….

Linguistics

Applied linguistics

• Language learning & language acquisition
• Bilingualism- code mixing & code switching
• Individual learner differences
• Contrastive analysis & error analysis
• Krashen’s theory

                                                                                                                       

Morphology

• What is morphology?
• Introduction to Morph, morpheme & allomorph
• Inflection & derivation
• Word formation process

EN 2105 - Common Wealth Literature - 2108

WoleSoynka                - ‘Telephone conversation’

A.K. Ramanujan         - ‘River’, ‘Obituary’

N. Ezekial                   - ‘Back Ground Casually’

Kamala Das                 - ‘My Grand Mother’s House’

Dereckwalkot              - ‘Far Cry from Africa’

Thargore                      - Unworthy Gift

J. P Clerk                     - Night Rain

Short story

‘Post Master’ by Tagore

Divorcee by Ken SaroWiwa

Novel

Things Fall Apart by Chinua Achebe

 ‘Waiting Earth’ by P. Wijenayeka

      EN 2106: Practical and Professional Writing III

Writing skills: causes and results

·         Focus: expressions used for describing causes/origins and expressions used for describing results. e.g. was caused by, has become, led to, resulted in, as a result of…

(Ref: Language in Use: Upper Intermediate-classroom Book page 80)

·         Activities:

-   Read and list the expressions used for talking about causes and results

-   Write other expressions which could be used instead.

-   Select a headline and expand it into a paragraph, using expressions you have listed.

e.g.   Explosion Kills 20 people: leaking gas pipe-damaged when road was repaired- explosion -20 people killed.

More illiterate children-warns report: cuts in funds-fewer teachers-more children- unable to raise funds

Informative/ expository writing

·         Text types: travel experience, interpret graphs/maps, paraphrasing

·         Procedure: guided writing - Help in thinking ideas, ordering them, considering vocabulary and grammar.

Report writing

·         Writing reports of discussions, /meetings

·         Annual reports: e.g. you are the secretary of the senior literary society. Write the annual report giving an account of the activities of the society during the year

·         Present a model with an activity. e.g. Read the following report and fill in the blanks with the words given below.

Imaginative writing

·         Encourage students to create stories: Provide questions to stimulate writing. e.g. What if you see some aliens in your village?

·         Involve students in writing and illustrating books.

·         Writing based on pictures-creative dialogues/stories

Persuasive and argumentative writing

-   Letters to the editor- Provide opportunities to read and collect different letters from newspapers. Discuss structure, reason/argument/request etc. Get students to write their own letters to the editor. Provide the topic and guidelines; help them in planning, writing and redrafting.

Analyticwriting

·         Focus: critical and evaluative views of texts, drama, films and issues.

·         Take account of the student’s familiarity with the topic. Guide students to form their own view taking into account a range of evidence and opinion and to organize their ideas and information distinguishing between analysis and comment

EN: 2107- RESEARCH METHODOLOGY

1.      Introduction to research proposal & writing proposal.

·         Problem statements.

·         Research aims & objectives.

·         Research hypothesis.

·         Limitations.

2.      Introduction to research methodology.

·         Data collection techniques- Qualitative, quantitative.

·         Sampling methods.

·         Data presentation.

·         Data analysis- Correlation, regression.

3.      Citation methods.

·         APA

·         MLA

4.      Introduction to project writing.

·         Chapters break down.

·         Introduction to literature review.

EN 2108: English Language Teaching Methodology I

The goodlanguage teacher

·         What is good language teaching?

·         The diverse roles and responsibilities of a successful teacher, discuss under 4 main categories: 1. Source of expertise 2. Source of advice 3. Management roles 4. Facilitator of learning

Classroom management

·         Classroom organization: physical environment of the classroom, sight, sound comfort, seating arrangements, chalkboard use, equipment, teacher’s voice and body language

·         Management during the lesson

Classroom language

·         Language for social interaction, e.g. why is Rohan absent?

·         Language for classroom organization-maintaining discipline

·         Language of instruction, e.g. get into groups of four. Listen to me please.

Questioning techniques

·         Purpose of teacher’s questions: 1. Opportunity/impetus to produce language 2. Initiate chain reaction and speech interaction 3. Immediate feedback about student comprehension, i.e. teacher can use student responses to diagnose linguistic or content difficulties. D. to provide a model for language thinking

·         Type of questions: have been classified according to different criteria: 1. what kind of thinking is involved-plain recall, analysis, evaluation.2. Genuine or display questions.3.closed or open. 3. convergent/divergent questions

·         Criteria for effective questioning: 1. Clarity.2.learning value 3. Interest 4. Availability, i.e. can most of the students try to answer it? 5. Extension –does it invite and encourage extended and varied answers 6. Teacher reaction. Are the learners sure that their responses will be related to with respect

Pair and group work

·         Importance of pair and group work in TESL

·         Selecting appropriate group techniques, difference between the two types, e.g. pair work: short, linguistically simple, quite controlled in terms of the structure of the task.

·         Planning group work

Teaching aids

·         Advantages of using teaching aids

·         Types of teaching aids: low technology and high technology

·         Effective use of teaching aids in the classroom

      EN 2109: Business English I

Businesswriting: letters, memos, faxes

·         Layout and style of business letters, opening, ending

·         Reading different business letters, faxes, and memos. Discuss merits and de-merits, the kind of impression they give the readers. List characteristics of a good letter.

·         Planning and drafting letters/ memos, emails, faxes

·         Types of activities: 1. as the marketing manager of a company write a letter to a branch manager confirming the arrangements discussed over the phone, regarding a meeting with the sales executives.

Jobs and careers

Applying for a job, writing a resume, covering letter, letters of introduction and reference

Over the phone

·         Making a phone call to another company,

-   Practice useful phrases in context, e.g. I’d like to speak to…., I’m afraid he’s in a meeting/not in the office.

-   Role play conversations with a partner

·         Taking a message: different ways of noting down messages,

·         Ordering and negotiating over the phone, simulations, draft a follow-up fax to the buyer confirming your call and what you agreed on.

Placing and acknowledging an order, making/ replying enquiries

·         Makeenquiries about a product over the phone, place an order, fax an acknowledgement.

·         Answering enquiries: 1. Read the advertisement about the product.2. Prepare an answer to an enquiry by letter/ fax/ phone or person.

·         The following points should be included in your reply

1. Thank the customer for the interest in your products, 2. Say how the product is suitable for customer’s needs, 3. Say that you are sending/giving a catalogue, price list, advertising literature, etc., 4. Explain hoe he can get hands-on experience, 6. Offer to send samples, 7. State the location of the distributor’s showroom near his address

Dealing with problems: complaining, apologizing

·         Expressions used to make complaints without sounding rude or aggressive, e.g. “I’m sorry to have to say this but …”  “I think you may have forgotten…”

·         Apologizing, e.g. “sorry, my fault”, “I’m very sorry I didn’t realize…”

·         Replying a complaint: situations-order has not arrived, I was charged more…, the order was for 80 boxes containing 144 items in each, Each box we have opened so far contains only 100 items.

Job interviews

·         Practice using polite and clear speech for greeting/ introducing/ apologizing/asking for information/thanking/leaving

·         Read different dialogues .Answer questions based on them. Enact them in class.

·         Write a dialogue between the applicant and the interviewer and enact it. Then reverse the roles

      EN 2110: Journalism I

Language forwriting journals

Looking at different news items in newspapers and journals. Examine them under the following headings: vocabulary, sentence structure, prose style, organization. Discussion

News writing style

·         What characteristics does good writing demonstrate? Discuss the following under two headings. Authoring (creating document) and crafting (actual writing)

-   Authoring: a sense of the audience and style (appropriateness), a sense of purpose (content), a sense of direction (developing the ideas)

-   Crafting: organization-clear and in a logical manner, using the conventions-spelling, lay out, getting the grammar correct, varied sentence structure, linking ideas in different ways, having a good range of vocabulary

Writing news reports

·         Familiarization with headlines of different news items, sub-head/s, straight news, lead. Writing in the third person point of view

·         Planning, drafting, revising, re-drafting, publishing

Feature styles

·         How feature writing differs from ‘straight’ news. Examine the two types, can slip into 1^st person point of view, making the piece of writing more personal.

·         List characteristics of different feature articles

Crafting a news story

·         Focus: how parts are linked together through cohesive devices, how sentence structures can vary to develop meaning, the role that is played by punctuation.

·         Use a checklist which focus on the overall content and organization Answer these questions.

-   Audience: who is your audience?  What interest do they have in the subject?. What do they already know about this subject?

-   Purpose: What do you want to accomplish by wring this news item/feature article? Is it to entertain/educate/ inspire them to do something/help them understand something new/see something from a new point of view/change their minds about something?

-   Writing stage: write main idea in a complete sentence, ask yourself, Is it clear to you/ your audience? Write support material .Ask yourself, do you need to be more specific/develop any idea more? Does your discussion move smoothly? Analyze your conclusion.