REVISED CURRICULUM -HIGHER NATIONAL DIPLOMA IN ENGLISH - January 2014 (PART I)

MINISTRY OF HIGHER EDUCATION Sri lanka Institute of Advanced Technological Education

REVISED CURRICULUM

HIGHER NATIONAL DIPLOMA IN ENGLISH

January 2014

Revised By Academic members of English SLIATE Table of Contents 1.... General Details. 3 2.... Programme Structure. 4.... Module Contents and Teacher Guide5 REVISED CURRICULUM HIGHER NATIONAL DIPLOMA IN ENGLISH 1.      GENERAL DETAILS 1.1  Program Outcomes The Higher National Diploma (HND) in English course provides an opportunity for school leavers with GCE Advanced Level (A/L) qualifications to develop their proficiency in English Language, English Literature and Communication Skills etc.  The learners will be directed to follow an area of specialization during the second year in order to strengthen their chances of finding suitable employment.  The course also aims at developing their personality, interpersonal skills and general transferable skills which are regarded as important requirements to meet employers’ expectations. 1.2  Entry Profile The minimum qualifications required to apply for HND in English program; (i)                 GCE (A/L) 3 subjects in one sitting and an ordinary pass in English Literature or a credit pass in English Language at GCE (O/L). (ii)               English Specialist Teacher Training Certificate or College of Education Diploma for            English Teachers. (iii)             A pass at the National Certificate in English for Commerce, Industry and further Education conducted by the Department of Technical Education and Training with GCE (A/L) three subjects in one sitting. Note:  The qualified students will be selected by a selection test followed by an interview.              1.3   Key points of the Curriculum ·      The HND in English program consists of two year course work and a six month full time training/project. ·      The two year program is offered in a course unit system in four semesters. Each semester covers 15 weeks. ·      The total program consists of 84 credits. ·      There are three specialization areas namely, English Language Teaching Methodology, Journalism and Business English. The students who specialized in English Language Teaching Methodology must go for an in-plant training and others can choose either in- plant training or project related to their specialized area.   1.4  Assessment Policy ·         Each module is assessed by continuous assessments and end- semester examinations. 1.1  Time Allocation for Modules Time allocation for the credit value of each module is based on Sri Lanka Qualifications Framework published by Ministry of Higher Education. The program comprises core courses, specialization area and training/project. Core courses                         68 credits          Specialization area               8 credits          Training/project                   8 credits 15 hours of lectures= 1 credit 30-45 hours of practical = 1 credit 90 hours of full time in- plant training= 1 credit  1.6 Awarding of Diploma In order to graduate with a Higher National Diploma from SLIATE, a student must have; ·         Completed 84 credits, and ·         Earned a minimum GPA of not less than 2.00 for each semester, and ·         A minimum overall GPA of 2.00 for the entire diploma program, and ·         No fail grades (D or E). in-�(t0`��H�-bottom:0in;margin-left:.25in; margin-bottom:.0001pt;text-indent:-.25in;line-height:115%;mso-list:l0 level1 lfo1'>1.      GENERAL DETAILS 1.1  Program Outcomes The Higher National Diploma (HND) in English course provides an opportunity for school leavers with GCE Advanced Level (A/L) qualifications to develop their proficiency in English Language, English Literature and Communication Skills etc.  The learners will be directed to follow an area of specialization during the second year in order to strengthen their chances of finding suitable employment.  The course also aims at developing their personality, interpersonal skills and general transferable skills which are regarded as important requirements to meet employers’ expectations. 1.2  Entry Profile The minimum qualifications required to apply for HND in English program; (i)                 GCE (A/L) 3 subjects in one sitting and an ordinary pass in English Literature or a credit pass in English Language at GCE (O/L). (ii)               English Specialist Teacher Training Certificate or College of Education Diploma for            English Teachers. (iii)             A pass at the National Certificate in English for Commerce, Industry and further Education conducted by the Department of Technical Education and Training with GCE (A/L) three subjects in one sitting. Note:  The qualified students will be selected by a selection test followed by an interview.              1.3   Key points of the Curriculum ·      The HND in English program consists of two year course work and a six month full time training/project. ·      The two year program is offered in a course unit system in four semesters. Each semester covers 15 weeks. ·      The total program consists of 84 credits. ·      There are three specialization areas namely, English Language Teaching Methodology, Journalism and Business English. The students who specialized in English Language Teaching Methodology must go for an in-plant training and others can choose either in- plant training or project related to their specialized area.   1.4  Assessment Policy ·         Each module is assessed by continuous assessments and end- semester examinations. HND IN ENGLISH PROGRAM- (Full Time) 1st Year -1st Semester Seri. No  Title of Subjects Subject Code No. of Credits Theory Practical Total no. of hours per week 1.         Advanced Reading & Vocabulary Development I 1101 03 02 02 04 2.         Effective Communication Skills I 1102 02 - 04 04 3.         Listening Skills I 1103 01 - 02 02 4.         Language Structure, Usage & Linguistics I 1104 04 03 03 06 5.         Introduction to Literature 1105 04 03 03 06 6.         Practical & Professional Writing I 1106 02 01 03 04 7.         Computer Assisted Language Learning & Study Skills I 1107 02 - 04 04 18 09 21 30 1st Year 2nd Semester Serial No  Title of Subjects  Subject Code No. of Credits Theory Practical Total No. Of hrs. 1.         Advanced Reading  & Vocabulary Development II 1201 03 02 02 04 2.         Effective Communication Skills II 1202 02 - 04 04 3.         Listening Skills II 1203 01 - 02 02 4.         Language Structure, Usage & Linguistics II 1204 04 03 03 06 5.         British & American literature 1205 04 03 03 06 6.         Practical & Professional Writing II 1206 02 01 03 04 7.         Computer Assisted Language Learning & Study Skills II 1207 02 - 04 04 18 09 21 30 2nd Year 1st Semester

Serial  No	Title of Subjects	Subject Code	No. of Credits	Theory	Practical	Total Hrs.
1.	Advanced Reading  & Vocabulary Development III	2101	03	02	02	04
2.	Technology based Communication Skills I	2102	02	-	04	04
3.	Research Methodology I	2103	01	-	02	04
4.	Language Structure, Usage & Linguistics III	2104	04	03	03	06
5.	Common wealth Literature	2105	04	03	03	06
6.	Practical & Professional Writing III	2106	02	01	03	04
7.	English Language Teaching Methodology / Journalism / Business English / Translation Methods I	2107	04	03	03	06
			20	12	20	3

2^nd Year 2^nd Semester

Serial No	Title of Subjects	Subject Code	No. of Credits	Theory	Practical	Total hrs.
1.	Advanced Reading  & Vocabulary Development IV	2201	03	02	02	04
2.	Technology based Communication Skills II	2202	02	-	04	04
3.	Research Methodology II	2203	01	-	02	02
4.	Language Structure, Usage & Linguistics IV	2204	04	03	03	06
5.	Sri Lankan Literature	2204	04	03	03	06
6.	Practical & Professional Writing IV	2205	02	01	03	04
7.	English Language Teaching Methodology / Journalism / Business English / Translation Methods II	2207	04	03	03	06
			20	12	20	32

3rd Year 1^st Semester

Serial No	Title of Subject	Code No	No. of Credits	Industrial Training/Project	Total hrs.
1.	Implant Training/Project	3101	08	6 months	720 hrs

Note:

1^st Year 1^st semester

Total Credits = 18

Total Hours/ Week (Full time)   = 30

Total Hours/ Week (Part time)   = 15

Basis for time allocation in part time program:

-01 lecture hour per week= 01 credit,

-01 practical/tutorial+ 02 self- learning hours=01 credit

1^st Year 2nd semester

Total Credits = 18

Total Hours/ Week (Full time)   = 30

Total Hours/ Week (Part time)   = 15

Basis for time allocation in part time program:

-01 lecture hour per week= 01 credit,

-01 practical/tutorial+ 02 self- learning hours=01 credit

2^nd Year 1^st Semester

Total Credits = 20

Total Hours/ Week (Full time)   = 32

Total Hours/ Week (Part time)   = 16

Basis for time allocation in part time program:

-01 lecture hour per week= 01 credit,

-01 practical/tutorial+ 02 self- learning hours=01 credit

2^nd Year 2nd Semester

Total Credits = 20

Total Hours/ Week (Full time)   = 32

Total Hours/ Week (Part time)   = 16

Basis for time allocation in part time program:

-01 lecture hour per week= 01 credit,

-01 practical/tutorial+ 02 self- learning hours=01 credit

1^st Year 1^st Semester

Module Code	EN 1101	Module Title	Advanced Reading Skills & Vocabulary Development I
Credits	3	Hours/Week	Lectures per week		2hrs	Pre-requisites		None
GPA/GPA	GPA		Practical		2hrs	Co - requisites		None
Semester	1	Module Type	Core
Module Aims
1.	Develop ability to adopt a flexible approach to reading and to vary reading strategies according to the type of material and the purpose
2.	Help learners to use English as a tool for learning and as a source of pleasure
3.	To help students to develop and apply vocabulary knowledge across a variety of contexts
4.	To increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
At the end of the module the student will be able to
1.	Find specific  information from a text
2.	Identify the main idea(s) and important details
3.	Read a text aloud ,breaking it into meaningful units
4.	Demonstrate ability to make reasoned guesses about the meaning of new vocabulary
5.	Demonstrate understanding of relations between sentences and paragraphs through grammatical cohesive devices and lexical devices
6.	Be aware of word formation in English
7.	Use various strategies of vocabulary development
8.	Use the connectives with an understanding of their functions
Outline Syllabus
1.	Nature and purposes of reading
2.	Reading skills: skimming and scanning, develop speed reading
3.	Literal comprehension: understanding directly stated information(word attack skills&Text attack skills)
4.	Word formation in English- prefixes, suffixes, inflection and derivation
5.	Identifying word families
6.	Words with more than one meaning
Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Maintain a reading journal& Vocabulary Note Book Classroom tests			30%
	End of semester examination			Reading & Vocabulary Test			70%
Recommended Teaching/Learning Activities
Tasks which provide opportunities to engage in the reading process and develop and improve reading skills and strategies. Activities should be related to real – world readings purposes and integrate reading with speaking, listening and writing. Individual and group tasks

Resources: Equipment, Tools and Materials

Teacher-prepared  reading  tasks based on reading material  from newspapers/magazines/and standard texts books Access to a computer

Prescribed Texts/Teacher’s Handbooks

Allen, V.F. (1983) Techniques in Teaching Vocabulary, New York: UP. Doff, A. and Jones C.(1994).Language in Use, Pre-Intermediate, Intermediate, Upper-intermediate, Classroom Book, Teacher’s Book, Class cassette Set, Self-study workbook, self-study Cassette Set, Tests, Test Cassette, Cambridge University Press.. Gairns R. and Redman, S. (1986)Working with Words, Cambridge: CUP Greenall, S. and Michael Swan, (1986) Effective Reading: Skills for Advanced Students. Cambridge University Greenwood, J. (1988)Class Readers, Oxford: Oxford University Press. Grellet, F.(1981) Developing Reading Skills, Cambridge University Press McCarthy, M., O’Dell, F. and Shaw, E., Vocabulary in Use, Upper Intermediate, Cambridge: CUP Morgan, J. and Rinvolucri, M.(1986) Vocabulary, Oxford: OUP Nunan, D, (1991) Language Teaching Methodology: A text Book for Teachers, Prentice Hall. Nunan, D. (1989) Designing tasks for the Communicative Classroom. Cambridge: University Press Nuttall, C. (1983) Teaching Reading Skills In a foreign Language, London: Heinemann. Press Soars, John and Liz. .Headway: Pre-Intermediate, Inter-mediate& upper Intermediate, Student’s Book, Teacher’s Book, work Book and cassettes. Oxford Underhill, A.2002.Macmillan English Dictionary for Advanced learners Workbook. Macmillan

Module Code				EN 1102	Module Title		Effective Communication Skills I
Credits				2	Hours/Week		Lectures	-	Pre-requisites		None
GPA/NGPA				GPA			Task –based learning	4	Co - requisites		None
Semester				1	Module Type		Core
Module Aims
1.			Develop the ability to communicate orally with confidence
2.			Motivate the learners to use English in their day-to-day work
Learning Outcomes
At the end of the module the student will be able to
1.	Participate in informal exchanges
2.	Interact  in  ‘service’ situations –to get things done
3.	Demonstrate  social behaviour appropriate to the speaking situation
4.	Vary language to suit context, audience and purpose
5.	Initiate, develop and end conversation
Outline Syllabus
1.		Conversational routines-greetings, thanking, apologizing, complimenting
2.		Interaction in ‘service’ situations-enrolling in a school/institute, membership in a library/club, booking seats in plane/train/cinema
3.		Functional dialogues: Buying, selling, bargaining
4.		Enact social situations-party, theatre queue,
5.		Fluency based activities
6.		Functional dialogues-asking for help/ permission/ directions etc.
Assessment and Weighting		Type					Activity			Weighting
		Continuous Assessment				Assessing pair/group tasks				30 %
		End of semester examination				Oral test: semi-structured interview, loud reading, Role play, Picture description				70 %
Recommended Teaching/Learning Activities
Interaction in pairs/groups, role play, simulations
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
Prescribed Text/Teacher’s handbooks
Byrne, D. (1987) Techniques for Classroom Interaction, London: Longman. Byrne. (1986) Teaching Oral English (2ndedn.) London: Longman. Dornyei, Z. and Thurrell, S. (1992)Conversations and Dialogues in Action, Hemel Hempstead: Prentice Hall International Klippel, F.(1984) Keep Talking, Cambridge: CUP Underhill, N. (1987)Testing Spoken  Language, Cambridge: CUP Ur, P. (1981) Discussions that work, Cambridge: CUP

Module Code				EN 1103	Module Title		Listening in English I
Credits				1	Hours/Week		Lectures	-	Pre-requisites		None
GPA/NGPA				GPA			Listening tasks	2	Co - requisites		None
Semester				1	Module Type		Core
Module Aims
1.			Develop ability to grasp meaning of what is heard by understanding the speaker’s accent, grammar and vocabulary
2.			Help learners to become active and involved listeners.
Learning Outcomes
At the end of the module the student will be able to
1.	Listen and extract Specific information
2.	Listen to get the gist/ main ideas of the passage
3.	Demonstrate understanding of   different types of planned monologue
4.	Demonstrate understanding of different types of unplanned monologue
5.	Interpret  conversation  with redundant utterances
Outline Syllabus
1.		Nature of listening, factors that affect listening
2.		Extract specific information-selective listening
3.		Listening for the main idea and supporting details.
4.		Understanding planned monologues e.g. weather reports, news, speeches
5.		Understanding unplanned monologues.
Assessment and Weighting		Type					Activity			Weighting
		Continuous Assessment				Listening  activities				30%
		End of semester examination				Recorded Listening  test with task sheets				70 %
Recommended Teaching/Learning Activities
Learning tasks which use both bottom-up and top - down approaches. Activities which encourage interactive and non – interactive listening. tape record  listening material where possible
Resources: Equipment, Tools and Materials
Tape recorders, Video playback machine, Calculators, Computer
Prescribed Texts/Teacher’s Handbooks
Anderson A. and T. Lynch.1988.Listening.Oxford:OxfordUniversity Press Byrne, D. 1973.Listening Comprehension. London: Longman Rost, M. (1991) Listening In Action: Activities for Developing Listening in Language Education, Hemel Hempstead: Prentice Hall International. Underwood, M.(1989)Teaching Listening, London: Longman Ur, P. (1984) Teaching Listening Comprehension, Cambridge: CambridgeUniversity Press.

Module Code				EN 1104	Module Title		Language Structure, Usage and Linguistics I
Credits				4	Hours/Week		Lectures	3	Pre-requisites		None
GPA/NGPA				GPA			Task-based learning	3	Co - requisites		None
Semester				1	Module Type		Core
Module Aims
1.			To develop an awareness of the language forms and their use in meaningful contexts
2.			To understand grammar learning as an aid to the improvement of oral and written expression
3.			To sensitize learners to aspects of sociolinguistics and psycholinguistics
4.			Develop students’ ability to speak and read English clearly and accurately
Learning Outcomes
At the end of the module the student will be able to
1.	Identify  parts of a sentence, sentence elements and types of sentence structure
2.	Recognizes clause types in a simple sentence
3.	Identify word classes and the grammatical functions of words
4.	Demonstrate Understanding of the features of sentence types including statements, questions and commands
5.	Demonstrates awareness  of varieties of English to understand in what contexts a particular form of language will be used
6.	Recognize  the distinction between  language learning and language acquisition
7.	Identify  English sounds and their phonetic symbols
Outline Syllabus
1.		Word classes and their  grammatical functions
2.		Elements of  grammar
3.		The simple sentence
4.		The simple sentence – statements, questions, commands, exclamations, negation
5.		Nouns
6.		The noun Phrase.
7.		Introduction to language & linguistics
8.		Introduction to phonetics & phonology
9.		Sounds of English- consonants, vowels, diphthongs
10.		Organs of speech
11.		Introduction to phone, phoneme & allophone.
Assessment and Weighting		Type					Activity			Weighting
		Continuous Assessment				Short classroom tests, assignments				30 %
		End of semester examination				Test of  Language Structure, Usage and Linguistics-3 hours				70 %
Recommended Teaching/Learning Activities
Different grammar tasks, discussion, grammar games
Resources: Equipment, Tools and Materials
Access to a computer
Prescribed Texts/teacher’s Handbooks
1     Bowen, Tand Marks, J. (1992)The Pronunciation Book, Pilgrims-Longman. 2        Celce-Murcia, M. and Larsen-Freeman, D.(1983)The grammar Book, Rowley, Mass: Newbury House 3   Celce-Murcia, M.& Hills, S.L. (1988) Techniques and resources in Teaching Grammar, New York: OUP Dalyon, C. and Seidlhofer, B. (!994) Oxford: OUP Doff, A. (1988) Teach English: A training Course for Teachers, Cambridge: CUP Ellis, R. (1987) understanding Second Language Acquisition, Oxford: OUP Gimson, A.C. (1978) A Practical Course of English Pronunciation, London: Edward Arnold. Kenworthy, J. (1987) Teaching English Pronunciation, London: Longman. Leech, G. DEuchar, M. and Hoogenraad, R. (1983)English Grammar for Today, London: Macmillan. Quirk, R. and Greenbaum, S.(1973) A University Grammar of English, London: Longman Roach, P. (1991) English Phonetics and Phonology: A Practical Course. Cambridge: CUP Trudgill, P. (1986) Sociolinguistics) Penguin Books. Ur, P (1988) Grammar Practice Activities, Cambridge: CUP Ur, P. (1996) A course4 in Language Teaching, Cambridge: CUP>