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

CONTINUE......(2)

Module Code	EN 1105	Module Title	Introduction to English Literature
Credits	4	Hours/Week	Lectures/Discussion		6	Pre-requisites		None
GPA/NGPA	GPA		Assignments		-	Co - requisites		None
Semester	1	Module Type	Core
Module Aims
1.	Derive pleasure and develop appreciation and independence in reading
2.	Develop ability to respond to language of literary texts sensitively
3.	Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the course the student will be able to
1.	Gain the background knowledge necessary to study English Literature
2.	Identify and understand the features of different literary eras
3.	Identify the different genres and their structure
4.	Develop language skills necessary for appreciation and for production
5.	Develop reading skills necessary for effective study of literary texts
Outline Syllabus
1	Introduction on English literature-different literary eras, different genres
2.	Introduction on English literature-different genres
3.	Introduction on English literature-different literary devices.
4.	The following aspects should be developed in relation to literary texts throughout the whole programme: a.       Language skills for appreciation b.       Language skills for production c.       Literary skills: figurative language, rhythm, etc d.       Content areas:  point of view, plot structure, character development,  response to theme
5.	Poetry
6.	Short stories
7.	Novel
Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Assignments			30 %
	End of semester examination			Written test			70%
Recommended Teaching/Learning Activities
Discussions, group tasks
Resources: Equipment, Tools and Materials
Access to a computer, multimedia projectors, audio-visual  labs
Prescribed Text/Teacher’s handbooks
Brumfit, J and R.A. Carter, 1986. Literature and Language Teaching. Oxford University Press Lazar, Gillian.1993.Literature and Language Teaching. Cambridge University Press Moody, H.L. B. 1996. The Teaching of Literature in Developing Countries. Longman Maley, Alan and Alan Duff.!989.The Inward Ear. Poetry in the Language Classroom. Cambridge University Press Short, Mick.1996. Exploring the language of poems, plays, and prose. New York: Addison Wesley Longman

Module Code	EN 1106	Module Title	Practical and Professional Writing I
Credits	2	Hours/Week	Lectures			2 hrs.		Pre-requisites		None
GPA/NGPA	GPA		Task –based learning			2 hrs.		Co - requisites		None
Semester	1	Module Type	Core
Module Aims
1.	Develop student’s ability to respond to a variety of writing tasks in different situations for specific purposes from different points of view
2.	Increase understanding of the writing process
3.	Develop ability to manipulate and use language displaying a good style of writing
Learning Outcomes
At the end of the module the student will be able to
1.	Use adequate range of grammatical structures and vocabulary effectively.
2.	Develop fluency in the kinds of writing likely to be of use in practical life
3.	Write imaginative and informative prose
4.	Adjust language style and register for various purposes and readers
5.	Use correct spelling, punctuation and legible handwriting.
Outline Syllabus
1.	Nature and functions  of written language
2.	Writing essentials
3.	General  guidelines for student portfolios
4.	Developing a   paragraph: main idea and supporting details
5.	Letter writing : letters of inquiry, letters of request, letters of thanks, letters of invitation
6.	Practical writing: invitations, notices
7.	Professional writing: memos, faxes, emails, agendas
8.	Imaginative writing:  dialogues
Assessment and Weighting	Type				Activity				Weighting
	Continuous Assessment				Portfolio assessment Group tasks and individual tasks				30%
	End of semester examination				Testing the writing skills				70 %
Recommended Teaching/Learning Activities
Task-based teaching, Writing activities should  provide   an awareness of the stages of the writing process (individual, pair and group work) Opportunities should be provided to write for a range of purposes (practical, social, professional) and for a range of audiences
Resources: Equipment, Tools and Materials:
Calculators, Access to a computer
Prescribed Texts/Teacher’s Handbooks
Byrne, D. (1988). Teaching Writing Skills (2ndedn).London: Longman. Glendinning, E and Helen Mantell. (1983). Write Ideas, Longman. Hamp-Lyons, L. and B. Heasley, (1987). Study Writing, Cambridge: CambridgeUniversity Press Hedge.(1988). Writing, Oxford: OxfordUniversity Press Raimes, A. (1983). Techniques in Teaching Writing, Oxford: OxfordUniversity Press.
Module Code	EN 1107	Module Title		Computer Assisted Language Learning  (CALL) & Study Skills 1
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.	Enable students to orient themselves to follow the Diploma course
2.	Assist students to learn how to study efficiently making use of the available resources
3.	Extend and enrich students’ language learning experiences
Learning Outcomes
At the end of the module the student will be able to:
1.	Use the library and media sources effectively
2.	Develop confidence in their learning abilities
3.	Acquire, interpret and use knowledge independently
4.	Demonstrate  a general knowledge of what computers are used for and some  general experience in using them
5.	Use the  computer as a tool for particular purposes
6.	Use the computer as a tutor to supplement  classroom learning
7.	Use the computer for actual communication with others
Outline Syllabus
1.	Computer literacy and computer competency
2.	Reinforcement of classroom material-textbooks with an accompanying CD-ROM Disc
3.	Speech processing with the aid of power point presentations
4.	Effective use of E-mail: communication with individuals
5.	Library skills
6.	Dictionary studies
Assessment and Weighting	Type				Activity				Weighting
	Continuous Assessment				Assignments				100%
	End of semester examination				-				-
Recommended Teaching/Learning Activities
Individual and group tasks Practical tasks
Resources: Equipment, Tools and Materials:
Library facilities, reference books, Self-access facilities  such as listening cassettes, grammar bank, language games, exam materials Computer facilities
Prescribed Text/Teacher’s Handbooks
Dickinson, L. 1992.Learner training for Language Learning. Trinity College, Dublin: Authentic Language Learning Resources Warschauer, M and Healey. D.1998. Computers and Language learning: An overview. In Language Teaching 31. Websites: www. Eslcafe.com, www.eslpartyland.com,  www. Eslwonderland.com,.www,eslbee.com, http//encyclopedia.com,  www.owcp.net

1^st Year 2^nd Semester

Module Code	EN 1201		Module Title	Advanced Reading Skills & Vocabulary Development II
Credits	3		Hours/Week	Lectures		2 hrs	Pre-requisites		ARS& VD I
GPA/GPA	GPA			Task-based reading		2 hrs	Co - requisites		None
Semester	2		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.		Help students to develop and apply vocabulary knowledge across a variety of contexts
4.		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.	Read efficiently using predicting and previewing
2.	Understand directly expressed ideas, facts and information, in descriptive, narrative and factual texts.
3.	Understand indirectly expressed ideas  through inference
4.	Recognize the organization patterns of a paragraph and a longer text.
5.	Simplify long and complicated sentences  in order to gain a thorough understanding of the text
6.		Discriminate different meanings of the same word form
7.		Recognise relationships between  words
8.		Develop awareness of words which belong to a particular field/profession
9.		Demonstrate effective choice of words in speech and writing
Outline Syllabus
1.	Reading skills: previewing, predicting& understanding complex sentences
2.	Inferring:  understanding indirectly stated information
3.	Understanding the organization of the text.
4.	Homonyms: homographs and  homophones
5.	Compound adjectives
6.	Foreign words in English
7.	Words related to worldwide  problems
Assessment and Weighting	Type				Activity			Weighting
	Continuous Assessment				Maintain a reading journal&Vocabulary Note Book Short classroom tests			30%
	End of semester examination				Reading & VocabularyTest			70%
Recommended Teaching/Learning Activities
Collaborative group tasks, individual activities
Resources: Equipment, Tools and Materials
Calculators, Access to a computer

Prescribed Text

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

Prescribed Text

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

Module Code	EN 1202	Module Title	Effective Communication Skills II
Credits	2	Hours/Week	Lectures		-	Pre-requisites		ECS I
GPA/NGPA	GPA		Task based learning		4	Co - requisites		None
Semester	2	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.	Use language appropriate to audience and situation –degrees of formality
2.	Interact in ‘service’ situations
3.	Face an interview with confidence
4.	Chair /participate actively  in a meeting
5.	Perform tasks integrating speaking with other skills
Outline Syllabus
1.	Interaction in ‘service’-Job interviews,  business  correspondence,
2.	Office talk-face-to- face, over the phone
3.	Conducting and participating in meetings
4.	Planning , organizing and participating in social situations-picnic, dinner party etc.,
5.	Interviewing different  people e.g. journalists and Miss Sri Lanka-taking notes, prepare reports/ articles
6.	Planning, and organizing debates and  participating in them
Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Assess Pair/ group interaction Individual speaking tasks			30%
	End of semester examination			Oral test consisting of : face-to- face conversation, 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
Byrne. (1986) Teaching Oral English (2nd edition) London: Longman. Byrne, D.(1987)Techniques for Classroom Interaction, 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 Ur, P. (1981) Discussions that work, Cambridge: CUP Underhill, N. (1987)Testing Spoken  Language, Cambridge: CUP
Module Code	EN 1203	Module Title	Listening  in English II
Credits	1	Hours/Week	Lectures		-	Pre-requisites		LE I
GPA/NGPA	GPA		Listening tasks		2	Co - requisites		None
Semester	2	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.	Comprehend extended speech (stories, speeches, lectures)
2.	Make appropriate interpretation and inference
3.	Demonstrate Understanding of  intonation patterns, stress etc. which give clues to meaning and social setting
4.	Listen and respond appropriately
5.	Be familiar with different tones and accents
Outline Syllabus
1.	Transfer information :maps, plans, grids, forms, tables lists,
2.	Retaining relevant points –note taking
3.	Telephone conversations
4.	Using songs for listening
5.	Problem solving tasks
6.	Story-based techniques-expanding the outline
Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Short listening tests			30%
	End of semester examination			Recorded listening tests with task sheet			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
Calculators, Access to a computer
Prescribed Text
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 1204	Module Title	Language Structure, Usage and Linguistics II
Credits	4	Hours/Week	Lectures/Discussion	3	Pre-requisites	LSUL I
GPA/NGPA	GPA		Task-based learning	3	Co - requisites	None
Semester	2	Module Type	Core
Module Aims
1.	Develop an awareness of the language forms and their use in meaningful contexts
2.	Understand grammar learning as an aid to the improvement of oral and written expression
3.	Sensitize learners to aspects of Sociolinguistics & phonology
Learning Outcomes
At the end of the module the student will be able to
1.	Use English verb forms correctly.
2.	Demonstrate  awareness of the characteristics  and the correct use of adjectives
3.	Demonstrate use of  verb phrases correctly
4.	Recognize how adverbs and  adverbials are used in sentences
5.	Speak out sentences  meaningfully  changing the stress and intonation
6.	Identify their own pronunciation problems and correct them
Outline Syllabus

1.	Verbs & verb phrases
2.	Active and passive voice
3.	Adjectives
4.	Adverbs and adverbials
5.	Varieties of language
6.	Varieties of English
7.	Supra segmental features
8.	Aspects of connected speech
9.	Reduced & full forms

Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Short classroom tests			30%
	End of semester examination			Language structure, usage and linguistics test			70%
Recommended Teaching/Learning Activities
Different grammar tasks, discussion, grammar games
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
Prescribed Text
1.Celce-Murcia, M. and Larsen-Freeman, D.(1983)The grammar Book, Rowley, Mass: Newbury House 2.Celce-Murcia, M.& Hills, S.L. (1988) Techniques and resources in Teaching Grammar, New York: OUP 3.       Doff, A. (1988) Teach English: A training Course for Teachers, Cambridge: CUP 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 Ur, P (1988) Grammar Practice Activities, Cambridge: CUP Ur, P. (1996) A course4 in Language Teaching, Cambridge: CUP> Ellis, R. (1987) understanding Second Language Acquisition, Oxford: OUP Trudgill, P. (1986) Sociolinguistics) Penguin Books. 10.Bowen, Tand Marks, J. (1992)The Pronunciation Book, Pilgrims-Longman. 10.   Dalyon, C. and Seidlhofer, B. (!994) Oxford: OUP Gimson, A.C. (1978) A Practical Course of English Pronunciation, London: Edward Arnold. Kenworthy, J. (1987) Teaching English Pronunciation, London: Longman. 13.   Roach, P. (1991) English Phonetics and Phonology: A Practical Course. Cambridge: CUP
Module Code	EN 1205	Module Title	American and British literature
Credits	4	Hours/Week	Lectures/Discussion		6	Pre-requisites		Semester I
GPA/NGPA	GPA		Assignments		-	Co - requisites		None
Semester	2	Module Type	Core
Module Aims
1.	Derive pleasure and develop appreciation and independence in reading
2.	Develop ability to respond to language of literary texts sensitively
3.	Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the module the student will be able to
1.	Develop the following skills in relation to American and Britishpoetry Understand the plain sense-words/phrases/ general gist of a poem Understand contextual meaning – social, political/ cultural/ historical setting Empathise/ respond personally- to the text: feelings, characters, events, scenes, settings through reference and inference Appreciate a text- sounds, rhythm, form, imagery, language, themes, mood, tone,
2.	Develop the following skills in relation to the American and British short story Identifying point of view Recognising the significance of setting Tracing development of character Identifying interaction between character Appreciating the role of dialogue Identifying tone: irony, humour etc.
3.	Develop the following aspects of study in relation to drama Contrast between stage and  film Dramatic effects: suspense, dramatic irony Characteristics  of comedy/tragedy
Outline Syllabus (see appendix 2 for the prescribed texts)
1.	Poetry
2.	Short Stories
3.	Drama
Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Short assignments			30%
	End of semester examination			Written test			70%
Recommended Teaching/Learning Activities
Discussions, group reading
Resources: Equipment, Tools and Materials
Access to a computer, multi media projectors, audiovisual  labs
Prescribed Text
Brumfit, J and R.A. Carter, 1986. Literature and Language Teaching. Oxford University Press Lazar, Gillian.1993.Literature and Language Teaching. Cambridge University Press Moody, H.L. B. 1996. The Teaching of Literature in Developing Countries. Longman Maley, Alan and Alan Duff.!989.The Inward Ear. Poetry in the Language Classroom. Cambridge University Press Short, Mick.1996. Exploring the language of poems, plays, and prose. New York: Addison Wesley Longman

Module Code	EN 1207	Module Title	Computer Assisted Language Learning  (CALL) & Study Skills 11
Credits	2	Hours/Week	Lectures		-	Pre-requisites		None
GPA/NGPA	GPA		Practice activities		4	Co - requisites		None
Semester	2	Module Type	Core
Module Aims
1.	Enable students to orient themselves to follow the Diploma course
2.	Assist students to learn how to study efficiently making use of the available resources
3.	Extend and enrich students’ language learning experiences
Learning Outcomes
At the end of the module the student will be able to :
1.	Participate actively in seminars and discussions
2.	Make a presentation to an audience with confidence
3.	Learn to evaluate their own learning
4.	Use data available on websites for small-scale research
5.	To put together a text using word processing facilities
6.	Peer-edit drafts of compositions on networked computers
7.	Demonstrate an understanding of how to use video clips from websites to practice speaking and writing
Outline Syllabus
1.	Presentation skills
2.	Self-evaluation techniques
3.	Teaching with websites
4.	Collaborative projects using data available on he World  Wide Web and other I sources
5.	Working with video clips from websites
Assessment and Weighting	Type			Activity			Weighting
	Continuous Assessment			Final Presentation using multi-media			100%
	End of semester examination			-			-
Recommended Teaching/Learning Activities
Simulations, self-evaluation forms
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
Prescribed Text
Dickinson, L.1987. Self-instruction in Language Learning>Cambridge University Press Dickinson, L. 1992.Learner training for Language Learning. Trinity College, Dublin: Authentic Language Learning Resources Ellis, G. and B.Sinclair.1989.Learning to Learn English. Cambridge University Press. Sheerin,S.1989.Self-access.Oxford University press Dickinson, L.1987. Self-instruction in Language Learning>Cambridge University Press Dickinson, L. 1992.Learner training for Language Learning. Trinity College, Dublin: Authentic Language Learning Resources Ellis, G. and B.Sinclair.1989.Learning to Learn English. Cambridge University Press. Sheerin,S.1989.Self-access.Oxford University press Warschauer, M and Healey. D.1998. Computers and Language learning: An overview. In Language Teaching 31. Websites: www. Eslcafe.com, www.eslpartyland.com,  www.