UNIT–V: DEVELOPMENT OF TEACHING AND LEARNING MATERIALS

Questions to prepare for the for the first Internal Examination from Unit II & V

Answer the following questions in about 700 words each (15 Marks):

1.      Explain in detail Anderson’s taxonomy of Educational Objectives.

2.      Explain the place of English at different levels of school education.

3.      What are the differences between learning a mother tongue and learning second language?

4.      What are the various resources that can be used in English classroom?

5.      Explain the projected and non projected aids.

Answer the following questions in about 200 words each.

1.      What is the place of English in three language formula?

2.      Discuss that English is a skill rather than a knowledge subject.

3.      Define Programmed learning and explain it’s types.

4.      What is the role of language laboratory in teaching and learning?

5.      What is the effectiveness of CAI in language teaching?

6.      How is PowerPoint presentation and mind maps helpful in language teaching?

7.      What is the quality of English in India?

8.      Explain Edgar Dale’s Cone of Experience.

Answer the following questions in 50 words each:

1.      Define instructional objectives.

2.      When mother tongue can be used in English classroom?

3.      What are the differences in learning L1 and L2?

4.      Write note on the following:

-        Interactive whiteboard

-        Flash cards

-        Charts

-        Blackboard sketches

-        Tape recorders

-        Television

-        Pictures

5.      Draw match stick diagram to teach – in spite of, If … and too..to.

6.      How are websites useful in learning English

7.      Mention few websites to teach English.

8.      What is the role of multimedia in language teaching?

Revised Bloom's Taxonomy 2

Revised Bloom's Taxonomy 2

REVISED BLOOM'S TAXONOMY

UNIT II ppt

PEDAGOGY OF ENGLISH - PART I SYLLABUS

OBJECTIVES:

At the end of the course, the student-teachers will be able to:

·         sensitise the contents and structures of English textbook of Tamil Nadu Govt. from the standards of upper primary (VI to VIII), secondary (IX &X) and higher secondary (XI & XII) levels;

·         realize the aims and objectives of teaching English;

·         acquaint with the skills of teaching at micro and macro levels;

·         understand the importance of organising and integrating various essential components in constructing a standardized curriculum;

·         engage themselves in the preparation of teaching resources and materials with the assistance of ICT;

·         get familiarized with the various strategies of teaching English;

·         identify and resolve the issues and problems in teaching-leaning of English;

·         trace out the needs of diversify students in particular, slow learners, gifted and differently abled children;

·         comprehend the significance and the aspects of classroom management; and

·         obtain knowledge about the evaluation process, type of tests and the basics of Educational statistics.

UNIT – I: SENSITISING THE SCHOOL CURRICULUM

Analysis of the Content course of the standards (VI to VIII) English Text Book prescribed by Tamil Nadu Government. Analysis of the Content course of the standards IX & X (for UG) English Text Book IX – XII (for PG) English Text Book prescribed by Tamil Nadu Government.

UNIT – II: AIMS AND OBJECTIVES OF TEACHING ENGLISH

Andresen’s Taxonomy (Revised) of Educational Objectives: Cognitive, Affective and Psychomotor domains - General and Specific instructional objectives - Place of English at different levels of school education (Upper Primary, Secondary and Higher Secondary levels) - Quality of English teaching: pre-class, in-class and after-class - Place of English in three language formula and its objectives - Teaching the communication skills: Listening, speaking, reading and writing - Teaching English as a skill subject rather than a knowledge subject - Learning the Mother Tongue and Second Language (MT & SL).

UNIT – III: TEACHING SKILLS AND ORGANISATION OF PRACTISING TEACHING PROGRAMME

Micro teaching: Meaning, definition and principles - Micro teaching cycle - Micro teaching skills: Introducing the lesson, Explanation, Using the blackboard, Reinforcement, Stimulus variation and Questioning - Link lesson, Year plan Unit plan and Lesson plan: prose, poetry, grammar and composition - Lesson plan format: GIOs and SIOs, motivation, presentation, application, recapitulation and assignment - Observation and its types - Demonstration lesson: Teacher educator, guide teacher, peer group feedback – Organization of practice: Role of supervisor, principal and academic staff in conduct of practicing teaching progamme – General teaching competency scale, Self-Appraisal scale, Guidelines for Peer observation and framework of Evaluation.

UNIT – IV: INTEGRATION AND ORGANISATION OF CURRICULUM

Curriculum: meaning, essential components and principles of curriculum construction - Vertical and Horizontal organisation of curriculum - Process of curriculum organization: analysis of needs, objectives, criteria for selection of contents and selection of learning experiences, organization and integration of content and learning experiences and evaluation techniques.

UNIT–V: DEVELOPMENT OF TEACHING AND LEARNING MATERIALS

Edgar Dale’s Cone of Experiences - Projected Aids: interactive board, LCD projector, Overhead projector, Tape recorder, Radio and Television - Non-projected aids: flash cards, pictures, charts, bulletin board, models, blackboard sketches - Programmed learning: Linear and Branched learning - Language laboratory: characteristics, its role, advantages and utilization - Computer Assisted Language (CAI) learning modules - Power point presentation (Ppt.) and Mind-map for classroom teaching-learning - Identifying websites - Multimedia and its functions of enriching language teaching learning process.

UNIT – VI: STRATEGIES OF TEACHING ENGLISH

Definition: method and approach and its characteristics - Types of methods: Activity Based Learning (ABL), Active Learning method (ALM), Direct method, Grammartranslation, Audiolingual, Communicative Language Teaching (CLT), Taskbased language learning - Structural approach - Types of Structure - Selection and gradation of structures - Situational approach, oral approach, communicative approach, humanistic approach and principled eclectic approach in teaching of English - Listening Skill: listening for perception and comprehension - The three phases of listening - Listening materials - Listening to specific information and general understanding - Listening activities - Speaking Skill: techniques - tasks for developing speaking skill - Barriers for effective communication - Testing speaking - Reading Skill: aims of teaching reading - Process involved in reading - Types of reading - Methods of teaching reading to beginners - Reading for perception and for comprehension - Strategies to develop reading - Testing reading - Writing Skill: sub skills in writing - Characteristics of good handwriting - Strategies for developing good handwriting.

UNIT – VII: ISSUES AND PROBLEMS IN TEACHING AND LEARNING

Nature of language: linguistic principles and their pedagogical implications - Language and Society: with special reference to gender, identity, power and class (society) - Role of English language in the Indian context: English as a colonial language, English in post-colonial times, position of English as second language in India, role of mother tongue and second language (MT & SL), English as a link language in global context, challenges of teaching and learning English.

UNIT – VIII: DIVERSE NEEDS OF LEARNERS

Interest and attitude of learners towards learning English - Difficulties in learning of English: slow learners, gifted learners and differently abled children - Remedial measures for slow learners, enrichment programmes for gifted learners and differently abled children - Non-cognitive Abilities: meaning and nature - Interest, Attitude, Values: meanings, classifications and sources - Source of values through personal and by teacher, organization and management of various co-curricular activities.

UNIT – XI: CLASSROOM MANAGEMENT

Classroom Management: concept and components - Classroom Organization - Classroom learning atmosphere - Positive classroom climate - Factors assisting effective learning atmosphere - Advantages of positive learning climate - Creating ideal classroom atmosphere - Technical teaching skills - Prevention and control of students - Classroom activities - classroom records and rules.

UNIT – X: EVALUATION OF TEACHING – LEARNING PROCESS

Evaluation: concept and characteristics - Techniques of evaluation: oral and written, self-evaluation, peer evaluation, group evaluation - Characteristics and qualities of constructing a good English test - Item analysis and difficulty level index of items - Preparation of Blue print based on components with equal weightage - Types of tests: prognostic and diagnostic tests, teacher-made test, achievement test, standardized test and competitive examinations - Central tendency: mean, median, mode and range - Quartile and Standard deviations - Rank Order Correlation Coefficient and Karl Pearson’s product moment method - Graphical representation of data: bar diagram, histogram, pie chart, frequency polygon, frequency curve and Ogive curve - Progress and assessment of development of language skills - Comprehensive and Continuous Evaluation (CCE): formative and summative evaluations - Typology of questions: activities and tasks reflecting, problem solving, creative and critical thinking and enhancing imagination - Preparation of tests for testing different skills of language: listening, speaking, reading, writing, study skills and reference skills - Preparation of Scholastic Achievement Test (SAT) giving weightages to objectives and learning experiences.

SUGGESTED ACTIVITIES:

·         Write an essay on various contemporary social and educational emerging issues and problems in detail.

·    Enumerate ten activities (Five for listening and Five for speaking) from the text books of classes VI to VIII.

·         Suggest your own activities using supplementary materials.

·         Analyze the tasks given at the end of anyone unit in the textbook and check their relevance to cognitive, affective and psycho motor domains.

·         Select a topic of your choice and select 10 vocabulary items to teach in the relevant context and give reasons for your selection.

·         Prepare a question paper for classes VI to VIII to asses all the aspects of language learning.

·         Preparation of lesson plans and episodes for micro teaching skills as well as demonstration and observation process.

·         Analyse the text books of English of Tamil Nadu Govt. in terms of organisation and integration of essential components, skills, needs and requirements with special reference to learners.

·         Preparation of remedial materials for slow learners, gifted and differently abled children for anyone of the units.

·         Prepare digital lesson plans and Power point presentations for classroom teaching-learning process. 

Projected and Non Projected Aids & Programmed Learning

Dear Students!

Watch the below videos to know more about the various resources that can be used in English classes -

Comment whether you have understood or not.  Followed by this we will do some classroom activities.

Anderson's taxonomy - Revised Bloom's taxonomy

Dear Students!

Please watch the videos, images  and the powerpoint presentation I have uploaded.  See them very carefully and come prepared for your class on Anderson's taxonomy where we will discuss the content and will do some activities.  

Please watch the video.

Please watch this video also.  

Bloom's taxonomy in the Classroom:

Revised Taxonomy: