Teaching of English

CONTENTS

1. LANGUAGE: NATURE AND SCOPE

1.1 Meaning of Language
1.2 Some definitions of language
1.3 Nature of language
1.4 Scope of language

2. PSYCHOLINGISTIC AND SOCIOLINGUISTIC PERSPECTIVES OF LANGUAGE

2.1 Philosophical, Social and Psychological Bases

2.1.1 Philosophical basis of language
2.1.2 Sociological basis of language
2.1.3 Psychological basis of language
2.1.4 Main Psychological principles of language learning

2.2 Inductive and Deductive Approaches: Whole language approach, Constructive approach, Multilingual approach to Language Teaching

2.2.1 Inductive and Deductive approach
2.2.2 Whole language approach
2.2.3 Constructive approach
2.2.4 Multilingual approach to Language Teaching

2.3 English as a Second Language

3. ROLE OF LANGUAGE IN LIFE: INTELLECTUAL, EMOTIONAL, SOCIAL AND CULTURAL DEVELOPMENT

3.1 Role of Language in Intellectual development
3.2 Role of Language in Emotional development
3.3 Role of Language in Cultural development
3.4 Role of Language in Social development

4. LANGUAGE ACQUISITION AND LANGUAGE LEARNING

4.1 Language Acquisition
4.2 Language Learning

5. LANGUAGE ACROSS CURRICULUM

5.1 Introduction
5.2 Meaning of Language Across Curriculum (LAC)
5.3 Origins and Aims of Language Across Curriculum
5.4 Need and Significance of Language Across Curriculum
5.5 Relevance of Language Across Curriculum (LAC)
5.6 Essential Elements of Language Across Curriculum (LAC)
5.7 Principles of Language Across Curriculum (LAC)
5.8 Benefits of Language Across Curriculum (LAC)
5.9 Teacher’s role in Language Across Curriculum (LAC)
5.10 Curriculum type for Language Across Curriculum (LAC)
5.11 Language Across Curriculum Challenges and opportunities

6. PRINCIPLES AND MAXIMS OF LANGUAGE TEACHING

6.1 Basic Principles
6.2 General Principles of teaching
6.3 Maxims of teaching

7. LANGUAGE DEVELOPMENT SKILLS: LISTENING AND SPEAKING

7.1 Developing Language Skills
7.2 Developing Listening and Speaking Skills
7.2.1 Listening Skills
7.2.2 General types of Listening
7.2.3 Specific types of Listening
7.2.4 Aims of Listening Skills
7.2.5 Significance of Listening
7.2.6 Teacher’s role in Listening Activities
7.2.7 Activities to develop Listening
7.2.8 Evaluation of Listening

7.3 Speaking
7.3.1 Significance of Speaking
7.3.2 Activities to promote speaking
7.3.3 Suggestions for Teacher’s in Teaching Speaking
7.4 Relationship between Listening and Speaking Skills
7.5 Problems in Learning English Pronunciation
7.6 Teaching Model
7.7 Elementary Knowledge of English Sound
7.8 The Organs of Speech
7.8.1 Different Organs of speech and their Function
7.8.2 Nasal Cavity
7.9 Description of Individual Sounds of English
7.10 Classification of English Pure Vowels
7.11 Diphthongs
7.12 Classification of Consonant Sounds
7.12.1 According to place of Obstruction
7.12.2 According to the Nature of Obstruction
7.12.3 According to the Position of Vocal Cords
7.13 Features of Connected Speech (Stress, Rhythm, Intonation and Pattern)
7.13.1 Stress
7.13.2 Rhythm
7.13.3 Intonation
7.13.4 Patterns
7.14 How to teach difficult sounds in English?
7.15 Remedial Program for Improving Pronunciation Drills

8. LANGUAGE DEVELOPMENT SKILLS: READING

8.1 Meaning of Reading
8.1.1 Importance of Reading
8.1.2 Process of Learning Reading
8.1.3 Significance of Teaching Reading
8.1.4 Objectives of Teaching Reading
8.2 Mechanics of Reading
8.2.1 Components in the process of Reading
8.2.2 Teaching Mechanism of Reading
8.2.3 Teaching Reading skills (Methods)
8.2.4 Which is the best method
8.3 Types of Reading
8.3.1 Loud Reading
8.3.2 Silent Reading
8.3.3 Intensive Reading
8.3.4 Extensive Reading
8.3.5 Supplementary Reading
8.3.6 Library Reading
8.4 Techniques to increase the speed of Reading

9. LANGUAGE DEVELOPMENT SKILLS: WRITING

9.1 Writing
9.2 Stages in Teaching Mechanics of Writing
9.3 Process of Writing: Formal and Informal Writing
9.4 Poetry
9.5 Story
9.6 Letters
9.7 Diary Writing
9.8 Notices
9.9 Articles and Speech Writing
9.10 Reports
9.11 Newspaper Reports
9.12 Dialogues
9.13 Advertisement
9.14 Reference Skills
9.15 Study Skills
9.16 Higher order skills
9.17 Methods of Teaching Writing
9.18 Techniques used in Copying Writing
9.19 Dictation and Spellings
9.19.1 Advantages
9.19.2 Process of Dictation
9.19.3 Spellings
9.19.4 Some facts about English Spelling
9.19.5 Problems during Teaching Spelling
9.19.6 Suggestions for Improving Spelling
9.20 Good Handwriting

10. STUDY SKILLS AND REFERENCE SKILLS

10.1 Study skills
10.2 Reference Skills
10.2.1 Dictionary and Thesaurus
10.2.2 Composition

11. LEARNING RESOURCES

11.1 CALL (Computer Assisted Language Learning)
11.1.1 CALL- A Brief History
11.1.2 The First Key Direction: WEB 2.0 Applications
11.1.3 Blogs
11.1.4 Sharing and Social Networking
11.1.5 WIKIS
11.1.6 MMOGs
11.1.7 Reasons for using WEB 2.0 Applications
11.1.8 The Second Key Direction- Mobile Phone- Assisted language Learning (MPALL)
11.1.9 Conclusion

11.2 Class Libraries

11.3 Language laboratories
11.3.1 Scope of Language Laboratory
11.3.2 Uses of Language Laboratory
11.3.3 Disadvantages of Language Laboratory
11.3.4 Kinds of Language Laboratory

11.4 E-Resources

12. MICRO TEACHING SKILLS

12.1 Meaning of Micro Teaching
12.2 Characteristic Features of Micro Teaching
12.3 Objectives of Micro Teaching
12.4 Assumptions of Micro Teaching
12.5 Procedure of Micro Teaching
12.6 Simulation of Micro Teaching
12.7 Phases of Micro Teaching procedure
12.8 Advantages of Micro Teaching
12.9 Limitations of Micro Teaching
12.10 Acquaintance with Teaching Skills
12.11 Skills of Questioning
12.12 Merits of Skill of Questioning
12.13 Skill of Explanation
12.14 Skill of Stimulus Variation
12.15 Skill of Introduction
12.16 Skill of Reinforcement


13. APPROACHES/METHODS TO ENGLISH LANGUAGE TEACHING

13.1 Methods and Approaches of Teaching
13.1.1 Direct Method
13.1.2 Structural Method
13.1.3 Communicative Approach (Communicative Language Teaching)
13.1.4 Constructivist Approach (Co-Operative Learning)

14. TEACHING COMPOSITION: PROSE

14.1 Meaning of Composition
14.2 Types of Composition
14.3 Dangers of starting free composition at early stages
14.4 Gradual Transition from guided to free composition: Its Significance
14.5 Principles for Teaching Composition/ prose
14.6 Tips to improve the Teaching of Composition
14.7 Correction of Composition

15. TEACHING COMPOSITION: POETRY

15.1 Poetry: Introduction and Definition
15.2 Characteristics of Poetry
15.3 Objectives of Teaching Poetry
15.4 Significance of Teaching Poetry
15.5 Should Poetry be Included in School English Course?
15.6 Difference in Teaching Prose and Poetry
15.7 Difference between Writing prose and Poetry
15.8 Selection and Gradation of Poetry
15.9 Criteria for Selection and Gradation of Poems
15.9.1 Selection of poems
15.9.2 Gradation of poems
15.10 Principles of Teaching Poetry
15.11 Literary forms related to Poetry and Rhyme Scheme
15.12 Procedure and Style of Teaching Poetry: Suggested steps
15.13 Steps involved in a Poetry Lesson Plan

16. TEACHING OF GRAMMER

16.1 Meaning of Grammar
16.2 Definitions of Grammar
16.3 Present position of Grammar in the schools
16.4 Expected role of Grammar
16.5 Types of Grammar
16.5.1 How are the two types of Grammar different
16.5.2 Problems with Formal Grammar
16.5.3 How much Formal Grammar does the School child need?
16.5.4 How much Grammar should be taught?
16.6 Objectives of Teaching Grammar
16.7 Methods of Teaching Grammar
16.7.1 Which Method is better?
16.8 Some important Aspects of English Grammar
16.8.1 Word Order
16.8.2 Word order of Adjectives and Adverbs
16.8.3 Syntax
16.8.4 Question Forms
16.9 The Basic Structure of English Sentences
16.10 The Basic Sentences Patterns in English
16.11 Important Features of English Morphology
16.12 Some Features of English Usage
16.13 Difference between ‘Time’ and ‘Tense’
16.14 Regarding English Grammar Books

17. ACTION RESEARCH

17.1 Action Research
17.1.1 Characteristics of Action Research
17.1.2 What Action Research is not
17.1.3 Importance of Action Research
17.2 Main Areas of Action Research
17.3 How to Identify a Problem for Action Research
17.4 Steps of Procedure in Action Research
17.5 Detailed Illustration of Action Research
17.5.1 Defining and Delimiting the Problem
17.5.2 Analysis the causes of the Problem
17.5.3 Formulation of Action Hypothesis
17.5.4 Developing a Suitable Research for Action Hypothesis
17.5.5 Evaluation

18. CRITICAL APPRAISAL OF AN ENGLISH TEXTBOOK

18.1 Meaning of Text-book
18.2 Critical Appraisal of an English Textbook
18.2.1 Importance of Textbook for Teaching of English

19. PROFESSIONAL COMPETENCIES OF A TEACHER

19.1 Introduction
19.2 Qualities of an English Teacher
19.2.1 General Qualities
19.2.2 Specific Qualities

20. COMPREHENSIVE AND CONTINUOUS EVALUATION (CCE)

20.1 Introduction
20.2 Meaning of Comprehensive and Continuous Evaluation
20.2.1 Evaluation
20.2.2 Continuous
20.2.3 Comprehensive
20.3 Aspects of Continuous and Comprehensive Evaluation in Context to English only
20.4 Significance of Importance of Comprehensive Evaluation in English
20.5 Suggestions for making CCE Program a Success

21. ELICITATION TECHNIQUES USED IN ENGLISH

21.1 Introduction
21.2 Cloze-Test
21.3 Achievement Test
21.4 Diagnostic Test

22. REMEDIAL TEACHING

22.1 Introduction
22.2 Meaning and Significance of Remedial Teaching
22.3 Common Errors in English and their Remedial Teaching
22.4 Remedial Measures for Mistakes in Correct Sentence Construction

23. CONTRASTIVE ANALYSIS

23.1 Introduction
23.2 Contrastive Analysis: Concept
23.3 Contrastive Analysis and Second Language Teaching
23.4 Importance and Use of Contrastive Analysis
23.5 Procedure of Contrastive Analysis
23.6 Implications of Contrastive Analysis in English Language Teaching
23.7 Negative Transfer from Mother Tongue in Learning English as a Foreign Language
23.8 Difference between Learning of Mother Tongue and Learning of English
23.9 Positive transfer from Mother Tongue (L1) in Learning English/ Second Language (L2)

24. ERROR ANALYSIS

24.1 Meaning of Error Analysis
24.2 Methods of Teaching Spellings