TY - BOOK AU - Sood, Manju AU - Singla, Poonam AU - Bhagat, Ruby TI - Teaching of English SN - 9789389673098 U1 - 370.102 21 SOO PY - 2019/// CY - Patiala, India PB - Twentyfirst Century Publications KW - Teaching of English N2 - 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 ER -