Wednesday, April 13, 2011


Hi All,
Pl find the B.Ed English new syllabus for both semester.Our course is based on CBCS and as per the guidelines of UGC and NCTE.

Those who wish to apply for B.Ed English please visit for admission forms which may be published by first week of May'11. One should be B.A. With English as main subject and should have minimum 50% in total.

Saurashtra University, Rajkot
B.Ed. English Programme (New Syllabus)

B.Ed. English. (New Syllabus in force from June 2010)
Semester –I Required courses: 5 and required credits:                                  20           (theory)
Core Courses: Required credits: 16
1.       Modern English Grammar and Usage                     Credits:                                4              (45 hrs.)
2.       Education in Emerging India.                                      Credits:                4              (45 hrs.)
3.       Psychology of Language Learning.                           Credits:                                4              (45 hrs.)
4.       Methods of Teaching English.                                    Credits:                                4              (45 hrs.)
Elective Courses: (Any One): required credits: 4
A.      Phonetics and Phonology of English.                      Credits:                                4              (45 hrs.)
B.      Communicative English.                                               Credits:                                4              (45 hrs.)
C.      Computer in Education.                                                                Credits:                                4              (45 hrs.)
Semester-II Required courses: 5 and required credits:                                   20 (theory)
Core Courses: Required credits: 16
1.       School Management and Administration.             Credits:                                4              (45 hrs.)
2.        Materials for Teaching Language Skills.                 Credits:                                4              (45 hrs.)
3.       Computer Assisted Language Learning.                  Credits:                                4              (45 hrs.)
4.       Introduction to Linguistics.                                           Credits:                                4              (45 hrs.)
Elective Courses: (Any One): required credits: 4
A.      Sociolinguistics.                                                                                Credits:                                4              (45 hrs.)
B.      Educational Technology.                                               Credits:                                4              (45 hrs.)
C.      Teaching Language through Literature.                   Credits:                                4              (45 hrs.)

(1)    To have a formal knowledge of English Grammar
(2)    To acquire command over sentence construction in English
(3)    To acquire competence in both spoken and written English

Unit One: Grammar and Usage
1.1.0          Grammar : Implicit and Explicit
1.2.0          Prescriptive and Descriptive Grammar
1.3.0          Learners’ grammar and Teacher’s grammar
1.4.0          Grammar and Usage
1.5.0          Criteria for Acceptability
1.6.0          Idioms and collocations
1.7.0          Indian English: features.
Unit Two:  Word and Sentences
2.1.0    Elements of word study
2.1.1   Word and Lexeme
2.2.0   Word and Case paradigm
2.3.0   Types of sentences: simple, complex and complex
2.4.0   Form and Function: Formal labels and Functional labels
2.5.0   Basic sentence/clause patterns
2.5.1   Clause elements: subject, object, complement and adjunct
2.6.0   Concord: Grammatical, notional and proximity

Unit Three: Time, Tense and Aspects.
                3.1.0 Main Verbs and Auxiliaries
                3.2.0 Finite and non -finite verbs
                3.3.0 Tense, aspects and voice
                3.4.0 Use of modal verbs
                3.5.0 Multi-word verbs: phrasal verbs, prepositional verbs, phrasal prepositional verbs
                3.6.0 Verb phrase: Tree diagrams
Unit Four: The Noun Phrase
4.1.0          Form and function of Noun Phrase
4.1.1          Constituents of Noun Phrase
4.1.2          Determiners
4.1.3          Pre-determiners
4.1.4          Relative clauses and other post modifiers
4.1.5          Tree diagrams for Noun phrases.
Unit Five: The Relationals
                5.1.0 Adjectives: structural classes
                5.1.1 Adjectives: functional classes
                5.2.0 Adverbs: Clausal and cohesive
                5.3.0 The Prepositional phrase
  1. Leech,G               : A Communicative Grammar of English
  2. Quirk,R                 : A University Grammar of English
  3. Murphy                                : Essential English Grammar
  4. Quirk,R                 : A Grammar of Contemporary English
  5. Parasher, S.V.    : Indian English: functions and form

Objectives: To enable the student teacher to:
  1. Understand the meaning and purpose of Education both at individual and at schools level.
  2. Understand education as a sub-system in the total social structure.
  3. Learn the contribution to education made by different thinkers.
  4. Understand the role of education in national and international affairs.
Unit One: Education, Society and Culture.
1.1.0          Meaning, Scope, Aims and Functions of Education
1.2.0          Factors Influencing Education.
1.3.0          Social change and cultural transmission.

Unit Two:  Philosophical Foundations of Education
      2.1.0     Naturalism-Rousseau’s Philosophy of Education
      2.2.0    Idealism- Mahatma Gandhi and Basic Education
      2.2.1   Swami Vivekananda, Rabindranath Tagore and Shri Aurobindo.
      2.3.0   Pragmatism-Dewey’s Experimental Version
Unit Three: Education in Modern India.
     3.1.0   Regional Imbalances regarding patterns of Education
     3.2.0   Universalization of Elementary Education
      3.3.0 Universalization of School Education: issues
      3.4.0 Implications of National and International Understanding
      3.5.0 National Integration

Unit Four: Sociological Foundations of Education
4.1.0          Social functions of Education
4.1.1          Education and Culture
4.1.2          Agencies of Education
4.1.3          Formal and non-formal  Education
4.1.4           Education and Social justice
4.1.5          Indian society and Education
4.1.6          Minorities and women
4.1.7          Child rights and the concepts of free and compulsory education
Unit Five: Education and Social Change
5.1.0          Globalization and Education
5.2.0          Privatization of Education
5.3.0          Influence of media on Education
5.4.0          Human Resource development (NSS, NCC, Scouts and Guides)

  1. Agrawal, J.C.  Landmarks in the History of Modern Indian education. New Delhi: Vikas Publishing House P.Ltd.
  2. Das K K          Education in the Emerging Indian Society. Cuttack: Kitab Mahal
  3. Ruchela and Vyas.  Sociological Perspectives in School Education: Indian Publishers
  4. Dewey, J.   Experience and Education. New York. Macmillan
  5. Pathak. C.K. Human Rights Education. New Delhi: Rajasthan Publishers
  6. Sahu, Bird.  The New Educational Philosophy. New Delhi: Sarup and Sons.

Objectives: To enable the student teacher to understand
1.       The meaning, scope and importance of Educational Psychology.
2.       The learner problems with specific reference to children and adolescents
3.       The individual differences, group dynamics and their implications for the classroom behaviour.
4.       The basics of psychological testing and its application in academic settings.
Unit One: Growth and Development
1.1.0          Nature, meaning and scope of Educational Psychology
1.2.0          Development during early childhood
1.3.0          Development during adolescence
1.4.0          Development of language- the sequence of language development, pattern of language development
1.5.0          Language and thought
1.6.0          Language Acquisition- L1 and L2.
Unit two: Theories of Learning
              2.1.0     Behaviourism: Thorndike, Pavlov, Skinner, Kohler’s insightful learning
                2.2.0    Cognitive theories: Piaget’s theory of cognitive development
                2.3.0      Social Learning theories: Vygotsky’s social constructivism
Unit Three: Thinking and memory
                3.1.0    Thinking and problem solving
                3.2.0      Stages of memory
                3.3.0      Forgetting, causes of forgetting
                3.4.0      Strategies for improving memory

Unit Four: Intelligence
4.1.0          Binet’s test of intelligence, concept of IQ
4.2.0          Wechsler’s test of Intelligence WIAS, WISC
4.3.0          Other Individual and Group tests of Intelligence
4.4.0          Exceptional Children – Giftedness, Learning Disabilities-dyslexia, autism, Asperger’s syndrome, aphasia.
4.5.0          Howard Gardener’s  theory of Multiple Intelligence
4.6.0          Emotional Intelligence (EQ)
Unit Five: Motivation and Group Dynamics
                5.1.0    Instincts, drives
                5.2.0    Need for achievement
                5.3.0    Group Dynamics

  1. Hergenhahn, R.1976. An introduction to Theories of Learning. New Jersey: Prentice Hall
  2. Sharma R.N.  Educational Psychology
  3. Skinner B.F. Educational Psychology
  4. Williams, Marion and Burden, Robert L.1997. Psychology for Language Teachers. Cambridge University Press.
  5. Vygotsky, Lev 1962. Thought and Language, Cambridge: MIT Press.

Objectives: To enable the student teacher to
1.       Understand the main approaches to teaching English as a second language
2.       Understand the nature and purpose of language teaching
3.       Appreciate the problems of learning a second language
4.       Develop insight and competence in planning and preparation of varieties of lessons
5.       Put to use the techniques/skills acquired for teaching in the classroom.
Unit One: Approaches and Methods to ELT
1.1.0          Discriminating an approach, method and technique
1.2.0          Grammar Translation Method
1.3.0          Dr.West’s Reading Method
1.4.0          Structural Approach and Situational Language Teaching
1.5.0          Communicative Approach
1.6.0          Humanistic Approaches: Community Language Learning
Unit Two: Participatory approaches and methods
2.1.0   Content Based Instruction
2.2.0   Whole Language Approach
2.3.0 Task Based Instruction
2.4.0 Multiple Intelligence
2.5.0 Constructivism

Unit Three: Teaching Language skills
  3.1.0 Comprehension skills
  3.1.1 Nature of listening and reading
  3.1.2. Developing listening and reading skills

  3.2.0 Production Skills
  3.2.1 Nature of speaking and writing
 3.2.2 Developing speaking and writing skills
Unit Four: Introduction to Testing Language skills
 4.1.0 Types of tests
4.2.0 Notions of validity, reliability and practicality
4.3.0 Formative and summative evaluation
4.4.0 Norm and criterion referenced testing
Unit Five: Status of English in India
5.1.0          Objectives of Teaching English in India
5.1.1          Study of status of English and its future
5.1.2          Bilingual approach to ELT in India
5.1.3          Research in ELT in India
1. Howatt.A.P.R                                             A history of English Language Teaching .OUP
2. Richards and Rodgers.                           Approaches and methods in Language Teaching
3. Jack C.K.                                                       The Context of Language Teaching
4. Rivers.    W                                                  Teaching Foreign Language Skills
5. Grellet, F.                                                    Developing Reading Skills
6. Krishna swami, N. & Sriraman.           English Teaching in India
    7. Prabhu N.S.                                               Second Language Pedagogy
     8. Spratt, P and Williams.                         The TKT course, Cambridge.CUP
     9. Hughes, A.                                                                Testing for Language Teachers. CUP
    10.  Anandan.K.N.                                        Tuition to Intuition. Transcend.

Elective Courses: (Any One)
A.     Phonetics and Phonology of English.
Objectives: to enable the student teachers to understand:
  1. The nature of English Speech
  2. The functions of various organs of speech
  3. The importance of a neutral accent
  4. A constructive study of sounds of L1 and English along with remedial suggestions and remedial materials.
Unit One: Organs of speech
1.1.0          The respiratory system
1.2.0          The phonetory system
1.3.0          The articulatory system
1.4.0          Active and passive articulators
Unit two: Description and classification of speech sounds
2.1.0   Vowels and consonants
2.2.0 Classification of Vowels
2.3.0 Classification of Consonants
2.4.0 Diphthongs
Unit Three: Phonetic transcription
3.1.0 International phonetic alphabet
3.2.0 Phonetic transcription: RP
3.3.0 Uses of phonetic transcription

Unit Four: The Phoneme
4.1.0          The phoneme: definition and meaning
4.1.1          Allophones
4.1.2          The syllable
4.1.3          Division of words into syllables
4.1.4          Types and structure of syllables
4.1.5          Syllabic consonants
4.1.6          Consonants clusters
Unit Five: Supra-segmental features
                                                               i.      Word accent
                                                             ii.      Functions of word accent in English
                                                            iii.      Accent and rhythm
                                                           iv.      Weak forms
5.2.0    Intonation types and uses.

  1. Daniel Jones                                       Pronunciation of English
  2. J D O Conner                                      Better English Pronunciation
  3. Dhamija and Sasikumar                 A Course in phonetics and spoken English
  4. Peter Roach                                       Phonetics and phonology of English

B.    Communicative English.
Objectives: To enable the student teachers to understand:
1.       The process of communication
2.       The importance of interpersonal skills
3.       The significance of attitudes in a profession
4.       Goal setting and achieving
5.       Leadership qualities

Unit One: Process of Communication
1.1.0          Communication – a process
1.2.0          Verbal and non-verbal communication
1.3.0          Barriers to communication
Unit Two: Communication Situation
          2.1.0     Presentation skills
          2.2.0     Group Discussions/meetings/conference skills
          2.3.0     Interview skills
          2.4.0     Conversation skills
Unit Three: Language for Communication
         3.1.0     Proficiency in grammar and vocabulary
         3.2.0    Proficiency in spoken English
         3.3.0    Writing CV/Resume
         3.4.0    Writing Reports
         3.5.0    Writing agenda/notice/minutes/invitations
Unit Four: Personality Development
4.1.0          Personality: meaning
4.1.1          Attitude building
4.1.2          Accountability and professionalism
4.1.3          Self-esteem (attitude towards self)
4.1.4          Values and self- assessment
4.1.5          Time management
Unit Five:  Interpersonal skills
         5.1.0    Attitude towards others, towards change
         5.2.0    Team work and group dynamics
         5.3.0    Leadership qualities
         5.4.0    Motivating, delegating, decision making
         5.5.0    Facilitation skills
  1. Butterworth, John and Jeoff Thwaites.2005. Thinking Skills. Cambridge Uni.Press.
  2. Feldman, Daniel A. 2004. Critical Thinking. New Delhi: Viva.
  3. Harmer, Jeremy.2006. How to Teach English. New Delhi, Longman.
  4. Johnson, Karen.1996. Understanding Communication in Second Language Classrooms. Cambridge Uni. Press.
  5. Richards, Jack C. 2005. Professional Development for Language Teachers. Cambridge Uni.Press.
  6. Stevens, Michael.1999. How to be better at giving presentations. London: Koran Press.
  7. Vyavahare.G and N.V.Bose.2009. English for Social Interaction .Anand Press. Anand.

 Objectives: To enable the student teacher to understand:
  1. The various parts of computers
  2. The application of various software
  3. The uses of computer in language classroom
Unit 1. Introduction to Computers
1.1.0          Computer: origin and evolution
1.2.0          Types of Computers
1.3.0          Different parts of computer and their uses
1.4.0          Input and Output devices
Unit 2. Introduction to MS-Windows
        2.1.0    Windows 98 and DOS Compatibility
        2.1.1    DOS vs. Windows
        2.2.0    Windows Explorer
       2.3.0     Files and Folders
Unit 3. Introduction to MS-Word
3.1.0          Microsoft Word: features
3.1.1          Menus and Dialog Boxes
3.1.2          Creating a Document
3.1.3          Editing and Formatting a Text
3.1.4          Mail Merge

Unit 4. Introduction to MS-Excel
       4.1.0    Essentials of a Spread-sheet
       4.2.0    Management of functions and views
        4.3.0 Basic skills for editing and inserting
        4.4.0 Data management charts and graphs

Unit 5. Introduction to Power-point and Internet
5.1.0          The power-point window
5.1.1          Text entering and editing
5.1.2          Design, Template and Presentation
5.1.3          Creating presentation and slides
5.1.4          Introduction to Internet and E-mail
5.1.5          Creating E-mail account
5.1.6          Internet Explorer  and browsing web pages

  1. Chapel, C.A.2001. Computer Applications in Second Language Acquisition, Cambridge Uni.Press.
Semester II

Core Course I School Management and Administration
Objectives: to enable the student teacher:
1. To be aware of the concept of administration, organisation and management.
2. To understand the role of teacher, principal and student in the school administration.
3. To understand the physical, academic, and economic aspects of the school.
4. To understand the social and scientific approach to school management.
Unit 1. Recent Trends in Education.
1.1.0        National and Emotional Integration: concepts and activities to develop.
1.2.0        Leadership: Concept, Types, Techniques to develop it in students.
1.3.0        Modes of education: Non-formal education, online education.
1.4.0        Professional Approach to Education: teaching as a profession, competence of a professional teacher.
Unit 2. Educational Administration
2.1.0        Concept of  Educational Administration and Educational Management.
2.2.0        Concepts of  School management.
2.2.1        Role and duties of management, teachers and principal ,supervisors and DEO.
2.2.2        Human and scientific approaches to school management.
Unit 3      Policy and Management of Education.
3.1.0        National Goals as enshrined in the Constitution of India.
3.1.1        NPE, 1986
3.2.0        Agencies with relation to function and their activities
3.2.1        Functions of DIET, GCERT, Continuing Education Centre.
3.3.2        School boards: Functions of GSHSEB, CBSE, CICSE and IBO
3.4.0        Functions of the autonomous bodies: NCERT, GCERT, NCTE, NAAC and UGC
Unit 4.                    School
4.1.0        School: physical amenities
4.2.0        School registers and records
4.3.0        School services and student activities: Student clubs, NCC, NSS, Guidance and Counselling.
4.4.0        Co-curricular activities.

Unit 5.     The teacher
5.1.0        Recent procedure and rules of teachers’ appointment.
5.2.0        Teachers involvement in short term professional and refresher courses, seminars, and workshops.
5.3.0        Service rules and regulation with reference to Secondary Education Act.
5.4.0        Parent Teachers’ association : functions
5.5.0        Self- evaluation of teachers, evaluation by learners.

Essential readings:
1.             Aggarwal :              Educational Administration, Arya Book.
2.             Desai, D.M.             Outline of Educational Administration in India, Ahmedabad.
3.             Pandey, D.               Teacher in Developing Indian Society, Vinod Pushtak Mandir, Agra.
4.             Narayana.               Inspiring and responsible Teacher. Ahmedabad management association.

Core Course II Materials for Teaching Language Skills
Obectives: To enable the students-teacher to:
1.        Undertake a detailed study of the materials in use
2.        Select, assess and supplement materials to suit the needs
3.        Be familiar with recent development in materials preparation
Unit 1.     The Syllabus for ELT
1.1.0            Syllabus: definitions
1.1.1        Syllabus: narrow and broad view
1.2.0        Syllabus designs: the structural, situational, lexical and functional syllabus
1.3.0        The predetermined and emergent syllabus
1.4.0        Structural syllabus : Features
1.5.0        Situational syllabus: features
1.6.0        Functional syllabus: Features
1.6.1        Notional-Functional syllabus : Components
1.7.0        Communicative Syllabus: Components
1.8.0        Task-based syllabuses
Unit 2.     Course books for ELT
                2.1.0        Course books/Text books : definition and objectives
                2.2.0        Course books : assessment criteria
                2.3.0        Review of present day course books
Unit 3.                     Materials for developing listening skills.
                3.1.0        Listening : definition and sub-skills
                3.2.0        Tasks for teaching listening skills
                3.2.1        Tasks for testing listening skills
                3.3.0        Criteria for the selection of tasks
                3.3.1        Checklist for evaluating communicative tasks

Unit 4.                     Materials for developing speaking skills.
                4.1.0        Speaking : sub-skills
                4.2.0        Tasks for developing speaking skills
                4.2.1        Information gap activities
                4.2.2        Simulation and role-plays
                4.3.0        Input for authentic communication
                4.4.0        Tasks for testing speaking skills
Unit 5.                     Materials for developing reading  and writing skills.
                5.1.0        Reading : sub-skills: skimming, scanning/ searching
                5.2.0        Tasks for developing reading skills
                5.2.1        Tasks for testing reading skills
                5.3.0        Writing : sub-skills: sequencing and organizing
                5.4.0        Tasks for developing writing
                5.5.0        Tasks for testing writing
Essential Readings:
1.        Nunan D, Designing Communicative Tasks for the classroom.
2.        Prabhu.N.S. Second language pedagogy

Core Course III Computer Assisted Language Learning
Unit 1. Computer Assisted Language Learning
1.1.0            Nature and scope of CALL
1.2.0            Uses of multimedia in ELT
1.3.0            Role of technology in learner centred learning
1.4.0            Television, Video and Digital English Language Labs
Unit 2. Computer Application
                2.1.0          MS Office (Word, PPT, Excel)
                2.2.0        Internet resources for learning
                2.2.1         Web tools and software for ELT
                2.3.0        Social Networking: Facebook, Google group, Teacher Tube

Unit 3.  21st century skills for ELT teachers
                3.1.0        Websites and Blogs for ELT
                3.1.1        Teachers’ blogs
                3.1.2        Learners’ blogs
                3.1.3        Class blogs.
Unit 4.  Web.2.0 and other internet tools
                4.1.0  Penzu and uses, Voxopop and uses
                4.2.0  Listen and write
                4.3.0  280 slides
                4.4.0  ESL video
                4.5.0  Forvo and Tokbox and uses.
Unit 5.  E-teaching and learning
                5.1.0        Methodological Issues
                5.2.0        Structuring practical tasks
                5.3.0        Online instructions
                5.4.0        CBT
Essential Readings:
1.        Clive Gifford, Using Computer in Education, Interforce Publication Ltd. Kensigton High Stress. London.
2.        Ahalpara D P and others. Introduction to Computers. Gujarat S B S textbooks, Gandhinagar.
3.        Chapelle, Carol. Computer Application in Second Language Acquisition. Cambridge University Press.
4.           Internet in the classroom.

Core Course IV Introduction to Linguistics
                To enable the student teacher to
1.        Grasp the essential of the science of linguistics
2.        Understand the different aspects of language
3.        Understand the different approaches to language learning process.
Unit 1.     Language
1.1.0            Language  : definition and meaning
1.2.0            Language as defined by modern linguists
1.3.0            Characteristics of language
1.4.0            Human and Animal communication.
Unit 2.     Linguistics
                2.1.0        Linguistics: definition and meaning
                2.2.0        The traditional approaches to linguistics
                2.2.1        The structural approach to linguistics
                2.2.2        The cognitive approach to linguistics
                2.3.0        Branches of linguistics
                2.3.1        Phonology: Introduction
                2.3.2        Morphology
                2.3.3        Morphs and morphemes
                2.3.4        Inflection and derivation
                2.3.5        Word building processes
                2.4.0        Syntax and semantics.
Unit: 3                     Interdisciplinary fields of Linguistics
3.1.0            Psycholinguistics
3.1.1            Sociolinguistics
3.1.2            Applied linguistics
3.1.3            Applied linguistics and Language teaching.

Unit: 4                     Error Analyses and Interlanguage
1.1.0            Contrastive analysis
1.2.0            Errors, mistakes and lapses
1.2.1            Sources of errors
1.2.2            Methodology of error analysis
4.3.0            Interlanguage
                4.3.1          Significance of errors
                  4.3.2      Error correction.
Unit:        5              Process of Language Acquisition
                5.1.0        Acquisition and Learning
                5.2.0        Language Acquisition Device (LAD)
                5.3.0        Factors affecting L1 Acquisition
                5.4.0        Factors affecting L2 Learning.

Essential Readings:
1.        M.A.K      Halliday:  The Linguistics science and language learning
2.        N.Krishna Swamy:  An Introduction to Linguistics for language teachers.
3.        John Lyons:                              Language and Linguistics
4.        S.Pitcorder:                             Introducing Applied Linguistics
5.        S.Pitcorder:                             Error Analysis and Interlanguage

Elective Course A :  Sociolinguistics
Objectives: to enable the student-teacher to :
1. Understand the social background of a language
2.  Get acquired with the social factors affecting language
3. Know the factors affecting L2 learning
4. Know the language in social change.
Unit 1.     Sociolinguistics
1.1.0        Sociolinguistics: definition and description
1.2.0        Sociolinguistics and linguistics
1.3.0        Sociolinguistics and sociology of language
1.4.0        Speakers and speech communities
1.5.0        Social functions of language.
Unit 2.     Varieties of Language
2.1.0        Language and dialect
2.2.0        Standard and non-standard varieties
2.3.0        Dialects: regional dialects, social dialects
2.4.0        Registers and styles
2.5.0        Languages in contact
2.5.0        Bilingualism/Multilingualism
2.5.1        Diglossia, code-switching and code-mixing
2.5.2        Pidgins and creoles.
Unit 3      Speech as social interaction
3.1.0        Factors in communication
3.2.0        Discourse Analysis
3.2.1        Discourse and Text
3.2.2        Cohesion and coherence
3.1.0        Functions of speech
3.1.1        Speech acts

Unit 4      Language Planning
4.1.0        Language planning: definitions
4.2.0        Concepts of language planning
4.3.0        Language planning policy
4.4.0        Factors influencing language planning
4.5.0        Limitations of language planning
Unit 5      Sociolinguistics and Language Teaching
5.1.0        Linguistic Competence
5.2.0        Communicative Competence
5.3.0        Teaching Language as communication
5.4.0        Linguistic prejudice
5.4.1        Prejudice of teachers
5.4.2        Prejudice of pupils.

Essential Readings:
1. Hudson:  Sociolinguistics
2. Pride J B: Sociolinguistics
3. Widdowson H G: Teaching Language as Communication

Elective Course B. Educational Technology.
Objectives: The course will enable the teacher-student to:
1. understand the need for using technology for education with special reference to ELT
2. develop a proper attitude towards use of equipment
3.use computer as a source to supplement teaching
4.become aware of available software for language teaching.
Unit.1.Use and Scope of educational technology
1.1.0        Objectives of educational technology
1.2.0        Principles of Programmed Learning
1.2.1        Programmed learning and its types.

Unit 2. Definition of hardware and software
2.1.0        Equipment available for use in classroom
2.1.1        Classification of equipment
2.2.0        Language laboratories and their use.
Unit.3. Unimodal and bimodal apparatus
3.1.0        Materials for use on equipment and their compatibility
3.2.0        Radio and Television for English Language Teaching
3.3.0        Tape slides and videos in classroom
Unit.4.Computer Assisted Language Learning
4.1.0        Uses of computer in language learning
4.2.0        Language teaching software on use of computers
4.3.0        Using computers in Language skills assessment.
Unit 5. Web-based learning
5.1.0        Internet: ISPs and search engines
5.2.0        E-dictionaries and their uses
5.3.0        E-learning and courses available
5.4.0        On-line learning and its difference  from e-learning.
Essential readings:
1.Chapell, C.A. (2001). Computer Applications in Second Language Acquisition
2. Higgins J, and Johns,T.(1984). Computers in Language Learning. Reading.MA : Addison Wesley.
Jonassen, D.H. (1985). Programmed Learning and Educational Technology. London,    Longman
Jones, C and Fortescue,S.(1987). Computers in the Language Classroom. London. Longman.

Elective Course C :            Teaching Language through Literature.          
Objectives: The course will enable the student-teacher to:
1. identify different genres of literature
2. analyse a piece of literature for its language content
3. appreciate a piece of literature for its style and use.
4. design some tasks for developing language skills through literature.
Unit.1. Understanding literature
1.1.0        Objectives of studying literature
1.2.0        Traditional methods of teaching literature
1.3.0        Appreciation and comprehension
Unit2.Developing sensitivity to literature
2.1.0        Motivation-importance, pre-reading activities
2.2.0        Reading-recitation-narration of prose, poem, stories
2.2.1        Importance and types of recitation
2.3.0        Preparation of teaching aids
2.3.1        Charts, collages, puppets, recordings
Unit 3.Study of form: poetry, drama, prose and fiction
3.1.0        Reading literary texts
3.2.0        Literal and metaphorical meaning
3.2.1        Point of view
3.2.2        Irony, tone
3.2.3        Characterisation and plot
Unit 4.     Reading poetry
4.1.0        The poem on the page
4.1.1        Phonological level, lexical level, semantic level, syntactic level.
4.2.0        Figures of speech

Unit 5.     Literature and Language Teaching.
5.1.0        Putting across poems: techniques and planning
5.2.0        Putting across types of prose: techniques and planning
5.3.0        Tasks in a literature textbooks
5.3.1        Tasks for language development
5.4.0        Bilingual approach: Translating literary texts.
Essential readings:
1. Collie and Slater.1993. Language through literature. London: OUP
2. Brumfit and Candlin. 1985. Language through Literature. London. OUP
3. Leech G N.1975. A linguistic Guide to Teaching Poetry. London: Longman
4. Malay,Alan. 1975. Poem into Poem. Cambridge University Press.
5. Parkinson,B.1985. Teaching literature in Second Language Aquisition. CUP

B.Ed. ENGLISH Question paper style for New Course.     Time 3 hours.
 (For Core Courses and elective courses)
                                                                                                                                                                Total Marks: 70
                                                                                                                                                                Time 3 hours
                                                PART   I                                 ( 40  Marks)
Q1. Answer in one or two sentences. (Any 5 out of 7)                                    1 x 5 =   05
Q2. Answer in not more than 50 words (any 5 out of 7)                                  5 x 3 =   15
Q3. Attempt any two (out of 3) in not more than 300 words.                       2 x 10 = 20

                                                PART II                                  ( 30 Marks )
Q4. Fill in the blanks with appropriate words. (No choice)                           1 x 8 =   08                                          
Q5. Answer in not more than 100 words. (Any 2 out of 3)                              2 x 5 =   10
Q6. Write short notes: any 3 out of 5                                                                      3 x 4 =   12

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