Teaching Second Language: English at the Elementary Level (CPS-02)
| Course Code | CPS-02 |
|---|---|
| Maximum Marks | 100 |
| Internal Marks | 30 |
| External Marks | 70 |
| Passing Marks | 40% in both Internal & External |
| Student Contact Hours | 90 |
Objectives:
To help student-teachers develop a clear understanding of the pedagogy and content of the elementary English curriculum.
To understand teaching-learning and acquisition processes of English in context.
To enable facilitation of English acquisition through a constructivist approach in inclusive classrooms.
To promote reflective teaching practices.
To assess learners’ needs individually and ensure learning for all.
To develop proficiency and communicative competence in student-teachers.
Course Units & Description
| Unit | Topics | Class Hours |
|---|---|---|
| Unit 1 | Issues of Teaching English at the Elementary Level in India | 8 |
| - Concept of first, second, and foreign language | ||
| - Historical overview of English as Second Language (ESL) in India | ||
| - Importance of English in multilingual India – link language, library language | ||
| - Language acquisition vs learning; stages and influencing factors; acquisition-rich environments | ||
| - Historical development of English Teaching in India | ||
| - Aims and objectives as per Kothari Commission, NCF-2005 and West Bengal specific objectives | ||
| Unit 2 | Content Proficiency | 15 |
| - Critical reflection on textbooks (Classes I to VIII) | ||
| - Personal responses to poems and stories | ||
| - Adapting texts for diverse learners’ individual and special needs | ||
| - Reading from authentic sources beyond textbooks (newspapers, children’s literature, folklores, topical issues) | ||
| Unit 3 | Approaches, Methods, and Techniques | 10 |
| - Definition and difference among approach, method, and technique | ||
| - Structural Approach, Grammar Translation, Situational, Audiolingual, Communicative, Task-based, Cooperative, Eclectic methods | ||
| - Constructivist approach in teaching English | ||
| Unit 4 | English as a Skill Subject | 12 |
| - Overview of language skills: listening, speaking, reading, writing | ||
| - Teaching strategies aligned with NCF 2005 | ||
| - Development of listening, speaking, reading, writing skills: aims, problems, and strategies | ||
| - Vocabulary development and grammar teaching integrated with skills | ||
| Unit 5 | Teaching-Learning Materials (TLM) & Computer-Aided Language Learning (CALL) | 5 |
| - Nature, features, and importance of TLM | ||
| - Preparation of low-cost and special needs-friendly instructional materials | ||
| - Principles and effective use of CALL in an inclusive classroom | ||
| - Use of realia for language teaching | ||
| Unit 6 | Functional Grammar and Vocabulary | 10 |
| - Parts of speech, phrases, sentence structure and transformations | ||
| - Reported speech; verb classification, tense, subject-verb agreement | ||
| - Phrasal verbs; basic phonetics, stress and intonation | ||
| Unit 7 | Interaction in the Language Classroom | 12 |
| - Creating child-centric, trauma-free, homely environment | ||
| - Fluency, accuracy, and appropriacy concepts | ||
| - Learner interaction: group work, pair work | ||
| - Language games and activities for skill development | ||
| - Preparation of activity sheets including special needs learners | ||
| - Theme-based teaching & scaffolding techniques | ||
| Unit 8 | Proficiency in Framing Instructions | 5 |
| - Importance of giving/following clear instructions | ||
| - Framing instructions and tasks for listening, speaking, reading, writing activities | ||
| - Designing instructions based on textbooks’ activity types and objectives | ||
| Unit 9 | Proficiency in Communication | 5 |
| - Understanding different types of writing at elementary level | ||
| - Contextual and real-life conversations | ||
| - Preparing teaching journals and reflective writing | ||
| - Book reports on children’s literature beyond textbooks | ||
| - Awareness activities on societal issues (child labor, equity etc.) | ||
| - Preparation of posters, skits, wall magazines | ||
| Unit 10 | Planning and Evaluation | 13 |
| - Importance of learner-appropriate activity and lesson planning | ||
| - Lesson plans (micro and macro teaching) | ||
| - Integration of five micro-skills: child facilitation, inquiry, observation, performing arts | ||
| - Developing assessment tools: question types, achievement tests | ||
| - Skill-wise assessment and creating student profiles | ||
| - Remedial teaching measures | ||
| - Action research projects on learning difficulties and diverse learners |
Mode of Curriculum Transaction
Use of examples and hands-on experience (including CALL and TLM)
Active oral and written presentations by student teachers