LIFE LINE: English Language

Showing posts with label English Language. Show all posts

Mar 31, 2017

Objectives of teaching English from class XI to XII as per Curriculum

ENGLISH (CORE) (CODE NO. 301)

FOR CLASSES XI & XII

BACKGROUND

Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, essentially at promoting the higher-order language skills.

For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both the groups by promoting the language skills required for academic study as well as the language skills required for the workplace.

OBJECTIVES

The general objectives are:

to listen and comprehend live as well as record in writing oral presentations on variety of topics
to develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes
to participate in group discussions, interviews by making short oral presentation on given topics
to perceive the overall meaning and organisation of the text (i.e., the relationships of the different “chunks” in the text to each other
to identify the central/main point and supporting details, etc., t build communicative competence in various registers of English
to promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities
to translate texts from mother tongue(s) into English and vice versa
to develop ability and knowledge required in order to engage in independent reflection and enquiry

At the end of this stage learners will be able to do the following:

read and comprehend extended texts (prescribed and non-prescribed) in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
text-based writing (i.e. writing in response to questions or tasks based on prescribed or unseen texts)
understand and respond to lectures, speeches, etc.
write expository/argumentative essays, explaining or developing a topic, arguing a case, etc.
write formal/informal letters and applications for different purposes
write items related to the workplace (minutes, memoranda, notices, summaries, reports etc.)
filling up of forms, preparing a CV, e-mail messages, making notes from reference materials, recorded talks etc.

Objectives of teaching English from Class IX to X as per Curriculum

ENGLISH LANGUAGE AND LITERATURE

(Code NO. 184)

FOR CLASSES IX & X

BACKGROUND

Traditionally language learning materials beyond the initial stages have been sourced from literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learners imagination as a major aim of language study, and to equip the learner with communicative skills to perform various language functions through speech and writing.

OBJECTIVES

The general objectives are:

to build greater confidence and proficiency in oral and written communication
to develop the ability and knowledge required in order to engage in independent reflection and inquiry
to use appropriate English to communicate in various social settings
equip learners with essential language skills to question and to articulate their point of view
to build competence in the different registers of English
to develop sensitivity to, and appreciation of, other varieties of English, Indian English, and the culture they reflect
to enable the learner to access knowledge and information through reference skills (consulting a dictionary/thesaurus, library, internet, etc.)
to develop curiosity and creativity through extensive reading
to facilitate self-learning to enable them to become independent learner
to review, organize and edit their own work and work done by peers

At the end of this stage learners will be able to do the following:

give a brief oral description of events/incidents of topical interest
retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews etc.)
participate in conversations, discussions etc. on topics of mutual interest in non-class room situations
narrate the story depicted pictorially or in any other non-verbal mode
respond in writing to business letters, official communications
read and identify the main points/significant details of texts like scripts of audio-video interviews, discussions, debates, etc.
write without prior preparation on a given topic and be able to defend or explain the position taken/views expressed in the form of articles, speech or a debate
write a summary of short lectures on familiar topics by making/taking notes
write an assessment of different points of view expressed in a discussion/debate
read poems effectively (with proper rhythm and intonation)
transcode information from a graph/chart to a description/report and write a dialogue, short story or report

Objectives of teaching English from classes VI to VIII as per Curriculum

ENGLISH

(FOR CLASSES VI TO VIII)

BACKGROUND

CBSE views English language development as key element of the curriculum; it is a critical tool for the learning of all other subjects that the learner is required to study at all the levels. Learners need to be aware of the many purposes of the use of English as well as the diverse forms that it takes and to serve this end they begin to learn to use the appropriate forms of the language suited to the variety of audiences and purposes. They learn to distinguish the formal language of an official letter, the figurative language of a poem and the technical language of a lab report. The English Curriculum at Middle is aimed at developing language skills to analyse and interpret ideas and information in order to enable them to communicate effectively. At the same time the study of literature is also meant to understand other people, cultures vis-à-vis themselves and to appreciate the power of many different uses of language on one hand and to use literature as a tool to teach language on the other.

OBJECTIVES

The student will develop the ability to:

read a variety of fiction and non-fiction materials for different purposes
interpret, analyse, infer and evaluate written work linking it with personal experiences and knowledge
communicate ideas for a variety of purposes using various features of ` appropriate forms for a specific audience in a given context
express and respond to a range of ideas and opinions concisely, clearly and appropriately
organize information creatively and logically during any expression
concentrate by identifying the main points and staying on the topic
use appropriate forms of language suited to a variety of purposes
use appropriate style and structure in communication
give and receive feedback for a piece of communication and subsequently improve as per the suggestions arrived at
use correctly the conventions of language viz., spelling, grammar, punctuation of the set of vocabulary and syntax used

May 24, 2016

The art of Public Speaking

https://drive.google.com/file/d/0B8qUyTkGux7edHpMU1RDcmpjSms/view?usp=sharing

A student from JNV Mahabub Nagar sent this excellent book [in PDF version] on mastering the art of public speaking. See if this can be of some use.

May 20, 2016

English is crazy

English is the most widely read language in the world. One in every seven human beings can speak it. English has the largest vocabulary – perhaps as many as two million words.

English is also a crazy language. There is no egg in eggplant. Neither pine nor apple in pineapple and no ham in hamburger. Sweetmeats are candy, while sweetbreads, which are not sweet, are meat. Quicksand works slowly, boxing rings are square, and a guinea pig nor from Guinea.

And why do writers write but fingers do not fing, grocers do not groce and hammers do not ham?

It vegetarians eat vegetables, what do humanitarians eat?

Perhaps all English speakers should be sent to an asylum for the verbally insane. In which language do people recite at a play and play at a recital? Have noses that run and feet that smell? How do ‘a wise man’ and ‘a wise guy’ differ in meaning? Why are ‘over look’ and ‘over see’ antonyms? Why are quite a lot and quite a few alike?

Don’t you marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which your alarm clock goes off by going on!

English was not invented by computers. It has the creativity of the human race [which is not a race at all]. That is why, when stars are out they are visible, when lights are out they are invisible. And why, when I wind up my watch I start it, when I wind up this essay I end it.