TITLE OF COURSE: TEACHING OF COMMUNICTION SKILLS

COURSE DESCRIPTION
This course will equip prospective teachers with knowledge and skills to teach English in
grades I through VIII. They will become familiar with the English curriculum and expected
student learning outcomes. Prospective teachers will learn the use of different language skills
to enhance variety of instructional methods that promote active learning of English, including
making and using teaching and learning materials. They will plan English lessons and
activities.
LEARNING OUTCOMES
At the end of the course, the prospective teachers are expected to be:
1. familiar with the four language skills – Listening and Speaking
2. identify and prepare activities for developing communication skills
3. apply modern methods and approaches in teaching of communication skills
4. prepare lesson plans of teaching communication skills
5. effective use of audio visual aids.
COURSE OUTLINE
Unit 01 Skills of language learning
1.1. Listening Comprehension Skills
1.1.1 Techniques of developing listening ability
1.1.2. Careful listening habits
1.1.3. Use of Cassette-player for developing listening ability
1.1.4. Using Videocassettes for effective listening
1.1.5. Methods of teaching listening
1.2 Speaking Skills
1.2.1. Favorable classroom environment for speaking
1.2.2. Value of pronunciation and intonation in speaking
1.2.3. Conversation and dialogue
1.2.4. Language games for oral expression
1.2.5. Vocabulary building
Unit 02 Teaching of communication skills
2.4. Teaching of vocabulary
2.5. Teaching of pronunciation
Unit 03 Methods of teaching English
3.1. Grammar – Translation method
3.2. Direct method
3.3. Audio-lingual approach
3.4. Structural approach
3.5. Communicative approach
3.6. Word building
Unit 04 Lesson Planning
5.1. Importance of activities in all kinds of lessons
5.2. Value of different steps in lesson planning.
5.3 New teaching approaches; activity based.
5.4. Planning Structural lessons
Unit 05 A.V.Aids in Teaching of English
6.1. Need and importance
6.2. Charts, Models, Pictures, role plays, Flash Cards, Toys and Real Objects
6.3. Radio, Cassette player, Language Laboratory
6.4. Television, VCR, Movies
6.5. Slides, Filmstrip, OHP, multimedia Projector
RECOMMENDED BOOKS
Cook V. (1991). Second Language Learning and Language Teaching, 2nd ed. London,
Arnold
Mohammad. T. (1998). Modern Approaches to the Teaching of English as Second Language,
Lahore: Majeed Book Depot. Murcia, M.C. (1991), Teaching English as a Second Foreign
Language, 2nd Ed. New Bury House: A Division of Harper Collins Publishers.
Rob Nohand (1993). Conversation, London: Oxford University Press.
Sheikh. N. A. (1998). Teaching of English as a Second Language. Lahore: Carvan Book
House.
COURSE TITLE: BASIC MATHEMATICS
INTRODUCTION
Mathematics is a compulsory subject in everyday life. Everyone uses mathematical skills
during their life; therefore, it is necessary that everyone must have some knowledge of
mathematics. This is a basic course on mathematics designed for every prospective teacher to
equip them to handling everyday problems. It was designed so that if a teacher is not
specializing in the content course of mathematics, they may be aware of basic concepts of
mathematics. The focus of this course is to enable the trainees to have “command on the content
of Mathematics”. Teaching requires competency in pedagogy and in the content of
Mathematics. Keeping in view the basic requirements of a teacher, the following course is
developed.

LEARNING OUTCOMES
After studying the course, the students will be able to:
1. describe the basic concept of number;
2. solve problems of fractions;
3. convert units of measurement;
4. calculate daily life sale, purchase commission & zakat;
5. calculate LCM & HCF of terms;
6. find out the perimeter, area & volume of geometrical shapes;
7. solve basic problems of central tendency;

Course Outlines:
Unit 01: Concept of number
1.1 Concept of numbers
1.2 Concept of place value
1.3 Operation on numbers
1.4 Roman numbers
1.5 Number & number line system
Unit 02: Fractions
2.1 Operations on fraction
2.2 Decimal fractions
2.3 Rational numbers
2.3 Irrational Numbers
Unit 03: Measurement
3.1 Measurement of length, mass, and volume
3.2 Measurement of time
3.3 Conversion of units of measurement
Unit 04: Sale Purchase, Commission & Zakat
4.1 Definition of profit & Loss
4.2 Percentage profit & loss
4.3 Definition of commission
4.4 Calculation of Zakat
Unit 05: Factors & Multiples
5.1 Factors of a number
5.2 Multiples of a number
5.3 LCM
5.4 HCF
Unit 06: Geometry
6.1 Concept of line, ray & line segment
6.2 Triangle & its construction
6.3 Quadrilateral & its Construction
6.4 Parallelogram & its construction
Unit 07: Perimeter, Area & Volume
7.1 Perimeter & area of triangle
7.2 Perimeter & area of quadrilateral
7.3 Circumference & area of circle
7.4 Volume of cylinder & cone
Unit 08: Information Handling
8.1 Introductions to Statistics
8.2 Calculations of Central tendency
8.3 Calculations of deviations
8.4 Differential Statistics
Suggested Books
8. Text Book of Primary & Elementary level by Text Book Board Punjab
9. AIOU,(2000) Fundamental of Mathematics AIOU Press Islamabad
10. Text Book (2006) of Primary & Elementary level by Text Book Board Sindh
11. Text Book 92006) of Primary & Elementary level by National Book Foundation,
Islamabad
12. Text Book (2006) of Primary & Elementary level by Text Book Board Khyber
Pakhtoon Khaw
13. Text Book of Primary & Elementary level by Text Book Board Baluchistan
14. AIOU,(2000) Fundamental of Mathematics AIOU Press Islamabad
15. Zegarelli, M. (2007). Basic mathematics and pre-algebra. Indiana: Wiley Publishing,
Inc.
COURSE TITLE: CONTEMPORARY TRENDS AND ISSUES IN EDUCATION
INTRODUCTION
The course on contemporary trends and issues in education has been developed for prospective
teachers and teacher educators. This course's importance cannot be over-emphasized for such
professionals who must play their key role in education. Starting with a brief introduction to
the concept and background of trends and issues, the course ends up with focus on significant
issues, trends, and problems in education with special reference to Pakistan.
LEARNING OUTCOMES
At the end of this course, the students will be able to:
argue on the positive and negative impact of the information explosion;
identify barriers to the achievement of universal literacy and the strategies that help in
removing them at the local level;
discuss the gradually reducing gender disparity in education in Pakistan and its likely
consequences;
describe as to how best environmental awareness can be enhanced through schools; analyze
the consequences of growing privatization of education;
analyze the relative merits and demerits of pre-service and in-service teacher education;
discuss the relative merits and demerits points of formal and non-formal education in the
country;
analyze the merits and demerits of multi-grade teaching with reference to the situation in
Pakistan

COURSE OUTLINES

Unit 01: Introduction

1.1 Meaning and Nature of Trends and issues
1.2 Trends, Issues, and problems: An interface
1.3 The concept and understanding of contemporary issues in educational settings
Unit 02: Universal Literacy
2.1 Literacy and its role in development
2.2 Factors affecting programs for universal literacy
2.3 Global Perspective for Universal Literacy
2.4 Challenges faced by Pakistan
Unit 03: Teaching as a Career
3.1 Relevance of education to market
3.2 Human resource development through education
3.3 Aspiration for a better socio-economic status among teachers
Unit 04: Gender Disparity
4.1 Concept of gender equality
4.2 Role of education for all
4.3 Steps towards reducing gender disparity
Unit 05: Environmental Awareness
5.1 Introduction
5.2 Types of pollution
5.3 Causes of pollution Environmental education
5.4 Trends and Problems
Unit 06: Public Private sector participation in Education
6.1 Meaning and nature of privatization of education
6.2 Limited government resources and multiple demands
6.3 Need for the role of private sector in education
6.4 Regulating fee structure in private sector
6.5 Access, Equity and Quality in Private Sector.
Unit 07: ICT in Education
7.1 New concept of information explosion
7.2 Expanding learning resources
7.3 Information and communication technology
7.4 International Reports on ICT Education in Pakistan
Unit 08: Professional Development
8.1 Meaning and Nature of In-Service and Pre-Service Teacher Education
8.2 Merits and demerits of In-Service and Pre-Service Teacher Education
8.3 State of the art in Pakistan and some suggestions
Unit 09: Formal Versus Non-Formal Education/Literacy Skills
9.1 Meaning and nature of Formal, Informal, and non-formal Education
9.2 Merits and demerits of Formal Education
9.3 Merits and demerits of Non-Formal Education
9.4 Problems and prospects of non-formal education in Pakistan
Unit 10: Peace Education
10.1 Introduction peace education
10.2 Forms of conflict in society
10.3 Importance of peace education in Pakistan
10.4 Relationship between peace education and the development of society.

SUGGETSED BOOKS
Aggarwal, J.C. (2002), School Organization, Administration and Management, New Delhi,
Doaba House.
Govt. of Pakistan, (2003), National Plan of Action on Education for All (2001-15) Pakistan,
Islamabad, Ministry of Education.
Govt. of Pakistan, All Publications of the Academy of Educational Planning and Management,
Islamabad.
Govt. of Pakistan, Publications of the EFA Wing, Ministry of Education, Islamabad.
Govt. of Pakistan, (1998), Proceedings of the First Education Conference 1947, Islamabad,
Ministry of Education.
Govt. of Pakistan, (2003), Education for All, Islamabad, Ministry of Education.
Haltak, J., (1990), Investing in the Future, Setting Educational Priorities in the Developing
World, Paris, UNESCO.
Mohantry, Jagannath, Primary and Elementary Education, Deep & Deep Publications Private
Ltd., New Delhi.
Pistlethwaite, Neville T., (1995), International Encyclopedia of National Systems of Education,
New York, Pergamon.
Trends in Higher Education, (2002), Association of Universities and Colleges in Canada.
Pakistan Education Statistics (2011-12) Annual Report
Why Pakistan Need a Literacy Movement (2012) UNESCO report
unesco.org.pk/education/.../Why_Pakistan_Needs_Literacy_Movement.
Gender Disparity in Education, Between Promise and progress UNESCO Institute for Statistics
www.uis.unesco.org/.../Education%20workshop%20dox/.../7_GED_201...
Multi-grade teaching Principles
www.principals.in/uploads/.../multigrade_teaching/Multigrade_teaching....
Peace Education in UNICEF (1999) www.unicef.org/education/files/PeaceEducation.pdf
 Syllabus
TEACHING LITERACY
 TEACHING LITERACY
Year/semester
Year 2, semester 3

Credit value
3 credits

Prerequisites
Successful completion of semesters 1 and 2

Course description
The purpose of this course is to help Student Teachers understand the theory
and practice of teaching early reading and writing. Reading and writing are seen
as related, integrated meaning-making processes that are reciprocal with the oral
language processes of listening and speaking. Like oral language, reading and
writing develop over time through a child’s active interaction with print and the
environment and with support and facilitation by the teacher. Adopting effective
strategies that foster success and a love of reading is a key to supporting all children
as they become readers and writers.

The course will provide Student Teachers with an understanding of what it means to
be a reader and the significance of early reading development, which is the foundation
for the continuation of literacy development. A major goal is to develop Student
Teachers’ understanding of reading as a complex process that involves constructing
meaning through the interaction of a reader’s existing knowledge, the information
in the text, and the context of the reading. Student Teachers will also examine the
connection between reading and writing as well as the important role of writing in
early literacy development.

Furthermore, we will consider that most children will be learning to read and write
in a language that is not their first language. Although the development of reading
and writing in a second language follows the same course of development as in a first
language, students must first become orally proficient. Thus the trajectory of learning
may not initially be as steep as in a child’s first language.

Numerous topics will be discussed, exemplified, conceptualized and developed within

a three-unit span: Unit 1: What Is Reading? What Is Writing?; Unit 2: Growing Up to
Read and Write: Early Reading and Writing; and Unit 3: Becoming Readers and Writers
(Classes 1–3). Within these units, Student Teachers will come to understand that
individual reading abilities develop at different rates and in different ways, but that there
are enough commonalities to be able to group students for instruction that is specifically
designed to meet their needs.

09 COURSE SYLLABUS: Teaching Literacy

Course outcomes
After completing this course, Student Teachers will be able to:
• describe reading as a holistic process comprising comprehension, fluency, and
word recognition/solving
• identify phases of second language development and the implications for
reading and writing instruction
• identify various phases in reading development
• explain the reciprocal nature of reading and writing and the effects of children’s
language on their development as readers and writers
• develop a repertoire of strategies for teaching comprehension, vocabulary, fluency,
and word recognition/solving to diverse early readers, including multilingual
learners and children learning a new language
• differentiate instruction through various classroom organizational structures
and teaching strategies
• identify supports for learning to read and write, including family and community.

Learning and teaching approaches

Student Teachers will engage in small group work in order to process and clarify
assignments, reading material, and class presentations. Additionally, the class will
include lectures, large group discussions, modelled lessons, and video presentations.
Student Teachers will work with partners or small groups.

ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY 10

 Semester outline

1 UNIT 1: What Is Reading? What Is Writing?

Week # Topics/themes
1 What is reading? What is writing?

Components of reading
2
Oral language as the foundation of reading and writing

3 Learning to read and write in a multilingual context

Stages of second language development

4
Stages and models of reading development

5 Writing development

Unit 1 overview
The first unit will provide Student Teachers with an understanding of reading as a
meaning-based language process with a specified set of components. Furthermore,
they will see how reading fits with writing and language development, particularly
within a multilingual context. The stages and models of reading and development will
be examined.

2 UNIT 2: Growing Up to Read and Write: Early Reading and Writing

Week # Topics/themes
Phonological awareness
6
The alphabetic principle

7 Instructional strategies for word recognition

8 Reading books

Literacy-rich classroom environments

9 Types of print resources to use in an early-literacy classroom
Differentiating instruction in a print-rich classroom

Unit 2 overview
The second unit will provide Student Teachers with an understanding of phonological
awareness and the alphabetic principle, focusing on strategies to teach and develop
these in emergent and beginning readers. The critical role of reading books and
a print-rich environment in early literacy will be examined, with an emphasis on
featuring these in early literacy classrooms.

11 COURSE SYLLABUS: Teaching Literacy

3 UNIT 3: Becoming Readers and Writers (Classes 1–3)
Week # Topics/themes
10 Instruction strategies for fluency

11 Instructional strategies for vocabulary

12 Instructional strategies for comprehension

13 Matching texts to students

14 Guided reading

15 Writing as a window into reading

16 Course wrap-up

Unit 3 overview
In the third unit, we will examine the development and instruction of students who
have acquired basic emergent literacy skills (typically in classes 1–3). The reciprocal
nature between reading and writing will come to life. The selection of books and their
role in guided reading will be closely explored. In addition, we will consider research-
based instructional strategies that support development components of reading such
as word recognition, fluency, vocabulary, and comprehension. The writing process
and effective writing instruction will also be explored.

ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY 12

 Suggested textbooks and references
Books
M. S. Burns, P. Griffin, and C. E. Snow, Starting Out Right: A Guide to Promoting Children’s
Reading Success (Washington DC: National Research Council, 1999 Available at:
ØØ http://www.nap.edu/catalog.php?record_id=6014.

Readings and online resources

Readings
‘Learning to Read and Write: Developmentally Appropriate Practices for Young Children’
ØØ http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF

‘Where We Stand: On Learning to Reading and Write’

ØØ http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteEnglish.pdf

‘Executive Summary: Developing Literacy in Second-Language Learners: Report of

the National Literacy Panel on Language-Minority Children and Youth’
ØØ http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf

Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be
Able to Do
ØØ http://www.aft.org/pdfs/teachers/rocketscience0304.pdf

Put Reading First: Helping Your Child Learn to Read

ØØ http://lincs.ed.gov/publications/pdf/PRFbrochure.pdf

Put Reading First: Kindergarten Through Grade 3

ØØ http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

‘The Natural Approach: Stages of Second Language Development’

ØØ http://tapestry.usf.edu/nutta/data/content/docs1/NaturalApproachNarrative.pdf

Websites
Reading A–Z:
ØØ http://www.readinga-z.com

Teaching That Makes Sense:

ØØ http://www.ttms.org

Reading Rockets:
ØØ http://www.readingrockets.org

¡Colorín Colorado!:
ØØ http://www.colorincolorado.org

13 COURSE SYLLABUS: Teaching Literacy

PBS Parents: Reading and Language:
ØØ http://www.pbs.org/parents/readinglanguage/

Fountas & Pinnell Leveled Books:

ØØ http://www.fountasandpinnellleveledbooks.com

Videos
‘Teaching Reading K–2: A Library of Classroom Practices’ (The site offers a series of
individual videos.)
ØØ http://www.learner.org/resources/series162.html

‘Reading Like a Writer’

ØØ http://www.learner.org/workshops/writing35/session3/sec2p2.html

Suggested assignments
Assignment 1: Reading and writing autobiography
Prepare an autobiography of yourself as a multilingual reader and writer. The
purpose of this paper is to introduce yourself as a multilingual reader and writer to
the Instructor. Talk about how you learnt to read and write in your home language
(the language you learnt as a baby from your family) and in Urdu and English. Discuss
how easy or hard was reading and writing for you; at what age you began to read; at
what age you began to write; in what language you first learnt to read and to write
(if this was not in Urdu or English, indicate when you learnt to read and write in
English); and how well you liked reading and writing as a child.

Talk about yourself as a reader today. Identify what language(s) you read and write;
why you read and write (e.g. work, pleasure, study, religion, or family connections);
how often you read for these purposes; what types of materials you read (e.g. books,
magazines, or newspapers); your favourite books; and whether reading is easy or hard
for you.

Talk about yourself as a reader to others. Identify to whom you read (e.g. your
children, nieces and nephews, students, or the elderly); the language(s) you read
to others; how often you read to others; what you read to others; under what
circumstances you read to others; and whether and why you find it enjoyable.

The paper must be three pages in length.

Assignment 2: Oral tradition

Collect an oral story from someone in your family, community, or friend. Write or
record the story. Think about how this story could be used in a classroom to stimulate
students’ storytelling and writing. In a two-page paper, summarize the story and
explain how you would use it with students. Remember to attach the story you collect
to the paper.

ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY 14

 Assignment 3: Model of a print-rich environment
In small groups, Student Teachers will develop a model of a print-rich environment,
complete with a word wall and classroom charts on reading. Select a topic that
is studied in the classroom, such as something related to science, social studies,
literature, or maths. In a two-page paper, describe the environment. It may be helpful
to include a labelled map of the classroom.

Assignment 4: Prepare a guided reading lesson

Design a guided reading lesson to be taught to a small group or individual student.
Based on previous knowledge of the student’s reading level, choose an appropriate
book and complete the guided reading lesson plan. Conduct the lesson and reflect on
it. Prepare a three-page paper in which you answer the following questions:
• Student(s): Who are the student(s) you worked with? Include a description of
their ages, class levels, and language backgrounds.
• Book or materials: What book or materials did you choose? Explain why you
chose these materials.
• Evaluation of lesson: Did you follow your plan as written or did you have to
adapt the plan? Describe what the student(s) did during the lesson? In what
ways was it successful? In what areas did you experience difficulty? What would
you do differently next time?

Remember to attach the guided reading lesson plan template to your paper.

Course grading policy

The university and its affiliated colleges will determine the course grading policy. That
policy will be shared at the beginning of the course. It is recommended that at least 50
per cent of the final grade be determined by in-course work and assignments carried
out by the Student Teachers.

15 COURSE SYLLABUS: Teaching Literacy