UNIT-1 [LANGUAGE EDUCATION-ENGLISH]

ENGLISH LANGUAGE IN PRIMARY SCHOOL CURRICULUM

Importance of English Language in Curriculum

1. Facilitates global communication and collaboration.
2. Provides access to a wealth of knowledge and resources.
3. Enhances career prospects and employability.
4. Supports admission to prestigious universities.
5. Cultivates proficiency in a widely-used international language.
6. Promotes cultural exchange and intercultural understanding.
7. Strengthens India's position in the global economy.
8. Empowers individuals to engage in social and political discourse.
Objectives of English Language Curriculum
1. Develop proficiency in listening, speaking, reading, and writing.
2. Foster critical thinking and analytical skills.
3. Encourage cultural appreciation and awareness.
4. Facilitate academic success and higher education participation.
5. Equip students with communication skills for real-life situations.
6. Promote linguistic diversity and multilingualism.
7. Enhance cognitive abilities and intellectual growth.
8. Empower individuals to access opportunities for personal and professional growth.
Principles of English Language Instruction
1. Emphasize a communicative approach to language learning.
2. Ensure relevance to students' linguistic and cultural context.
3. Integrate the development of listening, speaking, reading, and writing skills.
4. Provide inclusive education that addresses diverse learning needs.
5. Incorporate authentic materials and real-life tasks.
6. Encourage learner autonomy and active engagement.
7. Utilize technology to enhance language learning experiences.
8. Foster a supportive and inclusive learning environment.

Nature and Characteristics:

1. Global Reach: English is one of the most widely spoken languages in the world, serving as a primary or secondary
language for billions of people globally. It's the official language of numerous countries and is used extensively in
international diplomacy, trade, education, and media.
2. Historical Evolution: English has undergone significant evolution over the centuries. It originated from Germanic roots
but has been heavily influenced by other languages, particularly Latin, French, and Old Norse. This history of borrowing
and adaptation has resulted in a rich vocabulary with words from diverse linguistic origins.
3. Lexical Diversity: English boasts a vast lexicon, with a wide array of words and expressions to describe concepts,
emotions, and experiences. Its extensive vocabulary allows for precise communication and the ability to express nuanced
meanings.
4. Grammatical Flexibility: While English does have grammatical rules, it also allows for flexibility and variation in usage.
This flexibility permits speakers to convey ideas in different ways and adapt their language to suit various contexts and
audiences.
5. Dialectal Variation: English exhibits considerable dialectal variation across different regions, countries, and social groups.
These dialects can vary in pronunciation, vocabulary, grammar, and even cultural conventions. Examples include American
English, British English, Australian English, and numerous others.
6. Standardization: Despite its dialectal diversity, English has a standardized form known as "Standard English." This variety
serves as a benchmark for formal communication in education, business, literature, and other domains. Standard English
provides a common set of grammar and usage norms for speakers to adhere to in formal contexts.
7. Adaptability and Borrowing: English has a remarkable capacity for adaptation and borrowing from other languages. It
readily incorporates new words and expressions, particularly in fields like technology, science, and pop culture. This
adaptability reflects the dynamic nature of the language and its ability to evolve with societal changes.
8. Influence and Prestige: Due to historical factors such as British colonialism and the cultural influence of the United States,
English enjoys significant prestige and influence worldwide. It is often perceived as the language of opportunity, leading to
its widespread adoption as a second language by speakers from diverse linguistic backgrounds
Acceptable Usage:
  Standard English: There is a concept of "Standard English," which represents the variety of English used in formal contexts
such as education, business, and literature. Standard English usage is governed by grammar rules and conventions
accepted by educated speakers.
 Variation and Dialects: While Standard English provides a common framework,
there is also acceptance of variation in usage based on regional dialects, socio-
economic factors, and cultural influences. What is considered acceptable usage can
vary depending on context and audience.
 Register: Acceptable language usage can also depend on the register or level of
formality required in a particular situation. For example, informal language may be
acceptable in casual conversation but inappropriate in academic writing
.
Drill and Practice: Repetitive exercises and drills help reinforce language patterns,
vocabulary, and pronunciation. They provide opportunities for students to practice
speaking and listening skills in a structured manner

Demonstration: Teachers modeling proper pronunciation, intonation, and

conversational strategies serve as valuable examples for students to emulate. Observing proficient speakers helps
learners understand correct language usage and builds confidence.

- Illustration: Visual aids such as pictures, diagrams, and gestures can aid comprehension and reinforce vocabulary
acquisition. Illustrations provide context and support understanding, especially for visual learners or those with
limited language proficiency.
Teaching Learning Materials (TLM): Utilizing resources such as audio recordings, videos, interactive software, and
real-life objects enriches the learning experience. TLMs engage multiple senses and cater to diverse learning styles,
enhancing retention and understanding.

EXPECTATIONS FROM ENGLISH LANGUAGE TEACHER

1. Professionalism

It goes without saying that students expect their teacher to be professional. That is, the teacher arrives
at class on time, is well prepared to teach, is properly groomed, and conducts him/herself in a
professional manner. Students also want to be treated with respect. While this all may sound obvious,
you would be surprised at the number of ESL teachers are frequently late to class, and look like they
just arrived from a disco!

2. Inclusiveness

A student wants to be included in the classroom. They want to be acknowledged, even if they look like
they want to curl up in the corner of the classroom and hope no one notices them. They want to be
felt as if their presence actually makes a difference. How can you accomplish this? Take an interest in
their lives. Ask them how they are before the lesson starts. Call on your quiet students to answer a question, and praise them for their efforts. It is
critical that you reach out to your shy students as they are the most vulnerable to feeling isolated.

3. Dynamic Lessons

Students want lessons varied in pace and activity. Lessons that challenge them and make them think. There should be opportunity for students
practice what they are learning and allow them to interact with their peers. Lessons that center on lecturing are a surefire way to lose student
interest. They need to maximize student-talking time and keep students on their toes.

4. Opportunity to Speak English

If students don’t have an opportunity to speak English, they can’t practice and you won’t be able to assess their speaking skills. So you need to
ensure your students have adequate time to actually speak English. This is especially important if you are teaching abroad, because your classroom
is the only time where students can practice speaking English. One good rule of thumb is to have an English-only rule in your class, and establish
consequences for those that fail to comply.

5. Sensitive to Other Cultures

Students want teachers that are naturally interested in other cultures. I address this to teachers who are teaching English at home. Even if you have
never traveled abroad, you need to demonstrate your interest in other cultures. Research the countries your students come from, watch YouTube
videos about these countries, and learn a few words in their languages

UNIT-2 [LANGUAGE SKILLS : LISTENING AND SPEAKING]

The four basic language skills are listening skills, writing skills, speaking skills and reading skills. These language skills are
conversation abilities that allow you to express yourself clearly and precisely.

Speaking
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and
professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like
business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural
understanding.

Listening
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise,
leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient
listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational
settings, strong listening skills are crucial for learning and comprehension.

Reading
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through
reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and
professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary,
comprehension, and critical thinking.

Writing
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation,
creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of
communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to
convey their thoughts with clarity and precision.

Listening is essential to your effectiveness as a speaker. To be an effective speaker you have to

take feedback from the audience (listen to them, in other words) and adjust your presentations
according to what works most effectively for them. So listening is important because:
• Without listening, no organization can operate effectively, nor ultimately survive. Effective listening
provides the information required to enable organizations to adapt to meet the changing needs of
customers and keep up with market trends.
• Good listening and skilful questioning give a powerful message to those with whom you interact.
They hugely increase your capacity to influence, motivate, develop or serve people effectively.
• Listening and questioning are an inherent part of most life skills, fundamental to human
interaction, and a major factor in the success of a good communicator. It also benefits personal
relationships.
• Good listening allows us to demonstrate that we are paying attention to the thoughts, feelings and
behaviors of the other person. This is crucial to maintaining productive relationships, and sometimes the
only way to establish communication.Listening is essential to your effectiveness as a speaker. To be an
effective speaker you have to take feedback from the audience (listen to them, in other words) and adjust
your presentations according to what works most effectively for them. So listening is important because:
• Without listening, no organization can operate effectively, nor ultimately survive. Effective listening
provides the information required to enable organizations to adapt to meet the changing needs of
customers and keep up with market trends.
• Good listening and skilful questioning give a powerful message to those with whom you interact.
They hugely increase your capacity to influence, motivate, develop or serve people effectively.
• Listening and questioning are an inherent part of most life skills, fundamental to human
interaction, and a major factor in the success of a good communicator. It also benefits personal
relationships.
• Good listening allows us to demonstrate that we are paying attention to the thoughts, feelings and
behaviors of the other person. This is crucial to maintaining productive relationships, and sometimes the
only way to establish communication.
International Phonetic Alphabet (IPA):

The IPA consists of a set of symbols, each representing a distinct speech sound or phoneme.
It includes symbols for consonants, vowels, diphthongs, tones, and other aspects of speech.
IPA symbols are used to transcribe the pronunciation of words in dictionaries, linguistic research, language
teaching, and speech therapy.
The IPA aims to provide a standardized way of representing the sounds of any spoken language,
regardless of its writing system.
Standard Lexical Sets:
Standard Lexical Sets (SLS) are a set of lexical items or words chosen to represent specific pronunciation
variants in different accents or dialects of English.
These sets were developed as part of the lexical set theory proposed by linguists such as John Wells.
Lexical sets help categorize and compare the pronunciation of words across different English dialects
based on their vowel qualities.
Each lexical set typically includes a representative word (nucleus word) and represents a group of words
with similar vowel sounds in certain accents.
1. Rhyme:
 Rhyme refers to the similarity or correspondence of sounds at the end of two or more words.
 It often occurs at the end of lines in poetry or song lyrics, creating patterns that enhance the aesthetic
quality and musicality of the text.
 Rhyme can be classified into various types based on the similarity of sounds, such as perfect rhyme
(e.g., "cat" and "hat") and slant rhyme (e.g., "wind" and "kind").
 The primary function of rhyme is to create harmony, cohesion, and structure in a poem or song,
making it more memorable and pleasing to the ear.
 Example: "Twinkle, twinkle, little star, / How I wonder what you are. / Up above the world so high, /
Like a diamond in the sky."
2. Rhythm:
 Rhythm refers to the pattern of stressed and unstressed syllables in language or music.
 It determines the pace, flow, and musicality of a piece of writing or composition.
 In poetry, rhythm is often created through the arrangement of syllables into metrical patterns, such as
iambic pentameter or trochaic tetrameter.
 In music, rhythm is established through the timing and duration of notes, beats, and rests.
 Rhythm contributes to the overall structure and emotional impact of a poem or musical piece, guiding
the listener or reader through the text.
 Example (poetic rhythm): "Shall I compare thee to a summer's day? / Thou art more lovely and more
temperate."
 UNIT-3 LANGUAGE SKILLS-READING AND WRITING
Objectives of Reading Skills:

1. Comprehension: Understand the meaning and main ideas of a text.

2. Fluency: Read smoothly and with appropriate pace and expression.
3. Vocabulary Development: Learn new words and expand vocabulary knowledge.
4. Critical Thinking: Analyze and evaluate texts, make inferences, and draw conclusions.
5. Engagement: Develop a positive attitude towards reading and become motivated to read independently.
Sub-skills of Reading:

1. Phonemic Awareness: Recognizing and manipulating individual sounds in words.

2. Phonics: Understanding the relationship between letters and sounds.
3. Sight Word Recognition: Quickly identifying high-frequency words by sight.
4. Decoding: Applying phonics skills to sound out unfamiliar words.
5. Vocabulary: Understanding the meanings of words and phrases in context.
6. Fluency: Reading with accuracy, speed, and expression.
7. Comprehension Strategies:
 Predicting: Making predictions about the content of the text.
 Summarizing: Identifying the main idea and key details of a text.
 Questioning: Asking and answering questions to deepen understanding.
 Visualizing: Creating mental images based on the text.
 Making Connections: Relating the text to personal experiences or prior knowledge.
 Monitoring and Clarifying: Monitoring comprehension and using strategies to clarify meaning when needed.
 Inferring: Drawing conclusions based on evidence from the text.
8. Text Structure and Organization: Understanding how texts are structured and how different types of texts (e.g.,
narratives, expository texts) are organized.
9. Critical Thinking Skills:
 Analyzing: Examining the author's purpose, tone, and point of view.
 Evaluating: Assessing the credibility and reliability of information presented in the text.
 Synthesizing: Combining information from multiple sources to generate new insights or understanding .
1. Phonemic Awareness: Help students develop an understanding of the sounds of language. Activities may
include:
 Rhyming games: Identifying words that rhyme (e.g., cat, hat).
 Sound matching: Matching objects or pictures with the same beginning, middle, or ending sounds.
2. Letter Recognition: Teach students to recognize and differentiate between letters of the alphabet. Activities
may include:
 Alphabet songs and chants.
 Letter tracing: Practice writing letters in sand, on paper, or using interactive apps.
3. Phonics Instruction: Introduce the relationship between letters (graphemes) and sounds (phonemes).
Activities may include:
 Sound-letter correspondence: Associating each letter with its corresponding sound (e.g., "b" says /b/).
 Blending: Combining individual sounds to form words (e.g., blending /c/ /a/ /t/ to read "cat").
 Segmenting: Breaking words into individual sounds (e.g., segmenting "dog" into /d/ /o/ /g/).
4. Sight Words: Teach high-frequency words that students need to recognize by sight. Activities may include:
 Flashcards: Practice identifying and reading sight words.
 Sight word games: Engage students in fun activities such as sight word bingo or memory games.
5. Decodable Texts: Provide reading materials that contain phonetically regular words and correspond to the
phonics skills students have learned. Gradually introduce more complex texts as students progress.
6. Guided Reading: Conduct small-group or one-on-one reading sessions where students read leveled texts
with support from the teacher. Focus on comprehension, fluency, and word recognition.
7. Comprehension Strategies: Teach basic comprehension strategies such as predicting, retelling, and asking
questions about the text. Model how to use these strategies during shared reading activities.
8. Reinforcement Activities: Offer opportunities for independent practice and reinforcement of reading skills
through activities such as:
 Reading response activities such as drawing pictures or writing about favorite parts of a story.
Objectives of Writing Skills:

1. Developing Basic Writing Skills: Teach beginners to form letters, words, and simple sentences accurately and
legibly.
2. Building Vocabulary: Expand beginners' vocabulary and encourage the use of descriptive words to enhance
writing.
3. Improving Sentence Structure: Help beginners learn to construct grammatically correct sentences with
appropriate word order.
4. Fostering Creativity: Encourage beginners to express their ideas and imagination through writing.
5. Developing Writing Fluency: Promote practice to increase writing speed and fluency over time.
6. Enhancing Writing Mechanics: Teach beginners punctuation, capitalization, and spelling rules to improve
writing mechanics.
7. Encouraging Revision and Editing Skills: Teach beginners to review and revise their writing for clarity,
coherence, and correctness.
8. Promoting Confidence and Motivation: Provide positive feedback and encouragement to build beginners'
confidence in their writing abilities.
Hand dominance: The consistent use of one (usually the same) hand for task performance, which allows refined skills to develop.
Hand division: Using just the thumb, index and middle finger for manipulation, leaving the fourth and little finger tucked into the palm, not
participating but supporting the remaining 3 fingers.
Hand and finger strength: An ability to exert force against resistance using the hands and fingers.
Shoulder stability: The ability to use the shoulder joint muscles to hold the shoulder steady which then allows the arm to be held in different
positions while the forearm and hand perform handwriting.
Letter awareness: Consistent knowledge of the letters appearance, sound and later its name, either by visual recognition or by writing them (age
appropriateness must be considered).
Pencil control: The control with which a pencil is held and moved in a designated or desired way, which is also influenced by finger strength
and sensory processing.
Pencil mechanics: How the pencil is held and moved, including appropriate pressure applied to the paper with the pencil.
Pre-writing skills: The pencil strokes that comprise most letters, numbers and early drawings (including: l, —, o, +, /,square, \, X, and Δ).
Visual perception: The brain’s ability to interpret and make sense of visual images seen by the eye, such as letters and numbers.
Planning and sequencing: The sequential multi-step task/activity performance to achieve a well-defined result.
Postural control: The ability to stabilise the trunk and neck to enable coordination of other limbs such as the arm (and hand) for writing.
Teaching Writing Skills to Beginners:
1. Letter Formation Practice: Begin by teaching beginners to form individual letters of the alphabet using proper stroke
order.
2. Tracing and Copying Exercises: Provide tracing worksheets and models for beginners to practice copying letters, words,
and simple sentences.
3. Dictation Activities: Read aloud simple sentences or short passages for beginners to write down, focusing on listening,
spelling, and sentence structure.
4. Word Building Activities: Introduce beginners to basic sight words and phonetic spelling patterns through word-building
activities and games.
5. Sentence Writing Practice: Guide beginners in writing simple sentences using familiar vocabulary and sentence frames.
6. Picture Prompts: Use visual prompts such as pictures or drawings to inspire beginners to write stories or describe scenes.
7. Shared Writing: Collaborate with beginners to write sentences or short texts together, providing guidance and support as
needed.
8. Modeling Writing Strategies: Demonstrate writing processes such as brainstorming, drafting, revising, and editing to
teach beginners effective writing strategies .
Writing styles refer to the distinctive ways in which writers express themselves through their choice
of words, sentence structure, tone, and overall presentation of ideas. Here are some common
writing styles:

1. Descriptive: Descriptive writing focuses on creating vivid images and sensory details to
paint a picture for the reader. It often appeals to the senses and emotions, immersing the
reader in the scene or experience being described.
2. Narrative: Narrative writing tells a story or recounts events, often in chronological order. It
includes elements such as characters, setting, plot, and conflict, and may be fictional or
based on real-life experiences.
 3. Expository: Expository writing aims to inform, explain, or describe a topic in a clear and
logical manner. It presents facts, evidence, and analysis to educate the reader about a
specific subject.
4. Persuasive: Persuasive writing seeks to convince the reader to adopt a particular viewpoint
or take a specific action. It presents arguments, reasons, and evidence to support a
persuasive thesis or claim.

 Print Font: Also known as block letters or manuscript, print font is characterized by letters
that are distinct and separate from one another. It is often taught as the foundational
writing style for beginners due to its simplicity and clarity.
 Cursive Font: Cursive writing involves connecting letters in a flowing manner, creating a
more fluid and continuous script. It is often taught after print font and is considered a more
advanced form of handwriting. Cursive fonts vary in style, with some featuring more
elaborate loops and flourishes than others.
CREATIVE EXPRESSION SUPPLEMENTED BY ART WORK
 Story Illustration: Have participants create illustrations to accompany a story or narrative.
This could involve drawing scenes, characters, or key moments from the story, bringing it to
life visually.
 Emotion Collage: Provide participants with magazines, newspapers, and art supplies, and
ask them to create collages that represent different emotions. They can cut out images and
words that evoke specific feelings and arrange them on a piece of paper.
 Visual Journaling: Encourage participants to keep a visual journal where they combine
written reflections with drawings, paintings, or mixed media artwork. This allows them to
express their thoughts, feelings, and experiences in a creative and personal way.
 Found Object Sculpture: Have participants collect found objects from their surroundings
(e.g., leaves, sticks, recycled materials) and use them to create sculptures. They can arrange
and assemble the objects to represent a theme or idea of their choice.
 Community Mural: Collaboratively create a mural with participants where each person
contributes a section or element. This could be done on a large canvas or a wall in a
communal space, and participants can use paint, markers, or other art supplies to add their
contributions.
 Poetry and Art Pairing: Have participants write poems or short prose pieces and then
create artwork inspired by their writing. This could involve illustrating scenes or themes
from their writing, or using abstract art to evoke the mood or emotion of their writing.
 Storyboarding: Divide participants into groups and have them create storyboards for short
films or animations. They can sketch out scenes, plan camera angles, and add notes on
dialogue or action to visually map out their stories.
 Nature Art: Take participants outdoors and have them create artwork using natural
materials found in their environment. This could include making leaf rubbings, building
sculptures from rocks and sticks, or creating mandalas using flowers and leaves.

UNIT-4 (MICRO-LESSON PLANNING)

micro lesson plan with components tailored to English teaching, along with examples:

1. Presentation and Explanation:

  Objective: Introduce the lesson objective, such as understanding a specific grammar rule or literary device.
 Explanation: Provide clear and concise explanations using examples and visual aids if necessary. For example,
explain the concept of similes by showing examples from literature and explaining how they compare two
unlike things using "like" or "as."

2. Illustration with Examples:

 Objective: Help students visualize and understand the concept through examples.
 Illustration: Show visual representations or real-life examples to illustrate the concept. For instance, to teach
vocabulary related to emotions, show pictures of people expressing different emotions and label each
emotion.

3. Reinforcement:

 Objective: Reinforce understanding and retention of the lesson content.

 Reinforcement: Provide practice exercises or activities where students can apply the concept. For example,
after teaching a grammar rule, give students sentences to correct or complete using the rule.

4. Stimulus Variation:

 Objective: Maintain student engagement and cater to different learning styles.

 Stimulus Variation: Use a variety of teaching aids such as visual aids, multimedia resources, interactive
activities, and hands-on tasks. For instance, when teaching a poem, play an audio recording of the poem being
read aloud while students follow along with the text.

5. Probing Questions:

 Objective: Encourage critical thinking and deeper understanding of the topic.

 Probing Questions: Ask open-ended questions that prompt students to analyze and evaluate the content. For
example, when discussing a character's motives in a story, ask questions like "Why do you think the character
made that decision?" or "How does this action contribute to the overall theme of the story?"

6. Classroom Management:

 Objective: Maintain a positive and productive learning environment.

 Classroom Management: Set clear expectations for behavior and participation, use positive reinforcement,
and address any disruptions promptly. For example, establish a signal for when students should listen or
participate, and praise students for following directions.

7. Using Audio and Video Aids:

 Objective: Enhance understanding and engagement through multimedia resources.

 Audio and Video Aids: Incorporate audio recordings, video clips, or online resources to supplement the
lesson content. For example, use a video clip of a scene from a movie adaptation of a novel to illustrate key
themes or characterization.
UNIT-5 [LEARNER ASSESSMENT]

 REMEDIAL TEACHING
 ERROR ANALYSIS