Goals of teaching english


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1.

GOALS OF TEACHING ENGLISH

Indian people consider English as a second language. It is studied as a compulsory second language.

It is not the medium of instruction for a majority of the students. It is an instrument, a means for acquiring

knowledge. The aim of teaching English in India is to help students to acquire practical command of

English. In other words, it means that students should be able to understand speak English, read and write, English. These are the basic aims of teaching English. The teacher should keep in mind the aims of

teaching English. The teacher should always emphasize on the aims of teaching of English. It will help to

teach effectively. These aims are as :

1)To enable to listen English with proper understanding

2)To enable to speak English correctly. It means that producing sounds with the proper stress and

intonation.

3)To enable the students to read English and comprehend and interpret the text.

4)To enable the students to write English correctly and meaningfully, i.e.for example writing letters,

applications, description and accounts of day to day events.

5)To enable to acquire knowledge of the elements of English.

6)To enable to develop interest in English

7)To increase students ability to use planning, drafting and editing to improve their work.

8)To enable students to express themselves creatively and imaginatively.

9)To enable students to speak clearly and audibly in ways which take account of their listeners.

10)To enable students to become enthusiastic and reflective readers through contact with challenging

and text level knowledge.

DEFINITIONS OFOBJEC Speaking A major external goal for English language learners is to speak the language. Being able to ask questions in English is a valuable skill for someone adjusting to a new country, trying to find work or beginning studies in an English-speaking country. By focusing on how English is spoken and paying close attention to the sounds of individual sections of words, a student can slowly learn to approach native speakers and ask for necessary information.

Reading and Writing

Two other major goals in English language learning are being able to read and write the language. Lessons should not be limited to speaking, as students will find it necessary to read signs, paperwork or literature in English-speaking countries. This goal should also be approached slowly, allowing students to become comfortable with words and then beginning to utilize them in sentences of increasing complexity. Writing should be approached simultaneously with reading: Have students copy single words or longer passages from English books. ActuallyActually, there is a need to clarify the question: what do you mean by “using English in teaching”?

If you mean why English seems to be the most popular language to learn as the foreign one, you can see the consequences of globalization and the fact that if you can read and speak even a little bit, you will survive in the majority countries of the world. English is recognized now as the international language and it’s the best means for interaction with people from different countries.

I think the question should be rephrased to inquire as to why English is so popular that it is taught as a second or foreign language in almost every country where English is not the primary or official language. EnglishEnglish has become the lingua franca of global commerce, due to the influence of the activities of England and the former British Empire during the preceding three centuries. However, this question is ambiguous in that it ignores that every other extant language is also used in teaching.

Hope that helps. InIn India English now exists as a second language and it should be taught as a language and not as literature. The aim of teaching English in India is to help students to acquire a practical command of English i.e. students should be able to understand spoken English, speak English, read English and write English. Thus these are the four primary aims of teaching English. According to Thompson and Wyatt (1952) the four specific aims of teaching English are: (i) To understand spoken English. (ii) To speak English. (iii) To understand written English. (iv) To write English.
Goals of teaching English

The overall aims of teaching English are :

a. to enable the learner to communicate effectively and appropriately in real life situation:

b. to use English effectively for study purpose across the curriculum;

c. to develop interest in and appreciation of Literature;

d. to develop and integrate the use of the four language skills i.e. Reading, Listening,

Speaking and Writing;

e. to revise and reinforce structure already learnt.

Objective :-

A Receptivitiy

(1) Reading Skills

the ability to read English with understanding

the student is able to:

(i) understand the total content and underlying meaning in the context.

(ii) follow sequence of ideas, facts etc;

(iii) locate Significant points and features;

(iv) identify and understand phrase or sentence groups;

(v) draw inferences;

(vi) predict outcome;

(vii) grasp meaning of words and sentences;

(viii) acquire the ability to use a suitable dictionary;

(ix) understand labels, simple notices and written instructions:

(x) consult sources of information such as time tables, catalogues and brochures, charts,

graphs, advertisements, pictures etc;

(xi) form the habit of reading for pleasure and for information.

(xii) develop correct reading habits, silently, extensively and intensively;

(xiii) comprehend material other than the prescribed text; and

(xiv) comment on the passages read.

(2) Listening Skills

the ability to understand English when it is spoken.

the student should able to :

(i) understand meaning of words, phrases and sentences in context;

(ii) understand statements, questions, instructions, and commands;

(iii) follow directions given orally;

(iv) follow simple narratives and description,

(v) grasp the substance and central idea of what is heard;

2.


  • Material should achieve impacts, help learners to feel at ease&to develop confidence

  • What is being taught should be perceived by learners as relevantand useful?

  • Materials should require and facilitate learner self-investment, provide the learners with opportunities to use the target language to achieve communicative purposes.

  • Materials should take into account thatpositive effects ofinstruction are usually delayed,  learners have differentlearning styles anddiffer in affectiveattitudes.

  • Materials should permit a silent period at the beginning ofinstruction, should not rely too much on controlled practiceandshould provide opportunities for outcome feedback



  • Language - is functional and must be contextualized; should be realistic and authentic; requires learner engagement inpurposeful use of language.

  • Classroom materials will usually seek to include an audio visualcomponent

  • SL learners need to develop the ability to deal withwritten/spoken genres

  • Materials need to be flexible enough to cater to individual andcontextual differences

  • Printed materials: Textbook, student’s worksheet,pictures, photographs, newspapers& magazines

  • Audio materials: Cassette & compact disc

  • Audio visual: Video compact disc, film

  • Interactive teaching materials: Web based learningmaterials, computer assisted instruction.

  • Authentic materials refer to the use inteaching of texts, photographs, video selections, and other teaching resources that are not specially prepared for pedagogical purposes.

  • Created materials refer to textbooks and other specially developed instructional resources

LANGUAGE MINIMUM:

  • TOEFL (Only internet-based exam scores are accepted): minimum overall score 80, minimum sub-score 18 (Reading, Listening and Speaking) and 21 for Writing.

  • IELTS (Only academic exam scores are accepted): minimum overall score 6.5, minimum sub-score 6.0 (Reading, Listening, Speaking and Writing).

  • Cambridge: B2 First (FCE) or C1 Advanced (CAE) with minimum overall score of 176 and minimum subscores of 170 or C1 Business Higher (BEC Higher) with minimum overall score 176 and minimum subscores of 170.

No other exam results will be accepted. The test results of IELTS and TOEFL must not be older than 2 years. All sub-scores must meet the minimum requirements within one exam, meaning that scores of two exams may not be combined to reach sufficient scores from different categories of the exam. 

CONTENT OF TEACHING



  • To focus on notions of teaching and learning in the relevant subject areas;

  • To examine the pedagogic basis of teaching and learning materials in relevant subject areas;

  • To develop an understanding of the relationship between materials and methodological considerations;

  • To examine models of lesson planning used in teaching;

  • To enable participants to understand the pedagogic basis of materials;

  • To examine what is meant by “rich” or conceptually-oriented learning resources for teaching and learning and to contrast these with instrumental learning resources;

  • To explore curriculum issues and ways of providing the best learning opportunities which can transform schools by engaging and motivating learners and teachers;

  • To introduce participants to specific strategies for classroom management for the purposes of student learning;

  • To consider the use of Information Technology in education;

  • To experience at first hand and take part in typical days in English schools

3.

I am not quite sure what you mean by teaching components but what comes to mind is that most English classes, in the U.S., cover grammar, literature, and composition. During the course of my professional life, grammar has become less a separate component and more a supplement to composition, but it is still a part.

The way those components work together is decided by the classroom teacher but also by departments or buildings. For example, my jobs have always involved a year in which I taught all three components combined, but some districts give a semester, or even a quarter, of one and then another, covering them all in some fashion during the year.

English teachers make a distinction between reading and literature. At least in the U.S., a class in Reading is a class in how to read—-how to decode and comprehend the basic message, perhaps faster and more efficiently. Literature studies the artistic value of reading material—-analysis of the meaning and the art of the structure of various genre.



I tell students that grammar is the infrastructure, literature is the art, and composition is the application of the English language.
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