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The basic principle of teaching is "Know what you do and only do what you know" Hence we have to understand the aims and values of teaching English. Aims and objectives are often used interchangeably in books on education. The aim of teaching English in India is to help students to acquire practical command of English i.e. Students should be able to understand spoken english, speak English, read English and write English.
The basic principle of teaching is "Know what you do and only do what you know" Hence we have to understand the aims and values of teaching English. Aims and objectives are often used interchangeably in books on education. The aim of teaching English in India is to help students to acquire practical command of English i.e. Students should be able to understand spoken english, speak English, read English and write English.
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The basic principle of teaching is "Know what you do and only do what you know" Hence we have to understand the aims and values of teaching English. Aims and objectives are often used interchangeably in books on education. The aim of teaching English in India is to help students to acquire practical command of English i.e. Students should be able to understand spoken english, speak English, read English and write English.
Copyright:
Attribution Non-Commercial (BY-NC)
Formatos disponibles
Descargue como PDF, TXT o lea en línea desde Scribd
effective and more systematic only when the teacher is fully aware of the aims and values of teaching that particular subject. Because the basic principle of teaching is "Know what you do and only do what you Know". Hence we have to understand the aims and values of teaching English. Aims and Objectives The words 'aim' and 'objective' are often used interchangeably in books on education. There are several words like aims, goals, pur- poses, objectives learning outcomes used loosely and indiscriminately by students and teachers so that a terminological confusion has taken place. An aim can be defined as a gener- al expression of intent and an objective is characterised by greater precision and speci- ficity. To make it more clear aims are long term intent and purposes and objectives are short term goals. The difference between aims and objectives is made clear point wise in the following columns: Aims of Teaching English in India In India English now exists as a second lan- guage and it should be taught as a language and not as a literature. The aim of teaching English in India is to help students to acquire practical com- mand of English i.e, students should be able to understand spoken English, speak English, read English and write English. Thus these are the four basic aims of teaching English. According to Thompson and Wytt the four specific aims of teaching English at school stages are: i) To Understand Spoken English (Listening) ii) To Speak English (Speaking) iii) To Understand Written English (Reading) iv) To Write English (Writing) To Understand Spoken English The student should be able to understand spoken English required in ordinary conversa- tion, exchange of greetings, receiving orders and directions, listening to lectures, talks etc. This aim can be achieved if we give opportuni- ties to our students to listen to English through Radio, Tape Recorder, Gramophone etc. To Speak English To speak English a student is required to pro- duce sounds with proper stress and intonation. Speech occupies a unique position and it is the base for all the language learning. Many linguists are of the view that language is primarily speech. This aim stands totally neglected in our schools. We expect our students to talk fluently in English after 5 - 6 years of learning English. This ability to speak English is required in big cities to communicate with persons from other Indian states and to talk with foreigners. To Understand Written English We expect our students, when they leave the school, to be able to understand the written English in books, maga- zines, news papers etc. It is also expected that he will be able to adopt English as the medium of instructions and examinations in his studies. At present our students are not able to compre- hend material published in English. Recognition vocabulary of students should be increased to enable them to read English with Comprehension. To Write English Writing English is in no way less than speaking English. In teaching English we aim to enable our students to write in English simple letters, applications, description and accounts of events. Developing note-making and note- taking skills, paragraph writing, precise writing, composition writing are the basic skills to be developed through teaching of writing. Objectives of Teaching English According to the dictionary of Education Objective is "The end towards which a school sponsored activity is directed". Effecting tangi- ble changes in pupils behaviour at the end of schooling is known as objective. Dr. B.S. Bloom has defined educational objective as "the desired goal or outcome at which instruction is aimed". With regard to the teaching of English is concerned Thompson and Wytt rightly remarked that it is necessary that the Indian pupil should not only understand English when it is spoken or written, but also he should himself be able to speak and write it. Objectives of teaching English are framed keeping in mind questions like what we teach, whom we teach, why we teach and how we teach. If the objective of teaching English is to help students pass examinations it becomes a short term and immediate objective. This does not help the learners achieve proficiency in English. If the students are to be trained to acquire proficiency in English and mastery in language skills then the objective is to teach language as a medium not as a subject. This is a long-term objective and in the long run helps the students to become autonomous learners. So the focus of English language teaching has shifted from vocabulary and grammar to skill development and functional use of lan- guage. Some of the objec- tives of teaching English at the pri- mary and upper pri- mary level are : To familiarise pupils with the spoken and writ- ten forms of English. To make learning an enjoyable activity. To help the learners understand the lan- guage spoken by the teacher and the class- mates. To help the learners to speak English words and short sentences with the help of the teacher. To help learners read and understand simple words, sentences and passages. To help the learners to write words, phrases, sentences and para- graphs. To help the learners recite, rhymes, poems. Once the aims and objectives are determined then it would be easy to frame the curriculum write text books, design methods and techniques of teaching and prepare an evaluation system. The objectives can be materialised if the text books, materials and methods of teaching are learner friendly and chosen with care to suit the age and ability of the learners. Input rich communicational envi- ronment becomes a pre-requisite for language learning. Inputs include text books, class libraries, news papers, magazines, language games, media, story books, cassettes etc. If all these are included in the regular class room activity it can promote the child's engagement with English language and its performance. Listening and speaking skills should be strengthened first before the child gets ample practice in regarding and writing skills. Certain milestones in school education and teacher education with special reference to English education: NCERT (National Council of Educational Research and Training), a premier institute in the field of school education was established in 1961 by the Government of India. NCERT's principal function is to assist the central and state Government's in the imple- mentation of policies on education and to ensure quality in education and teacher preparation. The NCERT has developed Curriculum Frameworks for School Education (NCFSE) in 1988, 2000 and 2005. The National Curriculum Frame work-2000 advocated to introduce English from class III. Many states including Andhra pradesh intro- duced English as one of the subjects from class III. The National Curriculum Frame work-2005 envisaged child centred education with an attempt to link it with life outside school. Chapter-3 of NCFSE deals with language education in general and English in particular. NCTE (National Council for Teacher Education) was established in 1995 under the National Council for Teacher Education Act, 1993. The main objective of the NCTE is to achieve planned and coordinated develop- ment of the teacher education system. The Government of Andhra Pradesh intro- duced English medium in Government run schools from class-VI onwards. As per GO MS No.76 (10 - 06 - 2008) English was intro- duced as the medium of instruction with CBSE syllabus from class-VI in the academ- ic year 2008 - 09 in about 6500 schools. This move is a part of the world Bank Aided Project. These schools are known as SUC- CESS schools. SUCCESS- stands for Strengthening and Universalisation of Quality and Access to Secondary Schools. The CBSE syllabus was replaced with State Government syllabus after a resentment from the public and teachers in the year 2010 - 11. English has been introduced as one of the subjects from class-I in the academic year 2011 - 12. 1. The specific aims of teaching English may also be called- 1) principles 2) goals 3) objectives 4) aims 2. Objectives of teaching English as a Second Language will be achieved through- 1) Work book 2) Story book 3) Text book 4) Supplementary material 3. The premier institute in the field of school education- NCERT was established in .... 1) 1961 2) 1962 3) 1966 4) 1995 4. The focus of English language Teaching is .. 1) To pass the examinations 2) To develop functional use of language 3) To get an employment abroad 4) None of these 5. NCFSE-2000 advocated to introduce English from .... 1) I Class 2) III Class 3) V Class 4) VI Class 6. CBSE syllabus was replaced with State Government syllabus in Government run 'SUCCESS' schools in A.P in the Academic year .... 1) 2008 - 09 2) 2010 - 11 3) 2009 - 10 4) 2007 - 08 7. 'SUCCESS' stands for ..... 1) Successful Universalising of Secondary Schools 2) Successful Utilisation of Quality and Access in Secondary Schools 3) Strengthening and Universalisation of Quality and Access to Secondary Schools. 4) Strengthening and Uplifting of Quality and Access in Secondary Schools 8. Chapter-3 of NCFSE deals with .... 1) Pre service teacher education 2) In service teacher education 3) Language education with special refer- ence to English 4) Quality education 9. A pre-requisite for language learning is .... 1) Curriculum 2) Updated teaching methods 3) learner's interest 4) input rich communicational environment Answers 1) 3 2) 3 3) 1 4) 2 5) 3 6) 2 7) 3 8) 3 9)4 SA - ENGLISH (Methodology) www.eenadupratibha.net S. Rahamathulla SUCCESS Stands for...? ... :.e .. .eo ,e- - e.e, ..... ee .-- -.. .t-e ---e e.- -.- --.-. Objectives 1.Objectives form the basis for cur- riculum construc- tion. 2. Objectives are particular and specific. 3. Objectives are limited and clear cut in their expression. 4. Objectives are short term goals. 5. Objectives can be achieved within specified time lim- its. 6. Objectives express the spe- cific purpose of curriculum at a given stage. Aims 1. Aims form the basic elements in educational plan- ning. 2. Aims are very general in char- acter and impre- cise. 3. Aims are broad and often abstract in their expression. 4. Aims are long term goals. 5. It is difficult to specify the exact time limits for the achievement of aims. 6. Aims express the general purpose of education. (Writer- School Assistant in English, ZPHS Bhakaraopet, Kadapa)