Pedagogy of English For B.Ed 2nd Semester

B9ED213DST

Pedagogy of English

SLM Based on Distance & Regular Mode Synchronized Syllabus

For
Bachelor of Education (B. Ed.)

(Second Semester)
Directorate of Distance Education

Maulana Azad National Urdu University
Hyderabad-32, Telangana-Bharat
© Maulana Azad National Urdu University, Hyderabad
Course-Bachelor of Education
ISBN: 978-93-80322-41-4
First Edition: December, 2018
Second Edition: December 2021
Publisher : Registrar, Maulana Azad National Urdu University, Hyderabad

Publication : December-2021
Price : 00/-
Copies : 0000
Setting : Dr. Mohd Akmal Khan
Cover Page : Dr. Mohd Akmal khan
Pedagogy of English
For B.Ed 2nd Semester
On behalf of the Registrar, Published by:

Gachibowli, Hyderabad-500032 (TS), Bharat
Director: [email protected] Publication: [email protected]
Phone number: 040-23008314 Website: manuu.edu.in
Editorial Board-1st Edition
Subject Editor
Dr. D. Vishwa Prasad

Assistant Professor, CTE Bidar
Language Editor
Dr. Khaja Moinuddin

Retd, Associate Professor, Department of English
Osmania University, Hyderabad

Editorial Board-2nd Edition
Subject Editors
Professor (Education)
Prof. Mushtaq Ahmed I. Patel DDE, MANUU
Associate Professor (Education)

Dr. Najmus Sahar DDE, MANUU
Associate Professor (Education)

Dr. Sayyad Aman Ubed DDE, MANUU
Assistant Professor (Education)

Dr. B.L.Meena
DDE, MANUU
Language Editors
Prof. Abul Kalam Professor, Dept. of Urdu, MANUU
Dr. Mohd Akmal Khan Guest Faculty, DDE, Hyderabad

Program Coordinator
Dr. Najmus Saher, Associate Professor (Education)
Directorate of Distance Education, MANUU
Writers Unit
● Dr. Bhanu Pratap Pritam, Assistant Professor, E & T, MANUU &
Dr. Sayyad Aman Ubed, Associate Professor, DDE, MANUU 1
● Dr. Sayyad Aman Ubed, Associate Professor, DDE, MANUU 2
● Dr. Sayyad Aman Ubed, Associate Professor, DDE, MANUU 3
● Dr. Akhtar Parveen, Assistant Professor, E & T, MANUU 4
● Dr. Bhanu Pratap Pritam, Assistant Professor, E & T, MANUU &
Dr. Sayyad Aman Ubed, Associate Professor, DDE, MANUU 5
CONTENT
Message Vice Chancellor 7
Message Director 8
Introduction to the Course Coordinator 9
Unit 1 School Curriculum in English 11

Unit 2 Teaching of Vocabulary, Study and Reference Skills 27
Unit 3 Teaching of Grammar and Composition 57
Unit 4 Language Assessment and Evaluation 72
Unit 5 Professional Growth and Development &
Innovative Practices in Teaching English 95
Model Examination Paper 120

Message
Maulana Azad National Urdu University (MANUU) was established in 1998 by the Act of
Parliament of our beloved country. The four mandates of the university are (1) promotion of Urdu
language, (2) accessibility and availability of professional and technical education in Urdu medium,
(3) providing education through traditional and distance learning mode, and (4) a specific focus on
women‟s education. These are the points that distinguish this central university from all other central
universities and give it a unique feature. It has been emphasized even in the National Education
Policy 2020 to achieve education in mother tongues and regional languages.
The very objective of promotion of knowledge through Urdu is meant to facilitate the
accessibility of contemporary knowledge and disciplines to Urdu knowing community. For a long
time, Urdu has remained devoid of scholarly materials. A cursory glance over a library or shelves of
a book seller substantiates the fact that Urdu language is diminished to only a few “literary” genres.
The same situation can be seen often in journals and newspapers. The writings available in Urdu take
readers sometimes to the meandrous paths, sometimes involve emotionally in political issues,
sometimes illuminate religions on creedal background, and sometimes burdened our minds with
complaints. Further, the Urdu reader/community is unaware of the today‟s most important areas of
knowledge whether it is related to his own health and life or related to the financial and commercial
systems, whether it is related to machines and gadgets around him or the issues related to his
environment or vicinity. The unavailability of content related to the above domains of knowledge has
created an atmosphere of apathy towards attaining knowledge that exhibits the lack of intellectual
abilities in Urdu community. These are the challenges that Urdu University is confronted with. The
scenario of Self Learning Materials (SLM) is also not very different. The unavailability of course
books in Urdu at school level comes under discussion at the commencement of every academic year.
Since the medium of instruction of Urdu University is only Urdu and it offers almost all the courses
of important disciplines, the preparation of books of all these subjects in Urdu is the most important
responsibility of the University. To achieve these objectives, the Urdu university was commenced in
1998 with Distance Learning.
I am immensely pleased that due to the hard work of the concerned faculties and full
cooperation of the writers, the process of publications of books has begun on massive scales. For the
students of Distance Learning, the process of preparing and publication of Self Learning Materials
(SLM) has begun in a minimum possible time. The books of first Semester got published and sent to
the students. The books of second Semester too will be sent to the students shortly. I believe that we
will be able to meet the requirements of a large Urdu knowing community through our Self Learning
Materials and will fulfill the mandate of this University, and justify our presence in this country.
With best wishes.
Prof. Syed Ainul Hasan

Vice Chancellor,
MANUU, Hyderabad
Message
Distance mode of Education is globally accepted as a very useful and effective mode of
education and a large number of population is getting benefitted with this mode of education.
Keeping in view the educational situation of Urdu knowing population, MANUU has adopted
the same from beginning of its establishment.
Maulana Azad National Urdu University began to function from 1998 with the
Directorate of Distance Education and Translation Division. Regular mode of education
commenced from 2004 and various departments were established which were followed by the
appointments of faculty. Self learning material was prepared through writing and translation with
full support of competent authority.
For the past few years UGC-DEB kept emphasizing on synchronizing the syllabi of
distance and regular mode to enhance the level of distance learning students. Accordingly, at
Maulana Azad National Urdu University, the syllabi of distance and regular mode are
synchronized by following the norms of UGC-DEB and Self Learning Materials are being
prepared afresh for UG and PG courses containing 6 blocks - 24 units and 4 blocks - 16 units
respectively.
Directorate of Distance Education runs fifteen courses consisting of UG, PG, B.Ed
(ODL), Diploma, and certificate courses. In a short span of time, courses based on technical
skills will be started. A huge network of nine regional centers (Bengaluru, Bhopal, Darbhanga,
Delhi, Kolkata, Mumbai, Patna, Ranchi, and Srinagar) and five sub-regional centers (Hyderabad,
Lucknow, Jammu, Nooh, and Amravati) was established to facilitate the students. 155 Learner
Support Center are running under these regional and sub-regional centers to provide educational
and administrative support to the students. DDE also utilizes ICT for its educational and
administrative activities.
The admissions in all programs are done only through online mode. The soft copies of
Self Learning Material for students are made available on the website of Directorate of Distance
Education. In near future, the links of audio and video recordings will also be made available on
the website. In addition, SMS facilities are being provided to students to have better
communication. The students are informed through SMS regarding various facets of programs
such as course registration, assignment, counseling, exams, etc.
Directorate of Distance Education will not only play a vital role in bringing educationally
and economically backward Urdu knowing population into the main stream but also in
increasing the Gross Enrolment Ratio of the country.
Prof. Mohd. Razaullah Khan

Director I/C, Directorate of Distance Education,
MANUU, Hyderabad
INTRODUCTION TO THE COURSE
Dear Student Teacher,
Hope you are doing well.
The Pedagogy of English Part-2 is the continuation of an earlier course which you have studied
in the first year. This Part Comprises Five Units.
Unit 1 discusses the concept of curriculum, principles of curriculum development, approaches of

curriculum organization and characteristics of a good textbook.
Unit 2 deals with the importance of vocabulary, study and reference skills and describes some of
the techniques to develop these skills that are essential for language learning.
Unit 3 sheds light on the importance of grammar and composition in learning the English
language. It also describes various methods and techniques of teaching grammar and
composition.
Unit 4 clarifies the difference between Test, Measurement, Assessment and Evaluation and
describes the types and techniques of evaluation in detail.
Unit 5 explains some of the characteristics of a good English teacher. It describes different
activities and platforms of professional development of teachers as well as shed lights on some
innovative practices in teaching English.
Best wishes.
Pedagogy of English
(Part 2)
Unit 1: School Curriculum in English
Structure
1.1 Introduction
1.2 Objectives
1.3 Curriculum
1.3.1 Concept and Meaning of Curriculum
1.3.2 Principles of Curriculum Construction
1.4 Different Approaches to Curriculum Organization
1.4.1 Concentric Approach
1.4.2 Topical Approach
1.4.3 Psychological Approach
1.4.4 Logical Approach
1.4.4 Learner Centered Curriculum Approach
1.5 Characteristics of a Good English Textbook
1.6 Authentic Materials for ELT and Language Laboratory
1.7 Summary
1.8 Glossary
1.9 Unit End Exercises
1.10 References / Suggested Readings
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1.1 Introduction :
Education means to bring out expected behavioral change in a student. Curriculum is the guiding
force in bringing out that behavioral change through curricular and co-curricular activities.
Curriculum is the most significant part of any programme which acts like the constitution of a
particular course. Therefore, it is essential for any programme to emphasize optimally into
making of its curriculum in order to get the desired outcome. In this unit, we will study about the
concept of curriculum, its principles and approaches, qualities of a good English textbook and
authentic material for English language teaching.
1.2 Objectives:
At the end of this unit, student teachers should be able to;
⮚ Define the concept of Curriculum
⮚ Explain the principles of curriculum construction
⮚ Identify the different approaches to curriculum organization
⮚ Differentiate different approaches to curriculum organization
⮚ Describe characteristics of a good text book
⮚ Review the characteristics of an English textbook
⮚ List out the authentic materials for teacher and learning the English language.
1.3 Curriculum:
1.3.1 Concept and Meaning of Curriculum:
The word Curriculum has been derived from a Latin word “Currer” which means a pathway or a
racecourse to be run on for achieving the goal or target. In this sense, curriculum is a path or
course of study or course of events to be undertaken by an educational institution to achieve
some educational goals or targets. Let us try to understand some of the definitions mentioned in
dictionaries and given by intellectuals;
● According to Merriam Webster Dictionary, “Curriculum is a set of courses constituting an
area of specialization.”
● According to the Oxford Dictionary, “Curriculum is the subjects comprising a course of
study in a school or college: course components of the school curriculum.”
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● Cunnigham mentioned curriculum as “Curriculum is a tool in the hands of the artist (here,
teacher) to mould his/her material (here, students) in the studio (here, school)
(dokumen.pub).”
● Hilda Taba described curriculum as “Curriculum usually consisting of a statement of aims
and objectives indicate the selection and organization of content, it either implies or
manifests certain patterns of learning and teaching. Because the objective demands or
because the content organization requires it includes a program of evaluation of the
outcomes.”
● Manroe says, “Curriculum is the introduction of a child to life and schooling is the
preparation for it.”
● Crow and Crow states that, “Curriculum includes all the learner's experiences in and outside
the school that are included in a programme which has been devised to help to develop
mentally, physically, emotionally, spiritually and morally.”
● According to Bell (1971), “The offering of socially valued knowledge, skills, and attitudes
made available to students through a variety of arrangements during the time they are at
school, college, or university.”
● Indiana Department of Education (2010) defines curriculum as the planned interaction of
pupils with instructional content, materials, resources, and processes for evaluating the
attainment of educational objectives.
Taking into consideration the above description and definition of curriculum, curriculum can be
defined as a sum total of holistic experiences students receive during a particular course of time
in the institution in order to complete a programme and learn life skills. The curriculum has been
understood differently by various scholars, but the core meaning lies within its broad coverage of
activities through which larger aims are achieved.
Check Your Progress:

Explain the concept of curriculum in your own words?
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1.3.2 Principles of Curriculum Construction:
During planning for curriculum construction, some important principles and theories are to be
borne in mind, such as; logical sequence, difficulty level of the class or grade, interest of the
learners and plurality of experiences are essential. Let‟s try to understand some principles of
curriculum construction;
⮚ Variety of Experiences:
An adequate importance on the array of different experiences provided to the learners which
should be given while preparing the curriculum. While placing a variety of experiences from
content transfer to play, games, extra activities, etc. the sequence of presentation of contents and
activities are important for curriculum constructor. Variations are necessary in the curriculum to
avoid monotony and make classroom instruction more dynamic.
⮚ Learner and Learning centeredness:
There are several efforts to look at curriculum from different perspectives. The teacher-centered
approach dominated the school curriculum for a long time, further learner-centered approach
came to centre stage and now learning centeredness is widespread in the curriculum construction
and curriculum transaction. It is essential to understand here that every activity of a curriculum
must have learning and learner as a sole target while framing curriculum.
⮚ Flexibility:
Flexibility in the curriculum construction is required in order to get the desired changes
according to the changing needs, time, demands, etc. Many innovations and novel ideas come up
while transacting curriculum, in such a condition, flexibility in curriculum allows integrating
new things accordingly. Besides, there is individual difference among the learning level of the
children. Keeping it in mind, the curriculum should be framed so that individuality and elasticity
can be taken care of.
⮚ The Utility of Leisure:
Leisure time plays an important role in creating an overall development of students. The
principle of the utility of leisure is therefore the obligation for the curriculum framer in order to
ensure proper and adequate utilization of leisure time in a productive manner. Subjects like
Socially Useful and Productive Work (SUPW), Work Experience, Work and Education, etc. are
the best examples of the principle of the utility of leisure in the larger framework of curriculum
construction.
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⮚ Interdisciplinary:
In the present time, education is not just about knowledge of one subject but more about how one
subject is related with other subjects and vice-versa. The more students grow in higher studies,
the more the dependence of interdisciplinary begins for the quest of vast knowledge domain.
Here, it is essential for the curriculum framer to keep interdisciplinary approach in mind to make
school curriculum relevant and futuristic towards higher education. In such curriculum, the main
subject is core and allied/related subjects are in the periphery with different activities and
subject-based instruction.
⮚ Contemporary:
Curriculum framers are, in most cases, senior academicians from the concerned discipline. The
possibility of an old/classical perspective is more among such experts. It is important here to
construct such a syllabus and curriculum which is of present-day use and contemporary in
nature. For example, the grammar-translation method is still relevant in the majority of Indian
schools but, the contemporary needs and popular approach are from communicative and
post/mixed methods in English largely because of its current usage.
⮚ Value-oriented:
Value-erosion in the society, institutions, households, etc. is a commonly experienced cultural
deprivation in present time. The blind faith on westernization, influence of modernity and
moreover disrespect of the past (including elders) are some of the thorny issues in the
contemporary world including India. The prime responsibility to handle this issue is with the
education sector, and further with the curricular planner. When values are no longer an inbuilt
mechanism among the young population, it has to be integrated as a supplement largely through
the school curriculum. The curriculum framer should keep the value orientation in the core of the
mind while preparing it.
⮚ Community and Extension:
The ultimate goal of education is to prepare a good citizen for the country, an individual with
consciousness for the society and finally a professional/vocationally equipped population who
can contribute to the economy. The curriculum planner should also keep in mind the benefit
expected by the community and society at large. The generation of knowledge and its
dissemination till the last person of the society can be attached to the success of a curriculum.
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National Curriculum Framework (2005) has suggested following five guiding principles for
curriculum development for school education in India:
a) Connecting knowledge gained inside classrooms and through books, print or electronic
materials to life outside the school,
b) Rote memory is required for limited purposes and time, instead of understanding the concept
from own perspective is very much required,
c) Enriching the curriculum to provide for overall development of children rather than only
textbook-centric,
d) Flexible examination system based on CCE assessment methodology along with evaluation
based on classroom experiences
e) Nurturing an overall-riding identity informed by caring concerns within the democratic polity
of the country which also means taking care of politico-economy and socio-cultural ethos of
the country in mind while transacting curriculum.
National Educational Policy, 2020, in its introduction, describes various aspects of curriculum,
as, “The curriculum must include basic arts, crafts, humanities, games, sports and fitness,
languages, literature, culture, and values, in addition to science and mathematics, to develop all
aspects and capabilities of learners; and make education more well-rounded, useful, and
fulfilling to the learner. Education must build character, enable learners to be ethical, rational,
compassionate, and caring, while at the same time prepare them for gainful, fulfilling
employment (NEP, 2020, pg.no.3).” NEP, 2020 is in the process of implementation. Government
agencies are working on developing curriculum frameworks for school education, teacher
education, etc. Therefore, a new national curriculum framework will come soon to give a new
direction to school education in the country. In-service and prospective teachers are expected to
keep an eye on recent developments in their field.
In this way, curriculum construction is a responsible task which needs a comprehensive outlook.
The aforementioned principles, curriculum frameworks and guidelines given by educational
policies should be kept in mind while constructing any curriculum.
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What are the various principles of curriculum construction?
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1.4 Different Approaches to Curriculum Organization:

Approach is a way of dealing with something or a way of doing or thinking about something
(learnersdictionary.com). Accordingly, Curriculum approach is a way of dealing with
curriculum, a way of developing, creating, designing and thinking about curriculum.
Curriculum organization is done on the basis of certain approaches keeping in mind the learners'
needs, time management and suitability. Curriculum organization deals with the arrangement of
curriculum materials, i.e, syllabus, textbook, aim and objectives, academic standards, curricular
and co-curricular activities, etc, to facilitate implementation. The systematic arrangements of the
topics and activities are essential for the curriculum organization. Some of these approaches are
described as under;
1.4.1 Concentric Approach:

Concentric approach is a classical approach to curriculum organization. Concentric means
having a common center but
radius goes on changing. In a Basic Level
concentric approach, the scope,
Intermediate
depth and difficulty level of Level
subject matter is extended
gradually and slowly like Advance Level
concentric cycles and spread

over a number of years. It
follows the maxim of simple to
complex. It implies breaking up
Figure no.1.1: Concentric Approach
of subject matter into different
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topics and sub-topics and allotted to different classes or grades. The difficulty level also
increases gradually from basic to advanced level of learning keeping physical and mental
maturity of students. This approach of curriculum organization is suitable for Indian students in
various ways. It provides a framework of the course. It presents the subject matter from simple to
complex. Hence, it is helpful in better understanding and permanent learning. It provides an
opportunity for revision covered in the previous class and connects new knowledge with older
ones. It requires capable teachers to implement it properly.
1.4.2 Topical Approach:

This is an approach based on thematic presentation of relevant contents and activities in the
curriculum in order to provide complete knowledge about one particular topic. This approach has
better coverage of one topic. In contrast to the concentric approach, the topical approach does not
break up the topic; it keeps it unbreakable and advocates finishing the topic without leaving it
half done. One topic is finished before taking another. But, many experts of English language
have criticized it, largely due to the possibility of providing unwanted information and its extra
time consumption.
1.4.3 Psychological Approach:

Psychology is the science of studying behavior whereas learning means permanent change in
behavior. Hence, it becomes necessary to adopt psychological principles for bringing permanent
change in students‟ behavior. In Psychological approach of curriculum organization, content is
organized according to psychological principles of learning, such as; principle of child
centeredness, principle of maturity, principle of activity, principle of creativity, principle of
individual difference, principle of flexibility, principle of life orientation, principle of
reinforcement, etc.
1.4.4 Logical Approach:

In this approach, content is organized in logical sequence. Content is arranged in simple to
complex format. Every chapter is linked with the next one. Learning of every chapter helps and
strengthens learning of another chapter. Concepts, structures, vocabulary, grammar are graded as
per their difficulty level. Logic helps in maintaining link and sequence of topics for easy and
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meaningful learning of students (Vasu, 2011). Curriculum planners need to take care of logical
sequence of content before presenting it in the curriculum.
1.4.5 Learner-Centered Curriculum Approach:

This approach considers „learner‟ at the center of curriculum organization and takes learners‟
need, age, growth, abilities and interests into account while arranging learning experiences that
require direct and indirect involvement of learners. It is based on naturalistic and constructivist
theories of learning in which the learner's role is more emphasized than teacher‟s role. This
approach focuses on skill development for lifelong and independent learning. In this approach,
the process of learning is more important than the product of learning.
Check your Progress:
What is the difference between concentric and topical approach of curriculum organization?
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1.5 Characteristics of a Good English Textbook

Textbook is an important tool for a language teacher. It serves as a guide to teachers and
students. It gives meaning and purpose to the teaching-learning process. It helps in arranging
learning experiences in psychological and logical order. Some of the characteristics of a good
English textbook can be summarized as under;
⮚ Adequate Subject Matter:
An English textbook should have adequate subject matter, such as; prose, poetry, stories,
biographies, grammar, structures and vocabulary as per the psychological and language
requirements of a specific age group of learners.
⮚ Structures and Vocabulary:
An English textbook should have systematic, graded and well structured vocabulary and
structures, so as to enable learners to grasp them easily and gradually.
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⮚ Objective Oriented:
An English textbook should clearly mention learning objectives and academic standards of the
book. These objectives and academic standards help teachers to select appropriate methodology
for teaching.
⮚ Activity Oriented:
Language learning is an activity oriented task. An English textbook should contain different
types of individual, peer and group activities not only to develop language skills but also to
promote individual, collaborative and cooperative learning among students.
⮚ Skill Based:
The main objective of the English textbook is basically developing fourfold skills of language
learning, i.e. listening-speaking-reading-writing (LSRW). It should give equal importance to the
development of each of these skills.
⮚ Game Based:
Students love to play games. Games reduce pressure whereas anxiety increases enthusiasm and
involvement. Game based learning is an innovative pedagogy that infuses elements of games
with learning and makes it more interesting and joyful for learners. Hence, English textbooks
should have game based activities to improve specific skills of language learning, such as;
spelling games, vocabulary games, word riddles, word jumbles, etc.
⮚ Relevant Content:
One area of studies can be put in multiple ways for a different level of learners. It is essential,
therefore, to keep the relevance of a particular book alive with contemporary needs and
requirements of the society.
⮚ Pictorial/Graphical illustration:
It is important to have printed pictures and graphs in colour/black & white according to the
requirement of a particular age. It is helpful in getting the attraction of the learners especially
during the early period of schooling.
⮚ Exercises and Activities:
Exercises and activities are essential supplements for a book and its contents to ensure learning
at the end of every chapter/unit.
⮚ Reading Supplements:
This is a standard practice to provide the supplementary reading materials to the learners along
with the main subject book in order to facilitate better learning and understanding.
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⮚ Workbook Supplements:
Workbooks provide various exercises to students on each and every topic of the textbook and
help them in achieving expected outcomes of the textbook. An English textbook should provide
a workbook supplement.
⮚ Handbook Supplements:
Teacher‟s handbook or guidebook provides guidance to teachers to facilitate students to achieve
the expected learning outcomes. Teacher‟s Handbook sheds light on how to teach each and every
chapter and how to organize activities inside and outside the classroom. It is very useful for
teachers. Therefore, handbook supplement definitely improves the quality of instruction.
⮚ Bias free:
India has a multi-culture, multilingual, multi-ethnic and multi-religious society. We have
founded Unity in Diversity through various constitutional majors. In order to keep the socio-
cultural ethos in mind, it is essential to have bias free language in an English textbook.
⮚ External Aspects:
Finally, a book with good and attractive Desk-Top Publishing is core to the selling of the book as
well as learning for students, especially during the early age of schooling. It should be free from
print mistakes. Font and size of letters should be legible and easy to read. The book should be
durable in terms of its paper, cover and back page. It should be handy and reasonably priced.
A teacher should make appropriate use of textbooks and try to make his/her teaching more lively
and joyful with his/her efforts. M.K. Gandhi, the father of our country, said, “I have always felt
that the true textbook for the pupil is his teacher.”
Activity 1.1:
Write a critical note on any English textbook keeping characteristics of a good English
textbook in view.
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1.6 Authentic Materials for ELT and Language Laboratory

Authentic materials in the English language are the real-life communications regarding speaking,
writing, audio, video, etc. Authentic materials are the main ingredients of any textbook which
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play an important role in extending content knowledge. In other words, all the primary language
materials and the language materials which are not rehearsed, pre-practiced or artificial are
considered as authentic materials. Examples of authentic materials can be given as under;
⮚ Authentic Listening Materials
Live speaking materials in terms of recording from primary sources, lectures and speeches,
TV/Internet, social media, etc. can be considered as authentic listening materials.
⮚ Authentic Reading Materials
All the written texts with original/primary sources for target language users can be considered as
authentic reading materials. Besides, in daily life, we experience the menu of restaurants,
newspapers, magazines, sign-boards, brochures, etc.
⮚ Authentic Materials for Language Laboratory
Language laboratory materials are available with different sources such as; audio – video
cassettes, CDs, DVDs, language learning softwares, language learning apps, Dictionaries,
thesaurus, etc.
⮚ Well Reputed Publication Houses:
Oxford University Press with Digital Dictionaries, Encyclopedias, etc
⮚ Well Reputed Institutions:
British Council, The EFLU electronic resource for English language-skills
⮚ Online Resources
MOOCs, websites, YouTube channels, Teachers portals, online dictionaries & thesaurus, mobile
apps, open resources, etc.
Activity 1.2:
Make a list of authentic materials for learning English, you see in your daily life.
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1.7 Summary
Curriculum is the sum total of holistic experiences students receives during a particular course of
time in the institution in order to complete a programme and learn life skills. Curriculum
organization is a very serious and responsible task. There are some principles of curriculum
22
construction, such as; Variety of Experiences, Learner and learning centeredness, Utility of
leisure, Flexibility, Interdisciplinary, Contemporary, Value Orientation, Community orientation,
etc.
Curriculum approach is a way of dealing with curriculum, a way of developing, creating,

designing and thinking about curriculum. Concentric approach, topical approach, psychological
approach, logical approach, learner centered curriculum approach are some of the important
approaches of content organization.
Textbooks play an important role in the teaching-learning process. It is an important tool in the
hands of a teacher. A good English textbook has certain characteristics, such as; adequate
subject matter, proper use of structures and vocabulary, objective & activity orientation, skill &
game based, supplemented with workbook & handbook, bias free and attractive external aspects.
A teacher should make appropriate use of textbooks and try to make his/her teaching more lively
and joyful with his/her efforts. M.K. Gandhi, the father of our country, said, “I have always felt
that the true textbook for the pupil is his teacher.
1.8 Glossary:
Curriculum It is a tool in the hands of an artist (here, teacher) to mould his/her material
(here, students) in the studio (here, school).
Approach Approach is a way of dealing with something or a way of doing or thinking
about something (learnersdictionary.com).
Curriculum Curriculum approach is a way of dealing with curriculum, a way of
approach developing, creating, designing and thinking about curriculum.
Concentric In the concentric approach, the scope, depth and difficulty level of subject
Approach matter is extended gradually and slowly like concentric cycles and spread
over a number of years.
Topical Topical approach is based on thematic presentation of relevant contents and
Approach activities in the curriculum in order to provide complete knowledge about
one particular topic.
Psychological In the Psychological approach of curriculum organization, content is
Approach organized according to psychological principles of learning, such as;
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principle of child centeredness, principle of maturity, etc.
Logical In the Logical approach of curriculum organization, content is organized in
Approach logical sequence.
Learner This approach considers „learner‟ at the center of curriculum organization
Centered and takes learners‟ need, age, growth, abilities and interests into account
Curriculum while arranging learning experiences that require direct and indirect
Approach involvement of learners.
Syllabus A set of related contents which are largely part of a subject curriculum to be
completed in a specified timeframe.
Textbook Printed text with adequate coverage of contents based on a particular subject-
syllabus.
Authentic A valid and verified content based on a particular curriculum/syllabus which
Materials may be in printed, audio or video format.
1.9 Unit End Exercises:

Multiple Choice Questions
Choose the correct option.
1. Curriculum has been derived from a ________word.
a. Latin b. French c. Greek d. Celtic
2. The word, „Currer‟ means _______________.
a. a racecourse b. a method c. syllabus d. textbook
3. ______________mentioned curriculum as a tool in the hands of the artist.
a. Hilda Taba b. Cunnigham c. Manroe d. Crow & Crow
4. Curriculum helps to achieve___________.
a. Job b. Values c. Objectives d. Education
5. ____________ approach is a classical approach to curriculum organization.
a. Topical b. Concentric c. Spiral d. Logical
Short Answer Type Questions

1. What do you understand by Curriculum? Explain in your own words.
2. List out the effectiveness of language laboratories in English language learning.
24
3. What are the principles of curriculum construction? Define any two.
4. Write a short note on authentic materials for English language teaching.
5. What are the characteristics of a good English textbook?
Long Answer Type Questions

1. What are the different approaches to curriculum organization in the English language?
Describe in detail.
2. Examine any secondary English textbook with reference to different principles of curriculum
construction.
1.10 Reference / Suggested Readings:

1. Agnihotri, R. K. & Khanna, A. L. (1995) English Language Teaching in India: Issues and
Innovations. New Delhi: Sage Publication.
2. SCERT (2016) Classroom Transaction, Planning and Assessment procedure for English; A
resource book for B.Ed Trainee Teachers. Retrieved from
https://scert.telangana.gov.in/PDF/publication/bed/BEd_English.pdf
3. Jesa, M. (2005). Efficient English Teaching. New Delhi: APH Publishing Corporation.
4. Krishnaswamy, N & Krishnaswamy, L (1998) Teaching English: Approaches, Methods
and Techniques. New Delhi: Macmillan
5. Mowla, S., Prabhakar, R, & Sarojini, B.B. (2012). Methods of Teaching English. Neel
kamal Publications Pvt Ltd, Hyderabad.
6. National Policy of Education (2020), Ministry of Human Resource Development,
Government of India. Retrieved from https://ncert.nic.in/pdf/nep//NEP_2020.pdf
7. Percy, R (2012) Teaching of English. Hyderabad: Neelkamal
8. Teaching of English, B.Ed. Study Material. IGNOU.
9. Thomas S. C. Farrell, Brock University, Ontario, Canada. Caela Network Brief, October
2008.
10. https://dokumen.pub/curriculum-development-perspectives-principles-and-issues-1e-
9788131773017-9788131799703-8131773019.html
11. http://egyankosh.ac.in/bitstream/123456789/8278/1/Unit-13.pdf
12. http://www.bdu.ac.in/cde/docs/ebooks/B-
Ed/II/KNOWLEDGE%20AND%20CURRICULUM.pdf
25
13. https://usnpendbing.files.wordpress.com/2015/07/the-definition-of-curriculum.pdf
14. http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm
15. https://www.slideshare.net/jaspreetkaurkalsi/unit-1-11072-appraches-of-curriculum-
construction
16. https://www.slideshare.net/sultanakhan1/concentric-app
17. https://www.slideshare.net/krupakarBM/english-38868011
18. http://www.manuu.ac.in/DDE-SelfLearnmaterial/BEDD116DST_July4.pdf
19. https://rkdskool.wpcomstaging.com/2018/09/27/topical-method-concentric-method-
methods-of-teaching-mathematics/
20. https://www.learnersdictionary.com/definition/approach
21. https://rkdskool.wpcomstaging.com/2018/09/27/topical-method-concentric-method-
methods-of-teaching-mathematics/
22. http://pedagogybyvasu.blogspot.com/2016/06/curriculum-andresource-materials-for.html
23. https://www.ijset.net/journal/15.pdf
24. https://www.academia.edu/42858306/QUALITIES_OF_A_GOOD_ENGLISH_TEXTBO
OK_READER_Need_and_Importance
26
Unit 2 : Teaching of Vocabulary, Study and Reference Skills
Structure
2.1 Introduction
2.2 Objectives
2.3 Teaching of Vocabulary
2.3.1 Objectives of Teaching Vocabulary
2.3.2 Types of Vocabulary
2.3.3 Techniques of Teaching Vocabulary
2.3.4 Selection and Gradation of Vocabulary
2.3.5 Vocabulary Games and Activities
2.4 Techniques of Teaching Study Skills
2.4.1 Note - making
2.4.2 Note - taking
2.4.3 Mind mapping
2.4.4 Brainstorming
2.5 Techniques of Teaching Reference Skills
2.5.1 Dictionary
2.5.2 Thesaurus
2.5.3 Encyclopedia
2.5.4 Bibliography
2.6 Summary
2.7 Glossary
27
2.1 Introduction
Teaching of Vocabulary, Grammar and Composition are very fundamental things in
English language teaching because without vocabulary, grammar and composition we cannot
teach English language in a formal setting of education. Without sufficient vocabulary", students
cannot understand others or express their own ideas (Hadi, 2017). Wilkins (1972) wrote that;
“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed
(Clouston, 2012).”
Buckminster Fuller, An American futurist, in his book, „Critical Path (1982)‟ created the
„knowledge doubling curve‟ and noticed that human knowledge doubled every century till 1900.
After the Second World War, it doubled every 25 years. Today, human knowledge is doubling
every 13 months (Schilling, 2013). The advancement of the internet and social media may reduce
the time of doubling of knowledge every 12 hours. Knowledge is rapidly increasing, doubling
and exploding. Whatever we study at the beginning of a two year course, is likely to become
irrelevant by the end of the course. If our students want to keep themselves relevant and updated
in their fields, they have to continuously study and update their knowledge; otherwise they will
become outdated, irrelevant, useless and jobless in the modern world. There is no end to studying
in the modern world (Hariprasad & Prakasam, 2009). Therefore, it is essential to impart study
skills among students of schools, colleges and universities so as to make them lifelong learners.
Patty Murray, an American politician says, „Good education means learning to read,
write and most importantly learning how to learn so that you can be whatever you want to be
when you grow up.‟ The role of teacher as well as learner has drastically changed due to
technological advancement in the 21st century and subsequent knowledge explosion.
Information and communication technology has changed the definition and roles of almost every
aspect of education. Today, being an educated person is more about knowing where to find
information and how to evaluate that information (Kauffman, 2010). Hence, it is the need of the
hour to impart reference skills among students to locate the authentic information from authentic
sources.
Hence, teaching of vocabulary, study skills and reference skills are very important in
teaching and learning the English language. In this unit, we will discuss different aspects of
teaching vocabulary, study skills and reference skills.
28
2.2 Objectives
At the end of this Unit, student teacher should be able to;
a. Describe the importance of teaching vocabulary, study and reference skills
b. Differentiate between active and passive vocabulary
c. Explain the selection and gradation of vocabulary
d. Use different techniques of teaching vocabulary
e. Define study skills
f. List various types of study skills
g. Describe various types of dictionaries, thesaurus, encyclopedia and bibliography
h. Use reference materials like; dictionaries, thesaurus, encyclopedia and bibliography
2.3 Teaching of Vocabulary

It is important to understand here that even without grammar we can manage to
communicate with some useful words and expressions but without vocabulary it is very difficult
to communicate verbally. Lewis (1993) says that vocabulary is the core or heart of language
(Clouston, 2012).
Particularly, as students develop greater fluency and expression in English; it is
significant for them to acquire more productive vocabulary knowledge and to develop their own
personal vocabulary learning strategies. Students often instinctively recognize the importance of
vocabulary to their language learning (Hadi, 2017). As Schmitt (2010) mentioned that learners
carry around dictionaries and not grammar books (Clouston, 2012).
Therefore, teaching vocabulary helps students to understand and communicate with
others in English. To speak in a clearer and more effective manner we need English vocabulary.
It is the active vocabulary of a person that decides how effectively he can speak the English
language. The vocabulary helps to select proper words, phrases, idioms and frame sentences so
that other people can understand what you exactly want to express either in written or oral form.
Vocabulary is the first and foremost important step in language acquisition. In a
classroom where students do not find themselves comfortable with a second language, language
learning can be made interactive and interesting with the introduction of appropriate vocabulary
exercises (Hadi, 2017). John Drinkwater, a famous linguist says, “Words are the bricks on which
poetry and literature of the world has been built.”
The English language has a rich vocabulary of more than five lakh words. It is a very
29
flexible language which borrowed a number of words from other languages, such as bazaar,
bangle, cheetah, chutney, guru, jungle, khaki, loot, saree, etc. We can enumerate thousands of
English words that are basically from different languages. This is the beauty of this language. It
didn‟t hesitate to adopt the words from other languages.
2.3.1 Objectives of Teaching Vocabulary:

Objectives of Teaching Vocabulary can be mentioned as under:
a. To enable students to understand spelling and pronunciation of English words.
b. To acquaint students with meanings and usages of English words.
c. To enable students to understand different types of words; such as content words, structure
words, homonyms, synonyms, antonyms and acronyms.
d. To enable students to know the meanings and usages of English phrases, idioms and
proverbs.
e. To enable students to use appropriate words, phrases and idioms at appropriate places in
written and oral communication.
f. To develop the dictionary skills of students.
g. To develop students, reading comprehension.
h. To enhance students' listening skills.
i. To develop the students' speaking and writing skills.
2.3.2 Types of Vocabulary:

Vocabulary is classified in different ways. According to command over vocabulary, there
are two types; active vocabulary and passive vocabulary. According to the use of vocabulary in
different skills, there are four types; Listening vocabulary, Speaking vocabulary, Reading
vocabulary and Writing vocabulary.
Let‟s try to understand active vocabulary and passive vocabulary.
a. Active vocabulary:
Active vocabulary is the vocabulary over which a person has complete command and
mastery and he/she uses it in his/her or her speech or writing. It is also called as working
vocabulary which varies from person to person. Active vocabulary is always smaller than our
passive vocabulary. Active vocabulary comprises words that we use in our day to day oral and
written communication.
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b. Passive vocabulary:
Passive vocabulary refers to the vocabulary over which a person has no command or he
or she never uses it but he or she can draw out meaning out of that, though partially or vaguely.
Passive vocabulary is always larger than active vocabulary. We know a number of words but we
never use them in our speech, such words comprise passive vocabulary.
Figure 2.1: Active and Passive Vocabulary
According to different skills types of vocabulary can be summarized as under;

(i) Listening Vocabulary
A person's listening vocabulary is all the words he or she can recognize when listening to
speech. This vocabulary is aided in size by context and tone of voice.
(ii) Speaking Vocabulary
A person's speaking vocabulary is all the words he or she uses in speech. It is likely to be
a subset of the listening vocabulary.
(iii) Reading Vocabulary
A literate person's reading vocabulary is all the words he or she can recognize while
reading. This is generally the largest type of vocabulary simply because a reader tends to be
exposed to more words by reading than by listening.
(iv) Writing Vocabulary
A person‟s writing vocabulary is all the words s/he uses in various forms of writing from
formal essays to Facebook or Twitter posts.
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2.3.3 Techniques of Teaching Vocabulary:
Now we know what active vocabulary is and what is passive vocabulary? But it is the job
of a teacher to develop students‟ active and passive vocabulary. Here, teachers need to play their
role. There are various techniques of teaching English vocabulary to students. These techniques
should be used in the teaching-learning process. Let's look at these techniques of teaching
vocabulary (Mowla, Rao & Sarojini, 2012);
i. Mother tongue Association:
This is a common and mostly used technique of teaching English vocabulary. Teacher
just says the mother tongue equivalent to the English words. For example; 'Book' means „Kitab‟
in Urdu, „Pustak‟ in Marathi & „Pustakam‟ in Telugu. See more examples in the following
image:
Figure 2.2: Mother Tongue Association (www.learnenglishlanguages.com)
ii. Action Association:

In this technique, the teacher associates an action to teach any word. It is generally used
to explain different verbs or action words. For example; Teacher walks in the class and says, „I
am walking‟ and asks, „What is the meaning of the word „walk‟? See the following image;
32
Figure
.3: Action Association (www.kid-pages.com)
iii. Picture/Photo/Poster Association:

Here the teacher can show a picture, photo or poster to elicit the meaning of any word.
For example; teacher shows the picture of „Lamp‟ and asks the student the mother equivalent of
the word „Lamp‟.
Figure 2.4: Picture/Photo/Poster Association (www.pinterest.com)
iv. Material Association:
33
In this technique, the teacher shows real materials to explain words for which it
represents. For example; Teacher can show „chair‟, „board‟, etc. See the following images;
Figure 2.5: Material Association (www. colegionarval.org)
v. Word Association:
There are sub techniques of word association like synonym association, acronym
association, homonym association, etc. Teachers can explain the meaning of words by
associating it with synonyms, antonyms, homonyms, etc.
Figure 2.6: Word Association (www.englishlearnsite.com)
34
vi. Definition Association:
Some words can be taught by giving their definitions. For instance; a pilot is a person
who flies an aeroplane.
Figure 2.7: Definition Association (www.slideshare.net)
vii. Use of Dictionary:

Here, the teacher asks students to see the meaning of a particular word in a dictionary.
There are many types of dictionaries like English to English Dictionary, Bilingual dictionary,
Trilingual dictionary, Picture Dictionary, Online dictionary, dictionary mobile apps, etc.
Teachers should enable students to refer to all these types of dictionaries.
Figure 2.8: Use of Dictionary (www.vecto.rs)
35
Blackboard sketches:
Teachers can also draw sketches on black boards to introduce new words. Teachers
should always use „new words‟ instead of „difficult words‟ while teaching vocabulary, because
the word „difficult‟ has a negative impact on the minds of students. Students can also be involved
in developing blackboard sketches of different words (Rao, 2011).
Figure 2.9: Blackboard sketches (www.colourbox.com)
Activity 2.1:
Choose any lesson from an English Textbook, List out new words and techniques by
which you will introduce those words in the class.
Topic of the Lesson:

Words Technique of Teaching Vocabulary
2.3.4 Selection and Gradation of Vocabulary:

At present the textbooks of all classes are graded right from standard I to standard X and
the content of the textbooks are also selected and graded. There are certain principles of selecting
and grading vocabulary. Let's see what are these principles of selecting and grading vocabulary?
36
- Frequency: The words which are most frequently used in speech and writing are the best
words for the pupils to acquire first.
- Structural words: Structural words help in framing sentences by linking content words.
Therefore, structural words should be taught early in the course.
- Productivity: If a word helps make more words out of it or related to it, it is said to be
productive. For ex: strong, stronger, strongest
- Teachability: Words which are easily teachable, should be given priority.
- Simplicity: Words which are simple in their spelling, pronunciation and meaning should be
given priority on difficult words.
So the above principles should be borne in mind while selecting and grading vocabulary
(Mowla, Rao & Sarojini, 2012).
Check Your Progress

What are the principles of selection and gradation of vocabulary?
---------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------
__________________________________________________________________________
__________________________________________________________________________
2.3.5 Vocabulary Games & Activities:

Activity 2.2
Access the book, “Cambridge English vocabulary
games and activities‟ from following URL -
http://www.cambridgeenglish.org/images/vocabulary-
games-and-activities.pdf ) and do the following
activities;
1. Read the above book on Vocabulary games and
activities.
2. List out the Games and Activities mentioned in the
book.
3. What Games and Activities you will organize to
teach vocabulary to 8th Std. students of your class?
Write in detail. Scan QR code to access the book.
37
2.4 Techniques of Teaching Study Skill:
According to Wikipedia (2018), „Study skills are an array of skills which tackle the
process of organizing and taking in new information, retaining information, or dealing
with assessments. More broadly, any skill which boosts a person's ability to study, retain and
recall information which assists in passing exams can be termed a study skill.‟ Study skills are a
set of skills that help you study and learn, gather, store and retrieve new information, things and
skills. There are three major types of study skills;
(i) Gathering Skills: Gathering skills enable learners to gather relevant information in less
time. There are two sub skills of gathering skill;
a. Locating information: Learner tries to locate the desired information through
encyclopedias, thesaurus, dictionaries, search engines, websites, social networking
sites, library catalogues, tables of content, index, , etc
b. Comprehending information: Learner tries to comprehend information through
mastering the skills of reading, skimming, scanning, etc.
(ii) Storage Skills: Storage skills enable learners to store information for ready retrieval and
use. As students cannot remember or memorize any lecture or prose as it is, they try to
store information in their notebooks to use later. Storing skills have two sub skills;
a. Note-making: It involves reading books, journals, letters or any other written material
and making notes.
b. Note-taking: It involves listening to lectures, speeches, commentaries and taking
down notes.
(iii) Retrieval Skills: In the limited time of examinations students try to write all the answers
in a systematic, brief and comprehensive manner. Here retrieval skills come in to help
students. Retrieval skills such as reading, writing, comprehension, analysis, synthesis,
judgment, critical thinking and observations, clarity and brevity, etc are necessary for
writing summaries of articles, chapters, books, reports, speeches, research studies, theses
or any other written document.
Students study in their own ways. Every student chooses his or her own method of
studying as per his or her needs. A student may be comfortable with one technique whereas
38
another may feel uncomfortable with that technique. Teachers should cater to the needs of
different types of learners in the class and develop their study skills. Let‟s try and understand
some of the study skills in this sub-unit.
2.4.1 Note -making:

Note-making is a key academic skill. It helps create notes. Notes are nothing but a
comprehensible record of information or content that helps prepare for examinations, seminars,
presentations, lectures or assignments. Note-making involves reading various types of written
material and making notes out of it. The main purpose of note-making is to record writer‟s
important ideas, to prepare for examinations, interviews or lectures and to create our own
knowledge and perception regarding any issue, idea, topic or content. It is a very essential study
skill. Let‟s know the advantages of note-making. Note-making skills help learners (Rao, et.al,
2012);
- To save a large content in a brief and comprehensive form
- To organize the ideas in a systematic and logical order
- To provide a quick overlook of the content before one goes to face the examination or deliver
a lecture on the given topic
- To have an essence of thoughts presented in the content
- To revise the given content
- To facilitate easy recapitulation of the content
- To reconstruct the content in different modes of presentation
- To develop the skills of comprehension, analysis, synthesis and presentation
2.4.1.1 Ways or Types of making notes;

There are different ways or types of making notes. It depends on the learner's learning
and memorizing habits. Some remember better when they develop the mind map of a concept
whereas others prefer to make a summary of it. Let‟s see what the different ways of making
notes are:
(i) Annotation:
Annotation means an act of adding notes on a printed material, such as; books, modules,
textbooks, articles, etc. While annotating, the learner makes note by writing in the margins,
underlying facts, highlighting the main points, etc. It helps remember the main points. But it is
advisable only when the printed material or book is your own. Annotation should not be
39
practiced with books of school or college libraries or any other printed material which is a public
property or others property.
Figure 7.9: Annotation (www.medinger.wordpress.com)
(ii) Outline notes:

In outline notes, the learner develops an outline of the text or content. This outline
contains a sequence of keywords, phrases, heading and subheadings. Look at the following
picture;
Figure 2.10: Outline notes (Bought, 2013)
40
(iii) Column notes or Cornell Method notes:
In Column notes, learners develop a column where keywords are written in one column
and their brief description is written in front of the keywords in another column. Cornell Method
notes are similar to column notes. In Cornell Method, students make two columns; one is the
recall column and second is notes column. Notes are written in the notes column whereas their
keywords are written in the recall column. Look at the following picture;
Figure 7.11: Outline notes (Bought, 2013)
41
iv) Summary notes:
Summary notes are brief descriptions of the information written in paragraph form, using
our own words. They contain the theme and main message of a large content. Look at the
following picture;
Figure 2.12: Summary notes (www.woodwardenglish.com)
2.4.1.2 Process of Note-making:

Follow the following process while making notes (Rao, et.al, 2012);
a. Read the whole text, at least twice
b. Decide the title for the text
c. Reduce the text into an outline retaining all the salient points
d. Structure the whole text by dividing it into main and sub-points on the basis of the title given
to the text
e. Prepare a note in such a manner that it should give scope for the writer/reader to reconstruct
the original passage at a later date.
f. Maintain logical sequence of ideas given in the text
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2.4.1.3 Characteristics:
Remember the following characteristics of note-making skills (Rao, et.al, 2012);
a. Include necessary and important points.
b. Ignore irrelevant information
c. Summarize the content briefly
d. Use short forms, symbols, mind maps, flow charts, etc
e. Provide the gist of entire content
f. Help recapitulate the entire content whenever needed
g. Help the reader quickly understand the content
h. Leave spaces for additional changes
2.4.2 Note – taking:

In the previous topic, „note-making‟ we have seen how to make notes while reading.
Another important study skill is Note-taking. Note-taking involves listening carefully to a
lecture/speech or oral information and taking down notes. The main difference between note-
taking and note-making is that note-taking involves listening whereas note-making involves
reading. Note-taking plays an important role in classrooms, seminars, conferences, workshops,
symposiums and official meetings.
We can read the text as many times as we want, but we cannot listen to the lecture or
speech again and again unless it is recorded. Therefore, note-taking needs careful listening and
actively noting down the important points. All good study techniques start with good note taking
habits. Knowing how to take good notes will improve your ability to study more effectively.
Remember the following points while taking down notes;
a. Listen to the lecture carefully.
b. Listen carefully to the introduction of the lecture. It generally deals with the topic, purpose
and theme of the lecture.
c. Jot down the main points while listening. If you miss some points leave some space for them.
Clarify these missing points at the end of the lecture with the help of the lecturer or your
friends.
d. Generally, lecturers summarize the lecture or conclude the lecture at the end. Compare your
notes with the summary or conclusion of the lecturer.
e. Make use of flow-charts, diagrams, tables, etc while taking notes.
43
f. Ask questions to clarify your doubts or share your concerns.
g. Listen and note down the answers given by the lecturer on different questions.
h. Collect the handouts or PowerPoint presentations of the lecture, if they are available.
i. Write notes in legible handwriting.
The types or ways of note-taking and note-making are the same. Please refer to the
previous sub-unit that is 2.4.1 on note-making.
2.4.3 Mind mapping:

The concept of „Mind mapping‟ was first described by a psychologist and brain scientist,
Tony Buzan in 1974 through a TV series, „Use Your Head‟. It was broadcast by the BBC. Mind
map is a graphic technique used to represent ideas and concepts. According to Tony Buzan, „A
Mind map is the ultimate organizational thinking tool, it is the easiest way to put information
into your brain and take information out of your brain. It‟s a creative and effective means of note
taking that literally maps out your thoughts (www.hubpages.com).‟
Mind map is a diagram that visualizes information. It shows relationships among
different concepts, ideas, things or factors with lines serving as links. It is often developed
around a single concept. Look at the following picture;
Figure 7.12: Mind Map (www. web2.fp.utm)

Figure 7.12: Mind Map (www. web2.fp.utm)
44
For creating a mind map, you need a blank paper, colored pen or pencil, your brain and
imagination. Follow the following seven steps to create any mind map;
Steps Description
1 Start in the Centre of a blank page.
Starting in the centre gives your Brain freedom to spread out in all directions
2 Use an Image or Picture for your central idea.
An image is worth a thousand words and helps you use your imagination.
3 Use Colors throughout.
Colors are as exciting to your brain as are images.
4 Connect your Main Branches to the central image.
Brain works by association. It likes to link two (or three, or four) things together.
5 Make your branches Curved rather than straight-lined.
Straight lines are boring.
6 Use One Key Word Per Line.
Single key words give your Mind Map more power and flexibility.
7 Use images throughout.
Because each image, like the central image, is also worth a thousand words.
Table No: 2.1: Seven steps of developing a Mind Map (www.tonybuzan.com)
Activity 2.3
Watch following YouTube videos of Tony Buzan on Scan the QR codes to directly
Mind Mapping and write a note on different aspects of access the videos
Mind Mapping.
How to Mind Map with Tony Buzan
(https://www.youtube.com/watch?v=u5Y4pIsXTV0 )
45
Maximise the Power of Your Brain - Tony Buzan - Mind
Mapping
(https://www.youtube.com/watch?v=MlabrWv25qQ )
The Power of a Mind to Map: Tony Buzan at TEDx

Square Mile
(https://www.youtube.com/watch?v=nMZCghZ1hB4 )
Tony Buzan on the Origins of Mind Mapping

(https://www.youtube.com/watch?v=2LX3peWpxV8 )
Tony Buzan (Mind Mapping) - How To Make the Most

of Your Creative Mind : Learning Technologies 2013
(https://www.youtube.com/watch?v=8HwxX1JYqLg )
2.4.4 Brainstorming:
The technique of brainstorming was introduced by Alex Osborn, an American writer and
creativity theorist. Brainstorming is a group creativity technique by which efforts are made to
find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by
its members (Wikipedia). According to Alex Osborn, „Brainstorming is a conference technique
by which a group attempts to find a solution for a specific problem by amassing all the ideas
spontaneously by its members (www.brainstorming.co.uk).‟As storm clears the pollution for air,
46
brain storm clears mental confusion and chaos and helps a group of people find out solutions to a
problem. Brainstorming activity can be arranged in small or large groups of students.
But the question pops up in our brain: How to use brainstorming in the Classroom? Let‟s
try and understand the process of conducting brainstorming in the classroom;
Steps Description
1 Teachers should pose a question or a problem before the students and
encourage students to express their answers, suggestions or ideas in their own
words and in their own ways.
2 Students will express their ideas, answers or suggestions rapidly one by one.
Teachers should accept all the ideas; relevant, irrelevant or bizarre alike.
Teacher should note down the ideas on the black board in brief. No criticism is
allowed in this step.
3 After all the points or ideas are noted down. Now examine each and every idea
through discussions and debate.
4 Separate the relevant and irrelevant ideas.
5 Discuss the relevant ideas and form a solution to the problem
Table No: 2.2: Steps of Brainstorming session
Here, it is important to note that teachers should establish an encouraging and supportive
atmosphere in the class. Encourage students to pose any number of ideas to solve the problem,
stress on quantity of ideas rather than quality of ideas. Involve each and every student in the
process. Don‟t allow criticism in the idea gathering phase.
Brainstorming promotes a learning atmosphere in the class. A collective effort of idea
generation leads to high quality and high quantity ideas. It promotes collaborative, cooperative
and constructive learning among students. It triggers the creativity of students. It turns the
individual energy of students into synergy.
47
Activity 2.4
Visit https://eslflow.com/?s=brainstorming.
Read brainstorming related materials for
more details and write your reflections/note
on Use of Brainstorming Activity in English
Classroom.
2.5 Techniques of Teaching Reference Skill:

Being an English teacher, one has to acquire a variety of skills and information and
secondly he/she has to present it in an effective manner before students. For both of the above
things, a teacher has to take the reference of many things to acquire authentic and valid
information. Therefore, reference skills are of immense importance not only for teachers but also
for students. Reference material includes dictionaries, encyclopedias, books, yearbooks,
thesaurus, maps, charts, directories, schedules, handbooks, textbooks, manuals, Government
rules, acts, digital and reference material, etc.
Reference skills are nothing but skills needed to refer to any reference material. How to
use a dictionary? How to read a map? How to use a Thesaurus or an Encyclopedia? How to find
out the telephone number of someone from a telephone directory? How to use a handbook or
textbook while teaching or learning? How to search for information? Where to search
information? Reference skills answer the aforesaid questions and facilitate teachers and students
acquire authentic information in easiest ways and use it whenever necessary.
So, let‟s try to understand how to use different types of reference materials.
2.5.1 Dictionary:
Dictionary is one of the foremost important reference materials for a language teacher
and learner. Dictionary is a book of words where words of a language are listed out in
alphabetical order. A dictionary gives information about a word, it‟s spelling, types (noun, verb,
adjective or adverb), different pronunciation (British or American) and usages in different
contexts. There are different types of dictionaries classified according to different criteria. See
the classification of dictionaries in the following table:
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Criteria Classification
Number of Languages Monolingual Dictionary, Bilingual Dictionary,
Trilingual Dictionary
Age of Users Child’s Dictionary, Adult’s Dictionary
Size of Dictionary Unabridged Dictionaries (400000 to 600000 words)
College Dictionaries (130000 to 160000 words)
Desk Dictionaries (60000 to 100000 words)
Pocket Dictionaries (40000 to 60000 words)
Scope of Subject Special-field Dictionaries (Medical, Military, Legal, etc)
Subject- field Dictionaries (Biology, Mathematics, etc)
Aspect of Language Etymology Dictionaries, Pronunciation Dictionaries,
Covered Dialect Dictionaries
Form of Dictionary Traditional Dictionaries (available in Hard copy)
Digital Online Dictionaries (can be accessed online)
Digital Offline Dictionaries (can be accessed offline)
Mobile Dictionaries or Dictionary apps (used in Mobiles)
Picture Dictionaries (pictures are given with the words)
Table No: 2.3: Classification of Dictionaries
Teachers should help students learn how to use all such types of dictionaries. Generally
dictionaries are referred to with the help of the following techniques;
The alphabetical order of the word The guide words at the top of each page
The abbreviations used for different The key to entries at the beginning
purposes in the usage
The detailed guide at the end The appendices
Table No: 2.4: Techniques of referring dictionaries
For using digital dictionaries, one has to type the word in the search box. Thus, a dictionary is
one of the important reference materials that helps an individual get command over a language or
a subject.
49
2.5.2 Thesaurus:
Thesaurus is a reference book. It contains a stock of words, their synonyms and
antonyms. It helps find out words related to a core concept but have different shades of meaning.
It is structured around ideas. It also follows alphabetical order. The first thesaurus in the English
language was known as „Roget‟s Thesaurus.‟ It was created by Dr. Peter Mark Roget, a British
surgeon.
A thesaurus and a dictionary are complementary to each other (Rao, et.al, 2012). But
thesaurus is different from a dictionary. It does not give meaning, definitions or usage of the
word like a dictionary. It helps to find out related words of a particular known word. For
example; if you search the word „beautiful‟ in thesaurus, it will show you the following words;
Figure 2.13: Thesaurus (www.angelfire.com)
A traditional thesaurus has two sections; index and body. Index lists the words with
several meanings and body provides synonyms of a word,whereas a dictionary style thesaurus
has a headword along with several synonyms following the headword. It is arranged in
alphabetical order. In this digital age, we also have online thesaurus for online and offline use
and thesaurus apps for mobile use.
A thesaurus helps a person know the synonym, antonym of a word instantly. It gives a
glance of all related words. One can select a suitable word according to the context. It is helpful
50
in writing essays, articles, research papers, drama, novel, short story, news, notice or any other
written task.
2.5.3 Encyclopedia:
An Encyclopedia is a reference book that provides more information on a particular topic,
subject or author. It contains lots of information relating to the subject concerned and therefore
comprises many volumes. It is also arranged in alphabetical order. It is referred to like
dictionaries or thesaurus. Encyclopedias provide quick, instant, in-depth and subject specific
information. Let‟s see different types of encyclopedias and their characteristics;
Sr. No Type Description

1 Encyclopedias It covers a wide range of topics or subjects of common
for General interest. It provides enough information about key words
Information related to all subjects but has limited depth. It is designed
and developed for all sorts of users.
2 Subject As per the name, it deals with a specific subject and gives
Specific in-depth information. It is specially designed and developed
Encyclopedias for the learners of a particular subject.
3 Electronic Electronic encyclopedias are available in the form of CD-
Encyclopedias ROM for offline use, Online encyclopedias are for online
use, whereas encyclopedia mobile apps are for mobile use.
4 Crowd sourced Such encyclopedias are the product of collective efforts of
Encyclopedias many people. For example: Wikipedia
Table No: 2.5: Types of Encyclopedia
2.5.4 Bibliography:
The word „Bibliography‟ is derived from the Greek word „Bibliographia.‟ „Bibli‟ means
book and „Graphia‟ means writing. So Bibliography means book writing or copying of books. It
is all about the etymological meaning of the word Bibliography. In general, Bibliography is a list
of all print and electronic sources one has used in the process of writing a book, article or
doctoral thesis. It is also known as reference list or work cited. It may include the reference cited
51
as well as not cited in the work. It generally includes authors‟ name, title of the work, publishers‟
name, year of publication and page numbers of the source.
Bibliography is needed to acknowledge others' work. It is also helpful to readers to find
out the origin of cited references. Bibliography of any work helps get recognition and
authentication of the work. It makes the work more informative. With the help of bibliography
one can trace the ideas of the writer. The most important thing is that it helps avoid plagiarism.
The types of bibliography are as under:
Sr. Type Description

No
1 Enumerative It lists references according to a particular pattern or
Bibliography arrangement. For example; APA style (American Psychological
Association )
2 Analytical In this bibliography, the writer gives information about
Bibliography publisher, bookseller, paper and binding of the resource.
3 Annotated In this type of bibliography, the writer gives critical comments
Bibliography on the source, may summarize the source or describe the
usefulness of the sources.
Table No: 2.6: Types of Bibliography
Further, there are different styles of writing bibliography, such as; APA style, Chicago Manual
of Style, the Harvard system and the Vancouver system, etc. Bibliography is a must for an
authentic work. It is an essential part of any written work.
2.6 Summary:
Vocabulary facilitates learning of all language skills; listening, speaking, reading and
writing. Without sufficient command over vocabulary no one can learn the English language. So
it is very necessary for an English teacher to know different aspects and techniques of teaching
vocabulary. In this unit, we went through objectives of teaching vocabulary, different types and
techniques of vocabulary, its selection and gradation and games and activities.
Study skills enable a learner to become a lifelong learner. They widen the horizons of
thinking. It helps students become independent learners. Alvin Toffler, an American writer
quotes, „The illiterate of the 21st century will not be those who cannot read and write, but those
52
who cannot learn, unlearn and relearn.‟ Study skills help students to learn, unlearn and relearn. In
this unit, we tried to learn different study skills like note-making, note-taking, brainstorming and
mind mapping.
Reference skills guide students to locate and gather authentic information from authentic
resources. Once these skills are developed, students will gather information themselves. They
will not remain dependent on teachers for information. Reference skills will work as a lighthouse
for them in their search and pursuit of information. In this unit, we studied how to refer to
different reference materials like; dictionaries, thesaurus, encyclopedia and bibliography.
So, in this unit, we have studied different aspects of teaching vocabulary, study skills and
reference skills. In the next unit we will study various aspects of teaching Grammar and
Composition.
2.7 Glossary:
Active Vocabulary Active vocabulary refers to the vocabulary that a person uses in his or
her written or oral communication and has complete mastery over it.
Passive Vocabulary Passive vocabulary refers to the vocabulary that a person cannot use
in his or her written or oral communication but he or she can draw
meaning out of it.
Study Skills Study skills help learners to study more efficiently.
Gathering Skills Gathering skills help learners to gather information.
Retrieval Skills Retrieval skills help learners to retrieve the stored information.
Note-making It means reading or referring to a written text and making notes.
Note-taking It means listening to a lecture/speech or oral information and taking
down notes.
Reference Skills Reference skills help learners to refer to different types of reference
material like dictionaries, encyclopedias and thesaurus.
53
Choose the correct option:
1. The word „Bibliography‟ is derived from ________word.
(i) Latin (ii) Greek (iii) French (iv) Russian
2. „Bibli‟ means _________.
(i) Bible (ii) Babylon (iii) Bread (iv) Book
3. „Graphia‟ means ___________.
(i) Science of Graphics (ii) Graphics (iii) Writing (iv) Writer
2. Wikipedia is _______________.
(i) Electronic Encyclopedia (ii) Crowd sourced Encyclopedia
(iii) Subject Specific Encyclopedia (iv) Encyclopedia for General Information
3. The first thesaurus in the English language was developed by ______________.
(i) Dr. P. M. Roget (ii) Shakespeare
(iii) Francis Bacon (iv) John Milton
4. Pocket Dictionaries contains ________________40000 to 60000 words.
(i) 400000 to 600000 (ii) 130000 to 160000
(iii) 40000 to 60000 (iv) 60000 to 100000
Short Answer Questions
Write down short notes on the following:
(i) Types of Vocabulary
(ii) Classification of Dictionary
(iii) Note-Making
(iv) Bibliography
Long Answer Questions
(i) What is the importance of teaching vocabulary in English language teaching?
(ii) How will you teach vocabulary to the students of primary school?
(iii) Explain the need for study skills in the 21st century?
(iv) Discuss the importance of dictionaries, thesaurus, encyclopedia in teaching and learning of
English language.
(v) Make a critical note on selection and gradation of vocabulary in the English Textbooks of
your state.
54
2.9 References / Suggested Readings :
1. Bough, Sara (2013) What Type of Note Taker Am I? Retrieved from
http://sarabaugh123.blogspot.in/2013/12/effective-note-taking.html
2. Brainstorming. Retrieved from; https://en.wikipedia.org/wiki/Brainstorming
3. Buzan, Tony (2012). The Ultimate of Mind Map. Retrieved from;
https://archive.org/details/pdfy-Kd0YSsehqPyAlqMB
4. Chaudhary, Meenu (2012) Methodology of Teaching English. Dorling Kindersley (India) Pvt.
Ltd: New Delhi.
5. Clouston, M.L. (2012) Vocabulary Learning and Teaching: Pedagogy, Research, and
Resources. Retrieved on 21st July, 2017 from
http://www.academia.edu/1711441/Vocabulary_Learning_and_Teaching_Pedagogy_Researc
h_and_Resources
6. Hadi, A.S.A (2017). Significance of Vocabulary in Achieving Efficient Learning. American
Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS) (2017)
Volume 29, No 1, pp 271-285. Retrieved from:
https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/2778/1085
7. Hariprasad, M. & Praksam, V. (2004) Communicative English. Neelkamal Publications Pvt.
Ltd: Hyderabad
8. In the Classroom: Annotating Charlotte’s Web (2007). Retrieved from
https://medinger.wordpress.com/2007/10/07/in-the-classroom-annotating-charlottes-web/
10. Kauffman, A (2010) Teaching Reference Skills Part 1: Why and How.
11. Retrieved from: https://www.reallifeathome.com/teaching-reference-skills-part-1-why-and-
how/
12. Khalique, M.A (2007). English Course Book of D.Ed. Saifee Book Agency: Mumbai.
13. Kumari, A.V (2014). Methods of Teaching English. Guntur: New Era Publications.
14. Mind Map. Retrieved from https://en.wikipedia.org/wiki/Mind_map
15. Mind Mapping. Retrieved from http://www.tonybuzan.com/about/mind-mapping/
16. Mowla, S. Sarojini, B.B & Rao, M.P. (2012). Methods of Teaching English. Neelkamal
Publications Pvt. Ltd.: Hyderabad.
17. Paliwal, A.K. (2002). Perspectives on English Language Teaching. Jaipur: Surabhi
Publications.
55
18. Percy, R. (2012). Teaching of English. Hyderabad: Neelkamal Publications Pvt. Ltd.
19. Rao, K.V (2011). Techniques of Teaching English. Neelkamal Publications Pvt Ltd:
Hyderabad.
20. Schilling, D. R. (2013) Knowledge Doubling Every 12 Months, Soon to be Every 12 Hours.
Retrieved from http://www.industrytap.com/knowledge-doubling-every-12-months-soon-to-
be-every-12-hours/3950
21. Study skills. Retrieved from https://en.wikipedia.org/wiki/Study_skills
22. What is Brain Storming? Retrieved from
http://brainstorming.co.uk/tutorials/whatisbrainstorming.html
23. https://www.ukessays.com/essays/english-language/formation-of-words-and-their-
inportance-english-language-essay.php?cv=1
24. https://www.slideshare.net/philipapeters/mind-mapping-45867128?cv=1
25. http://central.gutenberg.org/article/WHEBN0000191445/Vocabulary?cv=1
26. http://repo.iain-tulungagung.ac.id/8944/4/CHAPTER%202.pdf?cv=1
27. https://hubpages.com/education/TonyBuzansMindMapping_TheUltimateThinkingTool?cv=1
28. https://link.springer.com/chapter/10.1007%2F978-981-13-0505-4_22
29. http://jeffsuderman.com/tag/alvin-toffler/?cv=1
30. https://www.reallifeathome.com/teaching-reference-skills-part-1-why-and-how/?cv=1
31. https://www.tandfonline.com/doi/full/10.1080/01998595.2015.11494384?cv=1
56
Unit 3 : Teaching of Grammar and Composition
Structure
3.1 Introduction
3.2 Objectives
3.3 Teaching of Grammar
3.3.1 Need and Importance of Grammar
3.3.2 Objectives of Teaching Grammar
3.3.3 Types of Grammar
3.3.4 Methods of Teaching Grammar
3.3.5 Games and Activities
3.4 Teaching of Composition
3.4.1 Need and Importance of Composition
3.4.2 Objectives of Teaching Composition
3.4.3 Types of Composition
3.4.4 Procedure of Guided Composition
3.4.5 Techniques of Teaching Guided Composition
3.5 Remedial Teaching for Grammar and Composition
3.6 Summary
3.7 Glossary
3.8 Unit End Exercise
3.9 References / Suggested Reading
57
3.1 Introduction:
Flexibility is an important aspect of the English language. It has accepted many worlds as
it is from many languages of the world. Hence, this language is one of the richest languages of
the world. English is spoken in different accents such as American accent, British accent,
Australian accent, etc. It is written in different scripts as print script and cursive script. It can be
written in different slants as backward slant, forward slant and erect the basic structure and
system of the language means grammar is the same throughout the world. Advocating the
importance of grammar, L. A. Gorden, a linguist says, “Language is the vehicle of our thoughts
and feelings and of our stories whether true or not and grammar is the machinery by which that
vehicle is set in motion.”
Writing is one of the important skills of language learning. Students learn the alphabet
first then writing and speaking of words and sentences. This is the process of composing.
Without learning composition, students cannot acquire mastery over language. Hence, teaching
grammar and composition is very important in English language teaching. In this unit, we will
discuss different aspects of teaching grammar and composition.
3.2 Objectives:
At the end of this unit, student teachers should be able to;
i. Describe the importance of teaching grammar and composition.
j. Identify different types of grammar and composition.
k. Differentiate between formal and functional grammar
l. Explain different techniques of teaching composition.
m. Exemplify different methods of teaching grammar.
3.3 Teaching of Grammar

Grammar is behind the logic of a language. It provides an insight into the structure of
language. It is the systematized knowledge of the language. Its importance in writing is
indubitable. It provides the criteria for judging the correctness of language. It helps develop
various mental abilities such as reasoning, observation and concentration. So it is very necessary
to acquire mastery over grammar for those of us whose mother-tongue is not English. Grammar
is the study of words and the ways words work together. An invisible force guides us as we put
58
words together into sentences. Any person who communicates using a particular language is
consciously or unconsciously aware of the grammar of that language.
We study grammar to speak in a clearer and more effective manner. A person who has
unconscious knowledge of grammar may be sufficient for simple language use, but those who
wish to communicate in an artful manner and well, will seek greater depth of understanding and
proficiency that the study of grammar provides. Grammar helps to frame the sentences with
proper knowledge so that other people can understand what you exactly want to express when
they read the message or letter you send to them.
Grammar is very important in Business communication. It sets a professional appearance
between a company and its customers. Small details such as spelling, word use and writing style
are an important part of marketing, and poor grammar may quickly send customers to a
competing company. Proper grammar conveys a sense of authority from the writer to the reader.
Law firms, public accountants and consulting services are great examples of strong written
communication that creates authoritative messages (Lo, 2017).
3.3.1 Objectives of teaching Grammar:

Some of the objectives of teacher grammar can be listed as under;
- To enable the learner to speak and write correct English.
- To help the learner identify mistakes in spoken and written English.
- To enable the learner identify and recall parts of speech.
- To acquaint the learners with basic structures of the English language.
- To enable the learners to use proper words at proper places while speaking and writing
English.
3.3.2 Formal Grammar and Functional Grammar:

Grammar occupies an essential position in teaching-learning of a language. It has
utilitarian value for learners. The time spent on grammar is justified only if it helps in the
formation of correct speech habits and correct sentence formation in written communication.
Every language has its own grammar. It is classified generally into two types; formal grammar
and functional grammar.
59
Lets‟ try to understand the difference between these two types with the help of following
table;
Formal Grammar Functional Grammar
It is known as traditional, theoretical or It is known as descriptive or incidental
prescriptive grammar. grammar.
It is not based on its day to day functional It is based on its day to day functional
ability. ability.
It is taught with the help of a grammar It is not taught as a separate subject but
book. along with graded readers.
It lays emphasis on drilling its rules and It lays emphasis on drilling the use of
definitions. grammar.
Rules of grammar are consciously drilled Rules of grammar are acquired
by the learners. unconsciously by the learners.
Formal Grammar is taught deductively. Functional grammar is taught inductively.
i.e. rules and definitions are told first then i.e. Examples are given first and then rules
examples. are set.
The learner is required to learn everything. Functional grammar is linked up with
speech, reading and writing.
Table no 3.1: Difference between Formal and Functional Grammar
Now the question arises in our mind: which type of grammar should be applied while
teaching the English language? The answer is obvious that functional grammar should be applied
because the ultimate aim of teaching and learning of grammar is to acquire correct speaking and
writing skills. It is only possible through practicing the use or grammar rather than the rules of
grammar and linking them with language skills like listening, speaking, reading and writing.
Methods of Teaching Grammar

Broadly there are two methods of teaching grammar; deductive method and inductive
method. Let‟s try and understand these methods of teaching grammar;
⮚ Deductive Method:
This is the traditional method of teaching grammar. Formal grammar is taught by this
method. In this method, the teacher explains the rules of grammar and then examples are given to
fix that particular rule.
60
The steps of this method can be easily grasped by following table;
Sr. No Steps Teachers activity

1 Introduction The teacher introduces grammatical items to the students. (For
ex: Today, we are going to study Articles)
2 Stating the Teacher explains all the rules in this step. (Rules of using „A,
Rule An, The‟ are explained.
3 Providing After explaining the rules, the teacher provides different
Examples examples in support of the rules presented earlier and asks the
students to write down the rules and their examples. (Examples
are given on the appropriate use of article „a‟, „an‟, and „the‟.)
4 Application Teacher gives sentences for practice considering students have
understood all the rules. Students‟ answers are checked and
corrections are done in the classroom. (Teacher gives exercise in
the classroom to check students understanding of the topic)
5 Assignment Teacher gives exercise for practice. (Teacher gives exercise for
homework)
Table no 3.2: Procedure of Deductive Method
By this method students understand the rules well and they are made able to apply the
rules and frame sentences. But the demerits of this method are lack of live atmosphere and the
monotonous and uninteresting learning process. Further lack of practice in usage of English
grammar cannot produce good English speakers and writers.
⮚ Inductive Method:
This is the modern as well as natural method of teaching grammar. First examples are
presented before the students and with the help of students‟ observation and generalizations rules
are introduced. Lets‟ see the steps of this method;
Sr. Steps Teachers activity

No
1 Introduction The teacher introduces grammatical items to the students. (For
ex: Today, we are going to study Articles)
2 Providing Teacher presents some examples before the students and asks
61
Examples the students to observe and try to generalize the common things
in the given examples. (Teacher writes some examples of article
„a‟, „an‟ and „the‟)
3 Observation Students observe the examples and try to generalize the common
things presented in the examples. (Teacher asks the students to
observe the examples of articles and try to generalize the
common things about their uses)
4 Generalization With the help of students' responses and generalizations about
the examples, the teacher introduces rules of grammar. (Teacher
explains the rules of using articles „a‟, „an‟, „the‟ with the help
of students' responses and generalizations about the examples.)
5 Practice Teacher provides more examples for oral and written practice.
6 Assignment Teacher gives a variety of exercises for assignments.
Table no 3.3: Procedure of Inductive Method
This method creates a live atmosphere in the class and increases students‟ participation in
learning. Further it makes students think, learn and practice the usage of English grammar in
communication. But it needs serious efforts by the teacher for the production of audio-visual aids
and creation of a live environment in the class.
⮚ Informal Method:
This method emphasizes the usage of grammar rather than rules of grammar. Teacher
uses this method informally correcting students‟ homework or class work. He/she briefly
explains the usage of grammar to the students individually and corrects their mistakes. This
method is useful in early stages of language learning.
⮚ Incidental Method:
This method is also known as Reference or Correlation Method. This method is used
incidentally while teaching the textbook, composition or translation. Teacher explains
grammatical rules and their implications by correlating them to textbook, composition or
translation.
62
Explain the procedure of inductive and deductive methods of teaching grammar with
suitable examples.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3.3.3 Grammar Games and Activities:
Activity 3.1 Scan the QR codes to

access the sources
Read any two books of the following and write your reflections on
directly.
„Use of Games and Activities in Teaching Grammar‟ in the
light of your readings of the above books.
a) Games for Grammar and Practice written by Maria Lucia

Zaorab & Elizabeth Chin, Published by Cambridge University
Press
(http://elibrary.bsu.edu.az/files/books_250/N_7.pdf )
b) Fun with Grammar written by Suzanne W. Woodward,

Published by Prentice Hall Regents (http://ielts-
house.net/Ebook/Grammar/FUN%20with%20GRAMMAR%2
0--%20BETTY%20AZAR.pdf )
c) Elementary Grammar Games written by Jill Hadfield,

Published by Longman
(https://sydslearningcorner.files.wordpress.com/2010/10/el
ementary-grammar-games.pdf)
63
d) Grammar Alive! A Guide for Teachers written by Brock
Haussamen with Amy Benjamin, Martha Kolln, Rebecca S.
Wheeler, and members of NCTE's Assembly for the Teaching
of English Grammar, Published by National Council of
Teachers of English, Urbana, Illinois.
(https://wac.colostate.edu/books/grammar/alive.pdf)
3.4 Teaching of Composition

Composition is the expression of a child's thought. The power of expression is a matter of
skill rather than of knowledge. Therefore, teaching composition has a great value in developing
the skill of expression. Composition is defined as an art of putting together items of language to
express one‟s thoughts and feelings.
The word „composition‟ is derived from the Latin word „componere‟ which means to put
together. So „to compose‟ means to bring together words or sentences or to put together. Thus
composition means putting together words or sentences. The essential feature of composition is
to sequence the proper word at the proper place in a sentence and proper sentence at proper place
in writing.
Thus, composition is one of the important aspects of language learning. It is an integral
part of teaching English.
3.4.1 Objectives of Teaching Composition:

Composition is taught to enable students to acquire mastery over language. We should
remember that composition is to be taught orally first and then it should be taken up in written
form. The objectives of teaching composition can be mentioned as under:
- To enable the students to write legibly and correctly.
- To develop the habit of clear and logical presentation.
- To stimulate students to think about a situation provided.
- To teach students how to organize thoughts and ideas in accordance with the accepted usage.
- To develop their vocabulary
- To develop the imagination of students.
- To help students think freely.
- To develop students' power of expression in writing as well as in speaking.
64
3.4.2 Types of Composition
Composition is of two types, namely: Guided composition and free composition. Both
guided and free composition can be oral or written. Let‟s try and understand these types;
- Guided Composition:
Guided composition means composition in which guidance is provided to learners i.e.
guidance of vocabulary, structure or ideas. Guided composition is also called controlled
compositions because there is a control of structures, vocabulary and ideas by the teacher.
- Free Composition:
Free composition means doing composition work freely and independently. Hence, the
learner is free to use any thoughts, structures, vocabulary, etc. No guidance is provided. Free
composition may also be called unguided or uncontrolled composition.
At the early stages of language learning guided composition is of great help because
students are beginners and they cannot write without proper guidance. At the initial stage
hundred percent guidance is provided by the teacher but later it is reduced to minimum. A stage
comes when students do not need any guidance from the teacher, thus free composition stage is
reached. It is the ultimate goal of teaching composition to enable students to express themselves
freely in oral and written communication (Khalique, 2007).
3.4.3 Procedure of guided composition:
Procedure of guided composition can be understood with the help of the following
diagram;
Figure no 3.1: Procedure of Guided Composition
65
3.4.4 Techniques of teaching guided composition:
Here are some techniques of developing guided composition in classroom (Khalique,
2007);
- By Points:
Teacher guides students with the help of some points. He discusses points orally and
encourages students to frame sentences orally on each point. After discussion students write
composition. For example: My House (Points: Name of the area/colony - Building – Rooms –
Garden – Playground - Parking, etc)
- By Substitution tables:
Teacher asks students to prepare sentences with the help of substitution tables and then
put them together to make a composition.
For instance: Topic- My Pet animal:
This is My Cat / Dog /Horse
It has Two / four Legs / Eyes / Ears
It's name is Tommy / Cuty / Tiger
Table no 3.4: Substitution table
- By Questions:
Teacher asks a number of interconnected questions to students. They answer the
questions. These answers form a composition.
For example; Topic – My Self
Sr. No Questions Answers
1 What is your name? My name is __________________
2 What is your father‟s name? My father‟s name is____________
3 Where do you live? I live at______________________
4 In which school do you study? I study in ____________________
5 Who is your class teacher? _____________is my class teacher.
Table no 3.5: Guided Composition by Questions
- By Pictures:
Composition is also developed with the help of pictures. It is called picture composition.
Teacher shows a picture to students and asks them to observe the picture. Teacher asks a number
of questions on the picture and initiates discussion in the class. The answers are written on a
blackboard which ultimately forms composition.
66
Figure no 3.2: Picture Composition (www.magicpathshala.com)
3.5 Remedial Teaching for Grammar and Composition
As we know that our students face many problems in learning English grammar and
composition due to various factors and learning disabilities. Subsequently many students lag
behind in learning the English language. They need short or long term support in their learning
as per their needs. Here remedial teaching comes to play a role.
The word „remedial‟ means to rectify, to improve or remedy something. According to
Collins Online Dictionary, „Remedial Education is intended to improve a person‟s ability to read,
write or do Mathematics, especially when they find these things difficult.‟ Teachers can take
Remedial teaching during the regular lessons or he/she can separately arrange the same.
67
The general principles of remedial teaching which the teacher should follow are:
- Identify the students
- Diagnosis of students‟ problems and needs
- Identify the mistakes and their reasons
- Paying individual attention and instruction
- Presenting material in sequence and small units
- Use of various methods, materials, activities and techniques of teaching
- Multi-sensory teaching
- Involving of all students
- Remove emotional barriers through praise and sympathy
- Provide consistent guidance and help
- Sustain interest and motivation
- Creating flexible and friendly atmosphere in the class
- Promote collaborative and cooperative learning
Teachers should apply all these principles of remedial teaching while teaching English grammar
and composition.
3.6 Summary
The grammar of the English language is important because acceptability and
intelligibility of both in writing and in speech depend on currently followed basic notions and
norms of grammar. Teachers should apply functional grammar for teaching rather than formal
grammar, because this age is the age of practical application of language skills for
communication.
The skills of writing and speaking largely depend on the skill of composing. If students
are good at composing words and sentences in oral or written form, they will definitely be good
at composing speeches, paragraphs, stories, essays, letters, applications, mails and almost any
kind of written and oral communication. So it is an important responsibility of the teacher to
develop students‟ composition skills through different techniques that are discussed in this unit.
Further, we tried to know the role of remedial teaching in learning English grammar and
composition.
So, in this unit, we studied different aspects of teaching grammar and composition. In the
next unit we will study various aspects of Language Assessment and Evaluation.
68
3.7 Glossary
Formal Formal Grammar is used to describe the structure of individual sentences.
Grammar This type sets language as a set of rules which allow or disallow certain
sentence structure (Nysha, 2012).
Functional Functional Grammar is used to describe language in actual use and so focus
Grammar on texts and their contexts. This type sets a language as a resource for making
meaning (Nysha, 2012).
Guided Guided composition refers to the composition in which guidance is provided
Composition to learners i.e. guidance of vocabulary, structure or ideas.
Free Free composition refers to the composition where students work freely and
Composition independently without the help or guidance of the teacher.
Picture Picture composition refers to the composition that is developed with the help
Composition of any picture.
Remedial Remedial Education is intended to improve a person‟s ability to read, write or
Education do mathematics, especially when he/she find these things difficult (Collins
dictionary)

Choose the correct option:
1. The word „composition‟ is derived from _________ word.
a. Latin b. Greek c. French d. Arabic
2. „Componere‟ means ____________.to put together.
a. To look together b. to put together c. to get together d. to go together
3. __________method is a natural method of teaching grammar.
a. Inductive b. Deductive c. Informal d. Incidental
4. ___________method is a traditional method of teaching grammar.
a. Inductive b. Deductive c. Informal d. Incidental
5. _____________ is the grammar of use and ___________ is the grammar of rules.
a. Formal Grammar, Functional Grammar
b. Functional Grammar, Formal Grammar
c. Formal Grammar, Informal Grammar
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d. Functional Grammar, Non-functional Grammar

Write down short notes on the following:
1. Difference between formal and functional grammar
2. Types of Composition
3. Guided Composition
4. Picture Composition
Write down the answers of the following questions in detail:

1. What is the importance of teaching grammar and composition in English language teaching?
2. Exemplify the techniques of teaching composition with examples.
3. Explain the need for remedial teaching in your school.
4. Which method of grammar is suitable for teaching English grammar at secondary school
level? Give justification.
3.8 References / Suggested Reading:

2. Khalique, M.A (2007). English Course Book of D.Ed. Saifee Book Agency: Mumbai.
3. Kumari, A.V (2014). Methods of Teaching English. Guntur: New Era Publications.
4. Lo, Remy (2017). Importance of Grammar in Business Communications.
Retrieved from https://bizfluent.com/about-5388067-importance-grammar-business-
communications.html
5. Mowla, Rao & Sarojini (2012). Methods of Teaching English. Neelkamal Publications Pvt.
Ltd.: Hyderabad.
6. Nysha (2012). The Difference of Functional Grammar and other Grammars. Retrieved on
21th July, 2017 from https://dhegenalexandermalelak.wordpress.com/2012/04/02/the-
difference-of-functional-grammar-and-other-grammars/
7. Paliwal, A.K. (2002). Perspectives on English Language Teaching. Jaipur: Surabhi
Publications.
8. Percy, R. (2012). Teaching of English. Hyderabad: Neelkamal Publications Pvt. Ltd.
70
9. Rao, K.V (2011). Techniques of Teaching English. Neelkamal Publications Pvt Ltd:
Hyderabad.
10. Remedial Education.
Retrieved from https://www.collinsdictionary.com/dictionary/english/remedial
11. http://lpsavesu.edu.in/Resources/Download/nur%2018-19%20planner.pdf
12. http://www.manuu.ac.in/DDE-SelfLearnmaterial/BEDD116DST_July4.pdf
13. http://ijellh.com/wp-content/uploads/2016/01/OJS
14. http://elibrary.bsu.edu.az/files/books_250/N_7.pdf
15. http://ielts-house.net/Ebook/Grammar/FUN%20with%20GRAMMAR%20--
%20BETTY%20AZAR.pdf
16. https://sydslearningcorner.files.wordpress.com/2010/10/elementary-grammar-games.pdf
17. https://wac.colostate.edu/books/grammar/alive.pdf
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Unit 4 : Language Assessment and Evaluation
Structure
4.1 Introduction
4.2 Objectives
4.3 Difference between Test, Measurement, Assessment and Evaluation
4.4 Evaluation
4.3.1 Meaning of Evaluation
4.3.2 Purpose of Evaluation
4.3.3 Process of Evaluation
4.5 Types of Evaluation
4.5.1 Summative Evaluation
4.5.2 Formative Evaluation
4.5.3 Continuous Comprehensive Evaluation
4.6 Techniques of Evaluation
4.6.1 Oral and Written evaluation
4.6.2 Self-evaluation
4.6.3 Peer evaluation
4.6.4 Group evaluation
4.7 Preparation of tests for different skills of language
4.7.1 Listening
4.7.2 Speaking
4.7.3 Reading
4.7.4 Writing
4.7.5 Study skills
4.7.6 Reference skills
4.8 Preparation of Scholastic Achievement Test
4.8.1 Principles of SAT
4.8.2 Construction of SAT
4.8.3 Preparation of Test paper
4.8.4 Scoring key
4.8.5 Analysis of test scores
4.9 Characteristics of a Good Test
4.10 Summary
4.11 Glossary
4.13 References / Suggested Reading
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4.1. Introduction:
In the teaching learning process, assessment is an integral part. It is one of the means of quality
assurance. It determines whether set goals of education have been achieved or not after the
instructional programme. It decides marks, grades, placements, promotions, instructional need,
training, curriculum and funding given to the students. Evaluation is a systematic, thorough and
careful application of scientific methods to assess and improve an educational programme. It is a
continuous process and a fundamental part of the total system of education, which is closely
related to the educational objectives. It takes educational objectives, learning experiences and
feedback into its purview. It is quantitative as well as qualitative in nature. It gives us evidence to
judge a student's performance in relation to some standard and thereby estimate the level of
attainment of the individual in realizing the educational objectives. Let‟s try to understand
different aspects of evaluation.
4.2 Objectives:
At the end of this unit, student teacher should be able to;
a. Differentiate between test, measurement, assessment & evaluation.
b. Describe various types of evaluation.
c. Describe the concept of Continuous Comprehensive Evaluation
d. Explain various techniques of evaluation.
e. Learn the procedure of preparing scholastic achievement tests.
f. Explain the characteristics of a good test.
4.3 Difference between Test, Measurement, Assessment and Evaluation

In our educational system the words assessment, evaluation, test, and measurement are
used interchangeably. But there is a clear difference between all these terms.
● Test:
It is a tool to understand the level of achievement of a student in performing a particular task
assigned to him. It is a device to elicit behavioral change in the process of learning. It also helps
us to make some inferences and draw conclusions about certain characteristics of the students. A
test is a part of an assessment. Example: Testing the level of comprehension.
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● Measurement:
It is the process of measuring the ability of a student in performing the task and assigning a
numerical score to him. It is quantitative in nature. It is associated with achievement of a student
in a subject or a specific skill.
Test (Measure skill or
It determines the attributes or knowledge)
dimensions, attitudes, and

Measurement (Data
preferences. Example: in Numerical Value)
Measurement of Intelligence.
Assessment
● Assessment: (Documentation)
It is defined as a process of Evaluation (Measure

the teaching learning
gauging or appraising the process)
quality, value and the level of

performance of an individual
in academics. It involves
collecting the data, reviewing
Figure no. 9.1: Difference between test, measurement, assessment and evaluation
and using data related to the
students, for the purpose of improvement in existing knowledge. Example: Assessment of skill
attainment
● Evaluation:
It is the process of making the judgement about someone or something and assigning value,
grades, marks to the performance. Evaluation is done to determine the degree to which set goals
have been achieved. It is based on the laid standards. Example: Evaluating the answer scripts.
The difference between assessment and evaluation is as under (Surbhi, 2017);
Assessment Evaluation
It is Diagnostic in Nature. It is judgemental in nature.
It provides feedback on performance and It determines the extent to which objectives
areas of improvement. have been achieved.
The purpose is formative. The purpose is summative.
It is process oriented. It is product oriented.
Feedback is based on the observation of Feedback is based on the level of quality as
positive and negative points. per the standards.
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It is Reflective. It is Prescriptive.
Measurement standards are absolute. Measurement standards are comparative.
Table no. 4.1: Difference between Assessment and Evaluation

Explain the difference between assessment and evaluation.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.4 Evaluation
4.4.1 Meaning of Evaluation:
As mentioned earlier, evaluation is the process of making the judgment about someone or
something and assigning value, grades, marks to the performance. According to Wikipedia
(2021), Evaluation is a systematic determination of a subject's merit, worth and significance,
using criteria governed by a set of standards. Evaluation is a continuous process of teaching and
learning activity. It anticipates objectives of education and seeks to realize them in the behavior
of the students. For example in the teaching of English, unless the objectives are framed and the
teacher has a clear idea of these objectives, the teacher cannot organize an effective programme
of English. This organization of an effective programme of teaching has been termed as learning
experiences which consist of an appropriate atmosphere. Going through those experiences the
teacher's tasks remain to evaluate in order to find out whether the desired behavioral changes
have been brought in the students. In this way, evaluation creates a link between teaching and
testing. So we can say that
(i) Teaching and evaluation are inseparable.
(ii) Objectives guide both teaching and learning.
(iii) The feedback determines the effectiveness of teaching.
4.4.2 Purpose of Evaluation

Following are the purposes of evaluation;
⮚ Understand the existing policies and practices in academics
75
⮚ Modify the existing classroom procedures for better results
⮚ Assess the suitability of learning experiences provided to the students from time to time
⮚ Examine the factors to continue effective learning
⮚ Assess the realization of educational objectives
⮚ Suggest ways and means to improve the policies and practices in the existing system
4.3.2 Process of Evaluation

Evaluation is said to be a tri-polar process which includes educational objectives, learning
experiences and evaluation. Evaluation involves;
✔ Formation of educational objectives
✔ Stating the objectives in terms of behavioral
changes expected from the pupils
✔ Providing learning experiences as per the set
objectives
✔ Devising tools of evaluation in tune with the
objectives and learning experiences
✔ Arriving at a result using the tool
✔ Interpreting the results
✔ Suggesting modifications in the teaching-
learning process, if necessary Figure no. 9.2: Process of Evaluation
4.5 Types of Evaluation:

4.5.1 Formative Evaluation:
It is an integral part of teaching and learning. It is conducted during the process of teaching-
learning through observation of student‟s responses, engagement, notebooks, assignments, and
other written works. It is conducted by the teacher during the instructions. It helps the teacher to
find out the learning gaps of the students. Formative evaluation involves assessment of class
work, homework, oral questions, quizzes etc. it uses mostly teacher-made tests. It is used for
assessing student learning progress during instruction. It is done to monitor learning and
modifying the programme if needed before its completion.
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Formative assessment;
⮚ Focuses on diagnostic and remedial based oral and written performances.
⮚ Makes provision for effective feedback
⮚ Enables teachers to adjust teaching by taking into account the result of the assessment.
⮚ Helps the students for self-assessment and learn to improve
⮚ Assists students to understand the criteria used to judge their work
⮚ Helps students to support their peers
4.5.2 Summative Evaluation:

Summative evaluation is conducted at the end of a course or a programme of study. It is
conducted to determine if learning is sufficiently completed to move the learner to the next
segment of instruction. Hence we can say that making an overall assessment or decision with the
instructional programme is a summative evaluation. It may focus on a single aspect of the subject
matter, achievement or skills. Its main function is the collection of evidence to determine the
present position of a pupil in a particular area. The interaction between the teacher and the
student is very limited and the feedback that the pupils get is very less when compared to
formative evaluation.
Summative evaluation tends to use well-defined evaluation design. It emphasizes analysis. Its
instruments are reliable and valid. For this evaluation, there are external examinations, the
teacher made tests and rating sales etc. besides grading this type of evaluation provides
information for judging the appropriateness of the course objectives and the effectiveness of the
instruction.
Formative Evaluation Summative Evaluation
Aim is to improve upon what is learnt The aim is to prove the amount of learning
that has taken place
It is Qualitative in nature It is quantitative in nature
Purpose of formative evaluation is to monitor Purpose of summative evaluation is to assign
the learning process grades.
It is meant for improving students learning It is meant for evaluating students
achievements
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Content area is less Content area is more
Process is evaluated Product is evaluated
It is continuous process of evaluation It is done at the end of the instructional unit
It is informal Ex: home works It is formal Ex. written tests
Table no. 4.2: Difference between Formative and Summative Evaluation

Explain the difference between formative and summative evaluation.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.5.3 Continuous Comprehensive Evaluation (CCE)

In India, Continuous Comprehensive Evaluation was introduced by the Central Board of
Secondary Education (CBSE) to assess the performance of the students in all perspectives for the
holistic development of the students. With the enactment of the Right to Education, Act CCE
was introduced in the year 2009 (internationalednews.com). It is the type of assessment wherein
the students are assessed in all the aspects like academics, games and sports, creativity, curricular
and co-curricular activities along with developing academic skills. The main purpose of this
system is to make the students stress free.
CCE stands for the school-based evaluation of students that covers all aspects of a student's
development. Continuous stands for the assessment of students throughout the year but not just
at the end of the year. It may be done formally or informally. Continuous means; giving regular
assignments to the students, frequently testing the students, analyzing learning gaps, applying
corrective measures, re-testing analyzing learning gaps once again, giving feedback to the
teachers and students for their self-evaluation (gurukulexcellanteducation.com).
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Comprehensive means taking care of all round development of a child's personality. A child will
be assessed not
only in terms of
knowledge about a
subject but also
participate in other
activities. This
assessment is done
in the scholastic
and co-scholastic Figure no. 9.3: CCE (mycbseguide.com)
areas.
Scholastic area refers to intellect or brain. It is related to the assessment of learners in curricular
subjects. It includes assignments, projects, practical work etc. The term co-scholastic refers to
those aspects which are related to the hand and heart (ghs47.com). They are health awareness,
neatness, regularity, punctuality, cooperation, sympathy, obedience and work discipline. It also
includes participation and interests in creative writing, drama, debates, recitation, drawing,
painting, traveling and teamwork.co scholastic includes attitude towards teachers, classmates,
and environment and outdoor activities. Scholastic and co-scholastic activities can be accessed
through various types of evaluation like formative and summative assessments.
4.6 Techniques of Evaluation

4.6.1 Oral and Written Evaluation:
Oral and Written Evaluation are the oldest forms of evaluation. Oral test is meant to evaluate the
boldness, attitude, understanding and communication skills of students whereas; written tests are
designed to test knowledge, information processing skills, comprehension and writing skills of
students. Oral and Written tests can be subjective or objective, depending upon the nature and
purpose of the test.
4.6.2 Self Evaluation:

It is looking at one's own progress, development and learning to determine what has improved
and what areas still need improvement. It involves comparing the performance of the individual
before and after the learning takes place in before and the current situation. Self-evaluation is a
79
procedure of systematic observation, analysis and value of one's own learning and its results in
order to stabilize or improve it. This can take place on an individual or on an institutional level.
To self-evaluate means to explore and evaluate one‟s own performance.
Self-assessment aims to help a person to recognize one‟s own strengths and weaknesses to
implement change sequentially step by step. It can address specific skills, such as
communication, leadership, listening and social abilities, but can also focus on more real abilities
related to a profession. Hence the use of self-assessment is a starting point for personal and
professional growth.
4.6.3 Group Evaluation:

It is the process of assessing group performances and progress for the given assignments or
projects based on set objectives. In a group evaluation, the design of the work, report
presentation, the ability of the group to meet the deadline, contribution, effectiveness, and
communication is observed and evaluated. It is done based on the following principles.
● Assessing the individual and group learning performance.
● Assessing the process as well as product
● Preparing assessment criteria and grading scheme clear
4.6.4 Peer Evaluation:

Peer evaluation is a process where peer group members‟ grade assignments or tests are based on
a teacher's point of reference. This practice saves the time of the teachers and improves students‟
understanding of course content as well as improves their meta-cognitive skills. It gives the peer
group an opportunity to assess the performance of their peers, from different perspectives which
cannot be assessed by the teacher. This is more effective as the peer group members get an
opportunity to introspect. Students will be more honest in peer assessment of their team as it is
related to their interpersonal relationships with other members of the team.
Peer assessment is an important aspect of 'assessment for learning' practice. Assessing one‟s own
performance or the performance of peers develops understanding among the students and they
come to know the expected learning outcomes and the method of the assessment. No doubt that
it consumes a lot of time and effort.
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4.7 Preparing Tests for Different Skills
Teaching a language means facilitating students to develop fourfold skills of language learning;
listening, speaking, reading and writing. Study and Reference skills are also important in
language learning. In an English classroom, teaching-learning aims to develop these skills.
Different activities are conducted in and out of the classroom environment to enable students to
acquire mastery over these skills. Let us see how we are going to test our pupils whether they
have acquired the skills mentioned above.
4.7.1 Tests for Listening Comprehension:

Although hearing is a natural process, listening involves attention. Listening comprehension
means the ability to recognize and understand what others are saying, that is their accent,
pronunciation, grammar, vocabulary and the meaning of their speech. The following tests help
teachers to test the listening comprehension of the students.
(i) Dictations, Jigsaw listening, listening to instructions, following route
(ii) Formal lectures, Face-to-face interactions, Telephone messages
(iii) listening to Radio and TV presentations
(iv) listening to Native Speakers' speech in all kinds of situations
(v) listening loudspeaker announcements, telephone conversations, radio news, interview,
lesson, lecture, story-telling, shopping conversation, gossip, instructions, meetings,
watching television, negotiations, watching movies
(vi) Theatre shows are the situations through which we can test the listening comprehension
of the students.
(vii) The teacher pronounces a word or sentence or a phrase, students listen to it and respond
by writing in their own answer sheet
(viii) Students are given an opportunity to listen to Varieties of native speakers' voices and
students have to answer the questions after listening.
(ix) Language laboratory also assists in teaching listening comprehension to the students. The
teacher can instruct the students to listen to and act accordingly.
4.7.2 Tests for Speaking:

The basic function of language is to interact and communicate. Speech is mainly for developing
social contacts. The one who is able to produce the sounds correctly, use the appropriate stress,
and intonation, the apt words, and structures to express him can be said to have mastered the skill
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of speaking. There are a few ways to test spoken ability.
1. Topic-based discussions
2. Debates for and against a topic
3. Extempore speech: A competition to test the speaking skill of the individual.
4. short dialogues imagining real-life situations
5. Role play: assuming the role of a person
6. Question and answers
7. Characterization
8. Interview
9. viva voce
4.7.3 Tests for Reading Comprehension

Reading comprehension is the ability to read the text, process the text, understand the meaning of
the text, and integrate with what the reader already knows. It requires the ability to understand
the meanings of the words, from the discourse context, the ability to follow the organization of
the paragraph and identify the references from the passage. To test the reading comprehension
the following tests are used.
(i) Summarizing each paragraph after completion of the lesson
(ii) Instructional conversations or comprehension through discussions(classroom discussions,
asking questions, testing understanding, applications, invite synthesis, evaluate and judge)
(iii) Testing non-verbal imagery, Ex; emojis
(iv) Testing visualizing ability
(v) Partner reading and questioning each other
(vi) Graphic organizers
(vii) Asking the students to make connections between two concepts
(viii) Determine important elements of the paragraph
4.7.4 Testing Writing

Writing is the base through which the intellect is judged. It fosters the ability to refine the idea,
explain and present it. It makes our thinking visible. Hence developing good writing skills is
essential. The following tests are used to test writing ability.
1. Testing the notebooks (home works, question and answer books) of the children
2. Encouraging children to write daily activities in their dairies and checking them
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3. Instructing the children to prepare puzzles, word games
4. Encouraging copywriting and checking it
5. Encouraging children to write letters, emails to the relatives and friends
6. Dictation tests
7. Writing picture composition
8. Describing objects, events etc.
9. Assigning any written work (Essay writing, paraphrasing, subjective and objective tests)
4.7.5 Study Skills

Note taking and note making are referred to as the study skills. Study skills can be examined
through testing their comprehension and expression of a topic; checking their notes, observing
their presentation skills, by giving assignments, extempore speech etc. Note taking is a
systematic process where the pupils make a note of certain events in an orderly manner. It
improves comprehension and expression. Note making is the process wherein an individual
makes the notes referring to books, newspapers, reports etc. and then prepares a brief summary
of it.
4.7.6 Reference Skills

Language learning is basically a skill in order to retain interest among the students in learning a
language like English. The teacher has to combine a variety of skills and present the information
in an effective manner. To achieve this objective the teacher has to help the students to find out
the resources for getting the needed information. These supplementary skills are known as
Reference skills. It includes referring to Encyclopedias, Yearbooks, thesaurus, Telephone
Directories, maps charts, schedules, of various kinds. The main purpose of these materials is
usefulness. Reference skills can be evaluated by assigning written work to the students asking
them to refer to the mentioned book and assess the performance.
Write a note on „Testing of language skills‟.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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How Study skill and Reference skills are tested? Explain.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.8 Preparation of Scholastic Achievement Test

Scholastic achievement test record is the record maintained by the teachers related to the
performance of the students in the classroom. It shows educational growth and development of
the students in academics. It reveals the strengths and weaknesses of the students in a particular
subject after the analysis of scores. It helps the students to focus on their weaknesses and
improve in the next performance. It assists the teacher to compare the performance of students in
the whole class. It enables the teacher to check and verify the content taught, objectives laid,
methods of teaching, skills learnt by the students, knowledge acquired by the students, level of
difficulty of the questions, objectivity of the questions etc. It develops insight into the teacher to
guide the students according to their abilities for further improvement. SAT not only helps to
evaluate the learners on the basis of their performance but also to plan remedial teaching to make
the learners overcome their difficulties in learning.
4.8.1 Principles involved in the Preparation of Test

1. Selection of the content from the syllabus
2. Equal importance to all the objectives
3. Due weightage to different elements of the content like prose and poetry vocabulary,
structures etc.
4. Variety in the questions
5. Level of difficulty (easy, average and difficult questions)
6. Marking scheme for the question paper
7. Proper Weight to the distribution of the marks
8. Testing the originality of the learner.
4.8.2 Construction of SAT

Construction of the SAT records involves following steps;
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1. Selecting the content for teaching
2. Preparing the objectives of keeping in view the language skills
3. Providing the instructions to the students using proper methods of teaching
4. Following the lesson plan
5. Revising the content taught
6. Conducting the test
Conducting the achievement test involves preparing a question paper. While preparing the test
items for an achievement test; the teacher must give proper weightage to various types of test
items, the objectives, areas of the content and forms of questions. The teacher must also prepare
a comprehensive Weightage table known as Blueprint for preparing the question paper. The
teacher should follow the blueprint scrupulously while writing test items. He must also prepare
the scoring key and mark scheme to help the examiner to evaluate the answer script objectively.
The test may carry maximum marks of 25with a duration of 45 minutes for completing the test.
Weightage to Objectives
While writing test items for achievement tests the teacher should give weightage to all the
objectives- knowledge, comprehension, appreciation, and any other aspects. For example;
Sl. No Objectives No. of Number of marks percentage

questions
1 Knowledge 4 4 16
2 Comprehension 9 8 32
3 Expression 8 10 40
4 Appreciation 3 3 12
Total 24 25 100
Table no. 4.3: Weightage to Objectives
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Weightage to Content
The teacher must give Weightage to different areas or the elements of language, vocabulary,
subject matter in prose and poetry. For example;
Sr. No Content No of Questions Marks Percentage
1 Elements of Language 9 36
a) Vocabulary 2
b) Structures 2
c) Pronunciation 2
d) spelling 4
2 Subject matter ( content) 11 13 52
a) Prose 3 3 12
b) Poetry
Total 24 25 100
Table no. 4.4: Weightage to Content
Weightage to the Type of Questions

While writing the test items, the teacher should remember to have different types of questions.
The test should include both subjective and objective type questions as shown below and write
the questions carrying marks according
Sr. No Type of Questions No of Questions Marks Percentage
1 Essay 1 4 16
2 Short answers 9 11 44
3 Objectives 14 10 40
Total 24 25 100
Table no. 4.5: Weightage to the Type of Questions
Weightage to the Level of Difficulty

The question paper prepared should satisfy all the students‟. All the items in the question paper
shouldn‟t be very easy or very difficult
Sr. No Level of Difficulty No of Questions Marks Percentage
1 Difficult 4 4 16
2 Average 16 16 64
3 Easy 4 5 20
Total 24 25 100
Table no. 4.6: Weightage to the Level of Difficulty
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Blue Print
It is a document which gives the complete picture of the test. It shows the distribution of the
questions to the different objectives, areas of content and forms of questions, besides the
distribution of marks to various questions. It is a comprehensive table giving the total
information about the content selected for the achievement test, set objectives, type of questions
and the level of difficulty along with the marks scheme. For example;
Sr. Objectives Knowledge Comprehension Expression Appreciation Total

No
Forms of E SA O E SA O E SA O E SA O
questions
Contents (2)
I Structure 3
Vocabulary (2)2
Spelling (2) (2)1

1
Pronunciation (1)1 (1) (10) 9
1
II Subject matter
Prose (2) (4)4 (1) (4) (11)1

3 4 2 3
Poetry (3)3 (3)3
Total (4)4 (9)8 (8)10 (3)3 (24)2

5
Table no. 4.7: Blue Print
87
Note:
● The number in the bracket shows the number of questions.
● The number outside the brackets shows the number of marks.
4.8.3 Preparation of Test Paper

The test items for the test should be prepared by the teacher keeping in view the Weightage to
different aspects indicated in the Blueprint. No deviation is allowed from the Blueprint. Further,
the teacher should be aware of the characteristics of a good test while preparing the items for the
test.
4.8.4 Scoring Key and Marking Procedure

The Teacher should prepare the scoring key for multiple choices and objective type questions
along with the test paper. This carries answers to the questions and helps the examiner value the
answer script objectively. Further, the teacher should prepare the answer script objectively. The
teacher has to prepare a mark scheme for an essay and short answers type questions, providing
the division of marks for different questions.
4.8.5 Analysis and Interpretation of Scores

After the evaluation of answer scripts, the teacher should tabulate the scores into a frequency
distribution dividing the total strength (frequency) into suitable class intervals. The teacher
should use simple statistics and calculate the measures of Central tendency-the Arithmetic Mean,
the Median, and the Mode, the Measures of Variability or Dispersion- the Range, the Quartile
Deviation, the Mean Deviation and the Standard Deviation.
The Obtained results should be compared and contrasted with the conditions for Normal
probability Curve, and thereby the nature of the distribution of scores can be understood. The
teacher should also undertake the scientific analysis of the test results obtained. The obtained
scores should be analyzed content-wise, question-wise, in order to diagnose the strengths and
weaknesses of the pupils. The teacher should identify the difficult areas of learning the content
and develop strategies and take up remedial measures to overcome the difficulties of the students
in these content areas. The teacher should also identify the deficiency in his/her own teaching to
rectify further.
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Interpretation and analysis of scores of the students help the teachers in the following ways.
a. To know how far the objectives are realized
b. To improve his/her own instructional strategies
c. To understand the learning abilities as well as the difficulties of the students
d. To assess the validity of the test.
Activity 4.1:
Prepare SAT of English for std.9th students of your school.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.9 Characteristics of a Good Test in English

In the process of teaching and learning the teacher conducts various tests to assess the
performance of the students. If the question paper is set in a proper way most of the students
understand it and perform well. Hence a good test should have the following characteristics.
▪ Validity: A test is considered to be valid if it measures what it is intended to measure and
nothing else than that. There are different types of validation like face validity, content
validity, and empirical validity.
▪ Face validity: Sometimes the test paper gives the impression that there is a flaw in it. This
type of validity is known as face validity.
▪ Content validity: It depends on the careful analysis of the skill being tested and on the
course objectives. Proper Weight must be given to the course objectives and the skill.
▪ Empirical validity: It is obtained by comparing the results with the independent criterion.
▪ Reliability: By reliability, it means stability of the test scores. It should rate the same
candidate at the same scores if he is examined by the same or different examiners at the same
or different times. The difference in score should be negligible.
▪ Practicability: Practicability means the test which is constructed should finish in the given
time. It should keep the student busy all the time which is sound from the disciplinary and
administrative point of view. It should take into consideration the scoring procedures and
manageable with the funds available.
▪ Objectivity: It means whoever evaluates the content the score should be the same.
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▪ Clarity: The instructions given should be brief and definite so that the students should not
give wrong answers misunderstanding the instructions. The language of the question should
be simple, comprehensive, definite, and unambiguous.
▪ Comprehensive: It should cover the entire syllabus. Due importance should be given to each
topic and choice should be minimum.
▪ Graded: It should be according to the age and intelligence of the students.
▪ Interesting: It should create interest to put forth their efforts. It should encourage reflective
thinking, not reproduction.
▪ Variety: Different forms of question should be given to cover a wide range of syllabus.
4.10 Summary
In our educational system the words assessment, evaluation, test, and measurement are used
interchangeably. But there is a clear difference between all these terms. Test is a tool of
measuring the level of achievement or ability; measurement is the process of quantifying the
ability, assessment is the process of appraising the quality and evaluation, whereas evaluation is
the process of making the judgement about someone or something and assigning value, grades
and marks to the performance.
According to Wikipedia (2021), Evaluation is a systematic determination of a subject's merit,

worth and significance, using criteria governed by a set of standards. Evaluation is a tri-polar
process which includes formation of educational objectives, providing learning experiences and
evaluation in terms of objectives and learning experiences. Formative Evaluation involves
assessment during the teaching learning process through class work, homework, oral questions,
quizzes etc. Summative Evaluation is conducted after completion of a programme or a course of
study, whereas, CCE stands for evaluation that is continuously taken throughout the year and
comprehensively takes care of all round development of a child's personality.
Oral and written evaluations are basic techniques of evaluation. Further, self evaluation, peer
evaluation and group evaluation techniques are also used to achieve different objectives. In an
English classroom, teaching-learning aims to develop skills of listening, speaking, reading,
writing, studying and referencing and accordingly various kinds of tests are conducted to
evaluate students‟ performance in them.
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Scholastic Achievement Test aims to test the achievement of students in a particular subject or
task or skill. The procedure of preparing SAT includes; selection of content, weightage to
content, weightage to objectives, weightage to types of questions, weightage to level of
difficulty, preparation of blue print, preparing question paper as per blue print, preparation of
scoring key and analysis of results. A good test always has Validity, Reliability, Practicability,
Objectivity and Clarity. Furthermore, a good test is always Comprehensive, Graded and arouses
students‟ interests.
4.11 Glossary
It is a tool to understand the level of achievement of a student in performing
Test
a particular task or skill.
It is the process of quantifying the ability of the student in performing the
Measurement
task and assigning a numerical to him. It is quantitative in nature.
Assessment is defined as a process of gauging or appraising the quality,
value and the level of performance of an individual. It is process oriented
Assessment
which involves collecting, reviewing and using data for the purpose of
improvement in the current performance.
Evaluation is concerned with the total process of teaching and learning-
Evaluation educational objectives, curriculum, teaching-learning material, methods of
instruction and learning environment.
Formative Evaluation involves assessment of class work, homework, oral
Formative
questions, quizzes etc It is used for assessing student learning progress
Assessment
during instruction.
Summative Summative Evaluation is conducted after the completion of the teaching-
Assessment learning process of a programme or a course of study.
CCE stands for evaluation that is continuously taken throughout the year
CCE and comprehensively takes care of all round development of child's
personality
Self Self-evaluation is a procedure to systematically observe, analyze and
Evaluation measure one's own learning.
Group It is the process of assessing group performances and progress for the given
Evaluation assignments or projects based on set objectives.
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Peer Peer assessment is a process whereby students or their peer's grade,
Evaluation assignments or tests based on a teacher's benchmarks.
It stands for Scholastic Achievement Test. As per the name it tests the
SAT
achievement of students in a particular subject or task or skill.
Blueprint is a document which gives a complete picture of the test. It is a
comprehensive table giving the total information about the content selected
Blue Print
for the achievement test, set objectives, type of questions and the level of
difficulty along with the marks scheme.

Choose the correct option.
1. ____________ __evaluation is used to monitor the learning process.
a. Summative b. Formative c. CCE d. none of the above.
2. ___________ has the least scope.
a. Test b. Measurement c. Assessment d. Evaluation
3. CCE was introduced by ____________
a. NCTE b. NCERT c. SCERT d. CBSE
4. CCE was introduced in the year _______.
a. 2004 b. 2014 c. 2009 d. 2001
5. Formative assessment is _________ and summative assessment is __________ in nature.
a. Qualitative, quantitative b. quantitative, qualitative c. both of the above
d. none of the above

1. What is the purpose of evaluation of the students in the classroom?
2. What does CCE stand for?
3. Differentiate between formative and summative assessment?
4. How does self evaluation help the students?
5. Differentiate between group evaluation and peer evaluation?
6. Differentiate between teacher made tests and standardized tests?
7. What is the importance of analyzing the scores of the students?
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1. What are the qualities of a good English test paper? Discuss in detail.
2. How do you prepare Scholastic Achievement Test? Describe the process in detail.
3. How will you test your students‟ performance in different language skills? Explain.
4. Exemplify the concept of Blueprint.
References / Suggested Readings:

1. Kumari, A. V. (2014). Methods of Teaching English. First Edition - New Era publications,
pg no. 433 to 460.
2. Mowla, S., Prabhakar, R, & Sarojini, B.B. (2012). Methods of Teaching English. Neel
kamal Publications Pvt Ltd, Hyderabad.
b. Ramabhadracharyulu, G., Sarojini, B. B & Venugopal K. R. (2011) Methods of Teaching.
English First Edition 2011. pg no 280 to 308, Neel Kamal publications Pvt. Ltd.
2. Venugopal, K. Rao, (2011) Techniques of Teaching English. Neel Kamal Publications pg
number 196 to215.
3. Percy, Rosalind (2012).The Teaching of English, Neel Kamal Publications Pvt Ltd. pg no
121 to 126, First Edition.
4. SCERT (2016) Classroom Transaction, Planning and Assessment procedure for English;
A resource book for B.Ed Trainee Teachers
5. SCERT (2016) Classroom Transaction, Planning and Assessment procedure for English; A
resource book for D.El.Ed Trainee Teachers.
6. Surbhi, S (2017). Difference between Assessment and Evaluation. Retrieved from
https://keydifferences.com/difference-between-assessment-and-evaluation.html
7. Vallabi, J.E. (2011).The Teaching of English Principles and Practices Edition 2011
Neelkamal publications pg 193 to 219.
8. https://www.scribd.com/document/276653918/Measurement-and-Evaluation-Book-
Abbasi-docx
9. https://en.wikipedia.org/wiki/Evaluation
10. http://adprima.commeasurment.html
11. https://www.difference between.com difference between formative vs summative
evaluation
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12. https://bookwidgets.com/blog/2017/04 the difference between formative and summative
assessment.info graphic
13. https://www.edglossary.org/standardized test/
14. https://en.wikipedia.org/wiki/standardized test
15. https://en.wikipedia.org/wiki/reading comprehension
16. https://www.marquete.edu/wac/what makes writing important HTML
17. http://tnteu.ac.in/pdf/assesment.pdf
18. http://ri.ues.edu.sv/id/eprint/20472/
19. http://ghs47.com/?page_id=52&paged=2
20. http://gurukulexcellenteducation.com/ix-x/
21. https://helda.helsinki.fi/handle/10138/24814
22. https://www.hoddereducation.co.uk/subjects/assessment/rs-assessment-from-hodder-
education-blog/may-2020-(1)
23. https://www.ehow.co.uk/list_6718905_advantages-disadvantages-self-assessment.html
24. http://www.miltonpublicschoolagra.com/examination-promotion/
25. https://vulms.vu.edu.pk/Courses/ENG513/Downloads/ENG513_Handouts.docx?cv=1
26. https://internationalednews.com/2013/06/09/india-9/
27. http://egyankosh.ac.in/bitstream/123456789/8515/1/Unit-11.pdf
28. http://enteranceexamresults.blogspot.com/2011/07/cbse-plans-no-exam-model-for-class-
xi.html
29. https://www.sciencedirect.com/science/article/abs/pii/S004016252100233X?via%3Dihub
30. http://repositori.uin-alauddin.ac.id/7718/
31. http://staloysiusrimjha.in/cce.html
32. http://etheses.iainponorogo.ac.id/600/1/BAB%20I-V.pdf
33. https://christuniversity.in/humanities-and-social-sciences/social-work/master-of-social-
work-(msw)-clinical-and-community-practice/syllabus/28/2017
34. https://jebmh.com/assets/data_pdf/Vaddi_Narayana_Rao_-_FINAL.pdf
35. https://www.coursehero.com/file/64757717/697-EApdf/
36. http://www.sunfloralkids.com/cgi-sys/suspendedpage.cgi
37. http://www.teachersrock.net/PEDAGOGY.pdf
38. https://mycbseguide.com/blog/what-is-cce-in-cbse-schools/
39. https://technicalmcqs.com/educational-measurement-and-evaluation-mcqs/
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Unit 5 : Professional Growth & Development of Teachers and
Innovative Practices in Teaching English
Structure
5.1 Introduction
5.2 Objectives
5.3 Characteristics of a Good English Teacher
5.4 Professional Growth & Development of an English Teacher
5.4.1 Seminar
5.4.2 Conference
5.4.3 Workshops
5.4.4 In-service Training Programs
5.5 Membership in Professional Organizations
5.6 Teachers as a Community of Learners
5.7 Innovative Practices in Teaching English
5.7.1 Synectic Model of Teaching
5.7.2 Content and Language Integrated Learning (CLIL)
5.7.3 Mobile Assisted Language Learning (MALL)
5.7.4 Reflective Practice in Language Learning
5.7.5 Project Based Learning
5.7.6 Spaced Learning
5.7.7 Concept Mapping
5.8 Summary
5.9 Glossary
5.10 Unit End Exercise
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5.1 Introduction:
National Educational Policy (2020) has connected the future of our nation with teachers and
devoted a separate chapter for teachers in the policy document. It mentions in Chapter 5,
„Teachers‟ that, “Teachers truly shape the future of our children - and, therefore, the future of
our nation. It is because of this noblest role that the teacher in India was the most respected
member of society. Only the very best and most learned became teachers. Society gave teachers,
or gurus, what they needed to pass on their knowledge, skills, and ethics optimally to students.
The quality of teacher education, recruitment, deployment, service conditions, and
empowerment of teachers is not where it should be, and consequently the quality and motivation
of teachers does not reach the desired standards. The high respect for teachers and the high
status of the teaching profession must be restored so as to inspire the best to enter the teaching
profession. The motivation and empowerment of teachers is required to ensure the best possible
future for our children and our nation.” This policy will shape the course of in-service and pre-
service teacher education in the country for the next thirty years. NEP, 2020 has given due
importance to continuous professional development of teachers at levels of education.
Professional Growth and Professional Development are complementary to each other.

Professional Growth refers to career advancement in the service, for example; a teacher
becomes Headmaster or Supervisor of the school or attains higher pay scale / grade in his
service, whereas, Professional Development refers to learning and applying new knowledge,
skills to improve performance on the job. Professional development activities lead towards
professional growth and professional growth motivates teachers to continuously take part in
professional development activities.
Professional growth and development are the most important issues in delivering the quality of
education in the area of ELT in India. Keeping in mind the low learning outcomes in Indian
schools (ASER, 2014), the teachers play a significant role in increasing the learning outcome
level among students of non-urban schools. Professional growth and development can be
acquired with the help of attending various professional development activities i.e. publication
of articles, research papers, participating in conferences and other training, etc. Professional
growth is directly linked to the learning growth of the students. Professional growth and
development of teachers are therefore important for the entire education system.
96
5.2 Objectives:
After studying this unit, student teachers should be able to:
a. Differentiate between professional growth and development.
b. Describe the qualities of a good and an effective teacher.
c. Describe the avenues of professional development of teachers.
d. Identify national and international levels professional development
bodies/centers/organizations.
e. Explain the importance of networking with communities of teachers.
f. Describe the application of various innovative practices for teaching English language.
5.3 Characteristics of a Good English Teacher:

Aristotle had once said that, “Teachers, who educate children, deserve more honor than parents,
who merely gave them birth; for the latter provided mere life, while the former ensured a good
life.” In this way, Aristotle gave more importance to teachers than the parents of children.
Goodness of teachers percolates in students through their teaching and behavior with students.
Teachers should be ideal for students. A good teacher can make a difference in students‟ lives.
Let‟s try to understand some of the characteristics of a good teacher;
i) Subject Knowledge:
A teacher should have mastery over his/her subject. Students consider the teacher as an authority
in the subject and follow him in letter and spirit. Students even copy the mistakes of the teacher.
Teachers should attain mastery over the subject to satisfy students‟ academic needs and
expectations regarding the subject. An English teacher should have sufficient command over all
language skills and aspects of language learning. He / she should read recently published books,
journals, research papers, encyclopedias, textbooks of SCERTs of other states, etc in his / her
subject.
ii) Pedagogical Awareness:

The purpose of teaching is to help students in their learning. Pedagogy is the science of
instruction. Pedagogy helps teachers to pass on knowledge and skills to the students. It helps a
teacher to bring out desired or expected changes in students behavior. A teacher should be
aware of old and recent pedagogies of teaching his/her subject. There are many approaches,
methods, techniques, aids of teaching. A teacher should be able to make choices of methods,
97
techniques, aids as per the requirement of the content and level of students. A teacher should be
imaginative, innovative and interactive in his/her use of pedagogy.
iii) Technological Orientation:

The 21st Century is the age of technology. Students are more techno savvy than their teachers.
The problem of integrating technology in education is that students are technology oriented
whereas teachers are library oriented. Students prefer to learn from technological tools whereas
teachers learn from books and printed materials. So, there is a gap between teachers' learning
style and students' learning style. The challenge before the teacher is to learn by his/her style
and deliver the content in the student's style.
Covid – 19 Pandemic has changed the paradigm of school education throughout the world.
Technology came to rescue teachers and students in the period of lockdown and Covid
protocols. Teachers with technological orientation could only reach students in that period of
lockdown. Teachers should be able to use technology for preparation of teaching, presentation in
online or offline classroom and publication of teaching - learning resources in different formats,
such as; text, audio, video, animation, multimedia, etc.
iv) Psychological Orientation:

Psychological orientation is essential for a good teacher because Psychology is the science of
behavior and a teacher's job is to bring out expected changes in students behavior. Teachers
should make choices of approaches, methods, techniques and aids by considering individual
differences among students, their learning styles & difficulties, their age group, their likes and
dislikes, etc. A teacher should be polite, patient, open, interactive and easily accessible to his /
her students. He/She should try to cater the psychological needs of students and develop their
personalities.
v) Sociological Orientation:
India is a multilingual and multicultural country. Students come from diverse socio – economic
and religious backgrounds. They belong to different casts, community and culture. All of the
aforesaid elements have a great impact on the overall upbringing of students. It is good for a
teacher to have a sociological orientation of Indian society. John Dewey says, „School is the
miniature of society.‟ Every student is a citizen of tomorrow. Therefore, teachers should try to
understand and address the problems, concerns and issues of students from sociological
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perspectives and turn them into productive and responsible citizens of India.
vi) Research Aptitude:

Research aptitude is one of the important qualities of a good teacher. Teachers should undertake
action research to solve the day to day problems of teaching in particular and problems of school
in general. Research gives a comprehensive look into the prevailing problems and their solutions
in the field of education. Research makes teachers more systematic, insightful and reflective
practitioners.
vii) Communication Skills:

Communication skills are very essential for teachers. Communication is nothing but transfer of
knowledge, thoughts, emotions, skills from a sender to a receiver and vice versa. In classroom
teaching both teacher and students play the roles of sender & receiver and the learning objectives
are tried to be achieved.
According to Sean Slade (2014), “The ability to communicate effectively and skillfully is
fundamental to students' development.” Teachers should have clarity of concepts, thoughts and
expressions. He / She should have fluency in speaking and accuracy in writing. He should be an
attentive, careful listener. His / Her reading should be loud, clear and audible. He should make
use of proper pronunciation, pause, pace and intonation. He / She should be a role model for
students in communication skills.
viii) Lifelong Learner:

Learning is a Lifelong process. Peter Drucker, An American Educator, said that, “We now accept
the fact that learning is a lifelong process of keeping abreast of change and the most pressing
task is to teach people how to learn.” In the age of knowledge explosion and technological
advancement, it is very necessary for teachers to keep themselves updated and upgrade in terms
of subject knowledge, pedagogy, technology and research. Teachers should take part in seminars,
conferences, workshops, in-service training programmes, online and offline courses to update
their knowledge and skills.
ix) Academic Writing:

One of the strongest ways to reach the audience/student is through writing research papers and
contemporary articles in related areas. Every teacher must begin writing in related areas, which
can be supplemented with the content knowledge of the teacher's experiences gained through
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teaching and by combining it with difficulties/solutions in classroom teaching learning. The
previous units have described in detail about the writing skill in the English language. It can be
adopted by the teachers while writing papers for publication.
x) Characteristics of Classroom teaching:

Teacher should try to inculcate following things in his/her classroom teaching;
⮚ Prepare the students for learning
⮚ Begin with previous knowledge or background exercise or recapitulation
⮚ Coherence and clarity in topic delivery
⮚ Time management as per sub-slot (Introduction, discussion, central idea, concluding the
topic and getting feedback) of the lecture duration
⮚ Contextual use of language and style of delivery
⮚ Dynamic and motivational strategies for learners
⮚ Transfer of knowledge to students as the main target of teaching
⮚ Make sure that knowledge reaches to the last bench of the class/lecture hall
⮚ Construct a good learner centered environment
⮚ Ability to mould according to the need of the topic and audience
Activity 1
Who is your ideal English Teacher? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 2
Enlist your characteristics as an English teacher. How will you become a Good English
Teacher? Reflect and make a plan to improve yourself
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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5.4 Professional Development of an English Teacher:
An English Teacher should participate in Seminar, Conference, Workshop, in-service training

programme, etc for his/her professional development. These programs are organized on recent
developments in the field of education. These programs are highly interactive and informative
for teachers. Participants get an opportunity to interact with the experts and experienced teachers
of their subject and field. These programs provide opportunities to present and publish your
papers, deliver lectures, interact with people from different states, countries and cultures, travel
around the country and abroad, add value to research and academic excellence. Lets‟ try to
understand these programs;
5.4.1 Seminar:
According to Collins Dictionary (2020), “A seminar is a meeting where a group of people
discuss a problem or topic.” Seminar is a professional activity in which subject experts of a
particular topic deliver their opinion and justification. This is a less formal activity. Seminars can
be organized for single purpose or multiple purposes. It provides opportunities to make contacts
and connections with the people of the same field and subjects. It gives an opportunity to express
your experiences in the field and share results of your research. Teachers should participate and
present papers in seminars which are organized at department, college, university, state, national
and international level. Nowadays, seminars are also organized online that are known as
Webinars.
5.4.2 Conference:
Conference is an event, sometimes lasting a few days, at which there are a lot of talks and
meetings about a particular subject (Cambridge Dictionary, 2020). Conference is also a
professional activity in which experts are gathered in order to resolve some issues or come to a
common agreement through discussion and debate. This is a more formal activity. Conferences
can also be organized either in a physical or virtual environment. A physical conference not only
provides opportunities of collaborations and connections but also provides an opportunity to
travel to new cities, states and countries. Travelling gives a break from routine work which
makes you relax and refresh. Virtual conferences are organized with the help of conference tools,
such as, Zoom, Google Meet, etc.
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5.4.3 Workshop:
Workshop is primarily based on hands-on activities. Merriam-Webster Dictionary (2020) defines
workshop, “as a usually brief intensive educational program for a relatively small group of
people that focuses especially on techniques and skills in a particular field.” Workshop is a
professional activity in which experts are called for demonstration, discussion and hands-on
activities.. It is followed by hands-on activities based on the theme of the workshop. Workshop is
practical in nature. Workshop on Preparation of Teaching Aids, Workshop on How to use
Conferencing Tools for teaching?, Workshop on Phonetics, Workshop on Writing Skills,
Workshop on Good Handwriting, etc are some of the examples of workshops.
5.4.4 In-service Training:
In-service training program is a long term or short term duration program aimed for education
and training of in-service teachers or employees. In-service training programs may be subject-
specific or skill specific. It is directly linked with the professional growth and development of
teachers in terms of vertical promotion and development of professional skills. There are many
institutions in the country that provide in-service training at different levels, such as;
Departments of School Education, District Institute of Education & Training (DIET), Human
Resource Development Centers (HRDC), SCERTs, NCERT, Urdu Academies, Centers for In-
service Training of Teachers, etc.
National Education Policy (2020) has suggested that, “Each teacher will be expected to
participate in at least 50 hours of Continuous Professional Development opportunities every year
for their own professional development, driven by their own interests. CPD opportunities will, in
particular, systematically cover the latest pedagogies regarding foundational literacy and
numeracy, formative and adaptive assessment of learning outcomes, competency-based learning,
and related pedagogies, such as experiential learning, arts-integrated, sports-integrated, and
storytelling-based approaches, etc.” In the coming days, teachers will definitely get the benefits
of such measures taken by the government.
Maulana Azad National Urdu University, Hyderabad has a special center for in-service training
of teachers at its headquarters, i.e. Hyderabad. It is known as the Center for Professional
Development of Urdu Medium Teachers (CPDUMT). This Center organizes in-service
training programs, seminars, webinars, and conferences for Urdu medium teachers & Madarasa
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teachers on various subjects including English language teaching. Similar center exists in Jamia
Millia Islamia, New Delhi which is known as Academy for Professional Development of Urdu
Medium Teachers (APDUMT). Another noteworthy institute is Urdu Academy of Aligarh
Muslim University, Aligarh. All these centers conduct training programs on recent trends,
innovative practices, subject specific pedagogies and technological orientation of Urdu medium
teachers. Teachers should take part in such training programs and try to make themselves
updated, upgraded and relevant to the field of education.
Activity 5.1
Visit the websites of any two centers/academies Scan QR code to visit the
mentioned above and write a note on their role in websites of these
professional development of teachers in general and Urdu centers/academies and learn
medium teachers in particular. more about their activities and
functions
Center for Professional Development of Urdu Medium
Teachers (CPDUMT)
(https://manuu.edu.in/University/Centre/CPDUMT/H
ead/776)
Academy for Professional Development of Urdu

Medium Teachers (APDUMT)
(https://www.jmi.ac.in/apdut)
Urdu Academy
(https://www.amu.ac.in/academies/urdu-academy )
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5.5 Membership of Professional Organizations:
There are many professional organizations of teachers in the country that serve the purposes of
representing the interests of teachers, providing in-service teacher training and maintaining an
oversight over every aspect of the profession. According to Wikipedia (2020), “A professional
association (also called a professional body, professional organization, or professional society)
seeks to further a particular profession, the interests of individuals engaged in that profession and
the public interest.”
Teachers can become the members of such professional organizations. Professional

organizations are an asset of continuing education. Some organizations also provide job
prospects. They help freshers to get placement in any school. They also offer mentoring services
where freshers or in-service employees can learn from an experienced person from their field.
Professional organizations hold many events, like seminars, webinars, conferences, conventions,
training programs, workshops, meetings, etc. to update the members regarding recent
developments and challenges. Teachers can get networking opportunities at these events.
Teachers can increase their visibility and earn name and fame through these events (Hill, 2018).
Teachers can access the resources of professional organizations, such as; magazines, newsletters,
journals, publications, e-resources, etc. Teachers can also contribute to developing these
resources. Teachers can publish their articles, research papers, books, e-resources by using the
platform of professional organizations. Professional organizations also provide the opportunities
of extension services. We take advantage of public education, public money, public
infrastructure, public hospitals. Therefore, we have a responsibility to pay back the public
through some social service. Professional organizations are a good platform to undertake such
activities (Hill, 2018).
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There are many benefits in getting the membership of professional organizations of your field or
subject. Following are some professional organizations of English teachers (Scan QR code to
visit the websites of these organizations and learn more about their activities and functions);
Sr. No Name of the Organization/Association QR Code
English Language Teachers Association of India

1
(ELTAI) (http://eltai.in/)
Association for English Studies in India (AES -

2
India) (http://www.aes-india.org/ )
National Association for the Teaching of English

3
(NATE) (https://www.nate.org.uk/ )
National Council of Teachers of English (NCTE)

4
(https://ncte.org/ )
British Council of India

5
(https://www.britishcouncil.in/ )_
105
TESOL International Association
6
(https://www.tesol.org/ )
The International Research Foundation for English

7 Language Education (TIRF-ELE)
(https://www.tirfonline.org/ )
International Association of Teachers of English as

8 a Foreign Language (IATEFL)
(https://www.iatefl.org/ )
Activity 5.2
Visit the websites of any two professional organizations mentioned above and write a note on
their role in professional development of English teachers.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5.6. Teacher as a Community of Learners:

There is a proverb in Latin that says, “By learning you will teach and by teaching you will
learn.” Teaching is not possible with learning. Teacher learns new things and helps students to
learn the same and go even beyond his/her level of knowledge and skill. Teacher remains a
learner throughout his/her life. When many teachers come together to learn, share, interact,
reflect and evolve, they form a community of learners. They learn through their network and
pass on the same with their students.
106
Network Learning is a remarkable type of learning in the 21st century where people learn from
each other through collaboration, cooperation and connections. Social media platforms like
Facebook, Linked In, WhatsApp, Telegram, YouTube, Slideshare, Blogger, etc provide
opportunities of collaborative and cooperative learning where teachers can form their networks.
Conferencing tools like Zoom, Google Meet, Webex, Google Duos, etc, provide an online and
multimedia environment of learning and interaction. A teacher should be a network learner and
make best possible use of social networks for keeping himself / herself updated and upgraded.
You can see such communities of teachers learning offline and online. When teachers physically
come together at seminars, conferences, workshops, training programs, etc, they form an offline
learning community. Whereas when teachers come together online on WhatsApp, Telegram,
Facebook, Linked In, etc, they form an online community of learners. These communities
develop qualities of leadership and team spirit. It is rightly said, “Competition makes us faster;
Collaboration makes us better.”
5.7 Innovative Practices in Teaching English:

Teachers should embrace innovative practices in teaching English. Innovative means doing
something in a new way which is different from the old one. Some of the innovative practices in
teaching English language are as under;
5.7.1 Synectic model of teaching:
Models of teaching are an integral part of English language teaching. It paves a structured
pathway for teaching-learning English. Bruce Joyce and Marsha Weil (1980) defined the model
as: “A model of teaching is a set of interrelated components arranged in a sequence which
provides guidelines to realize a specific goal. It helps the designing instructional activities and
provides an environment carrying out these activities in order to realize the stipulated
objectives.”
The Greek work, „Synectics‟ means the joining together of different ideas. William. J. Gordon
developed the Synectic model in 1961. The importance of creativity in any activity of teaching-
learning is prime to this model. Increasing involvement in problem solving techniques, creative
expressions, social relations by the learners lead to better understanding of the issues. Therefore,
107
young learners are exposed to an imaginary and illogical world to get fresh ideas to solve the
issues from their own perspective.
There are four main steps in this model; Direct Analogy, Personal Analogy, Analogy Contrast
and New Analogy. Let‟s try to understand these steps;
(i) Direct Analogy:
Teacher introduces the concept by creating a direct analogy and asks students to think of
characteristics of it. For example; Teaching is like space exploration because……
(ii) Personal Analogy:
Students start to think and come up with their creative ideas. For example; Teaching is an
adventure similar to space explorations….Teachers need rigorous study and practice
same like astronauts…..The science of teaching is very vast like space….Every student is
like a different planet which needs much time to understand and explore…etc..
(iii) Analogy Contrast:
Students compare and contrast their analogies and concepts. For example; Teaching is
not like space exploration because teaching is not that difficult like space science….etc
(iv) New Analogy:
Students create their own analogies. For example; Teaching is like planting a seed
because….teaching is like gardening because….teaching is like coaching
because…teaching is like fire fighting because…teaching is like tour guiding
because…etc.
This model is used to ignite creative thinking among students and promote collaborative and
constructive learning.
5.7.2 Content and Language Integrated Learning (CLIL):

The term CLIL was propounded in 1994 by David Marsh from University of Jyyaskyla, Finland.
According to March, "CLIL refers to situations where subjects, or parts of subjects, are taught
through a foreign language with dual-focused aims, namely the learning of content and the
simultaneous learning of a foreign language (www.onestopenglish.com)." The main purpose of
this approach was to re-look the language learning not as an exclusive pedagogy rather in an
integrated manner with other subjects and vice versa and to improve students‟ proficiency in
both subject and the target language. Content and language integrated learning (CLIL) is an
approach for learning content through an additional language (foreign or second), thus teaching
108
both the subject and the language (Wikipedia, 2021).
It is a blanket term used for learning another subject, for instance; history or geography through
the medium of a foreign language. It also means to integrate language and subject content in an
integrated manner. According to Wikipedia (2021), “The integration of content and language
learning in English as an international language (EIL) is found in approaches to bilingual
education. These approaches include immersion, content-based instruction (CBI), content-based
language teaching (CBLT), and the movement towards English medium instruction (EMI).” In
English medium schools, all the subjects, such as; mathematics, science, social sciences, etc, are
taught in English. Further, in Semi-English schools, some subjects like mathematics and sciences
are taught in English. These are the examples of CLIL.
In CLIL, language becomes the means of learning content of any subject; hence, language
acquisition becomes easy. Language is learnt in real life situations through various subjects, like;
history, geography, civics, economics, mathematics and sciences. Students become proficient
and fluent in English due to the direct use of language for learning the content.
5.7.3 Mobile Assisted Language Learning (MALL):

The present revolutions of telecommunication across the globe and more specifically in India
have brought Mobile assisted language learning into limelight. Here, Mobile and Computer
assisted learning are used in similar contexts. Ever expanding social media, lowering the cost of
mobile operations and vast availability of resources through the use of the internet have benefited
the population at large and as a consequence, Mobile assisted language learning has gained
popularity in the educational world.
Mobile Assisted Language Learning (MALL) is language learning assisted through handheld
mobile devices, such as, mobile phones, personal digital appliances, iPhones, iPad, etc. Students
can access language learning websites, materials, resources, apps, dictionaries, thesaurus, and
encyclopaedias through these devices on anytime, anywhere, anything basis. They can
communicate with their teachers, classmates, peers with the help of instant messaging, social
media sites and conferencing tools available on these mobile devices.
In short, MALL is gaining momentum day by day with the development of mobile technologies.
109
In Covid – 19 lockdowns, mobile devices came to the help of teachers and students all across the
country to continue their teaching – learning process. According to a study by KPMG & Google,
the online education market of India is currently 247 million USD and likely to reach 1.96 billion
USD mark till 2021. So there are many professional opportunities in the online education market.
Teachers should try to learn to create web based platforms, mobile apps, video channels,
resource portals, network of teachers, etc for their professional growth and development.
Activity 5.3
Make a list of mobile apps useful for learning English language skills, vocabulary and
grammar with the help of Play Store application in your smartphone. How will you use these
apps for teaching English to your students? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
5.7.4 Reflective Practice in Language Learning:

Reflective practice means an ability of self-introspection from constructive and critical
perspective of one's own action. It enables a teacher to identify, study and solve educational
problems. It also paves a way of moving ahead in professional growth and development. A
reflective teacher in a language classroom always tries to question him/herself whether teaching-
learning is moving in the right direction?, if not then what more can be done? How to improve
teaching by using different methods, techniques or language intervention? Continuous
professional developments of teachers also make them a good reflective practitioner in language
or any other subject classroom.
Some of the reflective practices can be mentioned as under;
⮚ Action Research:
Action research is an investigation for addressing immediate problems of a teacher with a
student, class, textbook, curriculum or method of teaching. It gives practical knowledge and
solutions to apply in teaching practice. Teachers can undertake action research individually or
collaborate with others.
⮚ Classroom Observations:
Classroom observations can be done by language experts, senior teachers or principals of the
110
school to give feedback, guidance and counseling to language teachers regarding the teaching-
learning process of the classroom and related issues.
⮚ Language Teacher Groups:
Working in groups is always helpful. English teachers can form their group to reflect upon their
teaching – learning practices. They can complement each other‟s strengths and compensate for
each other‟s limitations. By working in groups, language teachers can generate more ideas,
remedies, solutions about their problems and practices that can be done by an individual teacher.
Such groups are very helpful in keeping teachers updated and upgraded for their profession.
⮚ Critical Friends:
Critical friend is a supportive person or teacher who encourages discussions and reflection.
Critical friend gives advice and constructive suggestions to improve the quality of teaching and
learning. It is essential to have critical friends around you to keep you in tune with your
profession and its innovative practices.
⮚ Reading Journals and Writing for Journals:
Reading of Regional, National and International Journals on English Language Teaching (ELT)
definitely broadens the horizon of thinking and understanding of an English teacher. It develops
insight into your profession. These journals contain articles, research papers, reflections on
educational policies and reports, innovative practices, interviews of educational experts and other
useful material for teachers. Teachers should also share their experiences, knowledge and
innovative practices by writing articles and papers for such journals. It is relevant to quote
Francis Bacon, who said, “Reading maketh a full man, conference a ready man and writing an
exact man.” So try to become a full man (full teacher) by reading good journals and try to
become an exact man (exact teacher) by writing for good journals.
5.7.5 Project based Learning (PBL):
Project based learning is based on the pragmatic branch of philosophy. William H. Kilpatrick
expanded this method in the early 20th century. Very often, it is also equated with experiential
learning which also involves learning based on some real life experience for long lasting in one's
memory. This method was evolving basically for problem solving strategies in language
teaching/learning. Project based learning involves experience through manual activity in which
more senses are engaged for long lasting learning. It is based on the principle of Learning by
Doing. The benefits of this method are also reflected through the long lasting learning with equal
opportunity of learning for all irrespective of socio-economic status of the learner; besides it
111
promotes individual learning aptitude. Moreover, this method is more useful to the foreign
language learners or learners of English as a second/third language.
Activity5.4
Read the book, „A Teacher‟s Guide to Project
Based Learning‟ written by Fleming, D. S.
which is available online at
https://files.eric.ed.gov/fulltext/ED469734.pdf.
And in the light of your reading, write your
reflections on application of Project Based Scan the QR code to directly visit the
Learning in teaching and learning of English. source.
5.7.6 Spaced Learning:

Spaced learning was developed by Paul Kelley. It is an approach in which multiple efforts are
made for learning by repetitive exercises of condensed subject matter. The process of spaced
learning requires repetition for three times and a temporal interval in order to get the learning
item into the permanent memory. It can also be said that spaced learning works as a cause of
forgetfulness therefore; permanent memories are strengthened with this approach. Spaced
Learning approach can be implemented by following ways (Dixit, 2020,
blog.commlabindia.com);
⮚ Giving Breaks:
Students‟ span of attention is very less. They cannot pay attention for a long time on a particular
topic. Hence, teachers should give breaks during classroom teachings, so that students can get
time to relax, reflect, and generate insights on what they learned. Teachers should present the
topic in 15-20 minutes, summarize it and give them a break by posing open-ended questions or
hands-on activity.
⮚ Present the content in small chunks:
Break the content into small chunks and present them one by one, so that it can be easily learned
by students. Don‟t present the entire content in one go.
⮚ Use of Retrieval Strategies:
Make use of retrieval strategies, such as; presenting the same content through different
multimedia, posing real life questions related to content, involve students in games and activities,
etc.
112
⮚ Offer Repetition:
Take repetition of the content by regular intervals through individual, peer or group activities till
the entire content is learned by students.
⮚ Regular Assessments:
Have pre-assessment, formative assessments and summative assessments regularly and review
all these assessments to keep track of students' progress.
Activity 5.5
How will you use the spaced learning approach for teaching English language?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5.7.7 Concept Mapping:

Concept maps are visual representations of information. It shows relations between different
ideas and concepts. Concept maps benefit all sorts of learners, especially visual learners. Concept
mapping is a brainstorming activity generally practiced in order to get conceptual clarity of
certain difficult/new ideas. It involves identifying every possible idea related to a target concept
in a random fashion. Further, it also tries to get relationships among all the identified ideas to
understand the broader concept. The following picture represents the concept mapping.
Source: https://www.pinterest.com
113
Activity 5.6
How will you use innovative practices for teaching English in the classroom? Exemplify.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
5.8 Summary
Professional Growth and Professional Development are complementary to each other.
Professional Growth refers to career advancement in the service, whereas, Professional
Development refers to learning and applying new knowledge, skills to improve performance on
the job. Professional development activities play a vital role in developing characteristics of a
good teacher among practicing teachers.
Professional growth and development of teachers are very important for the overall quality
development of the institution in particular and educational system of the country in general.
Many professional bodies, organizations, NGO‟s are working for the cause of professional
development of teachers.
In humanities and social sciences, the avenues are comparatively less for professional
development compared to science and technology. But, the recent advancements of Information
and Communication Technologies have opened up greater scope for online publishing, scopes
and avenues for online seminars, workshops, training programs, academic writing skills,
information dissemination of different sources, etc.
Teachers should work as a community of learners. Teachers should become active members of
professional organizations. They should take part in their activities and continuously try to
update and upgrade themselves with innovative practices in education.
114
5.9 Glossary:
Professional It refers to career advancement in the service, for example; a teacher
Growth becomes Headmaster or Supervisor of the school or attains higher pay
scale / grade in his or her service.
Professional Professional Development refers to learning and applying new knowledge,
Development skills to improve performance on the job. It refers to in-service
educational activities of teachers in a formal or non-formal mode.
Professional The regulatory bodies for different professional education and other
Bodies agencies responsible for the professional development of teachers.
Seminar A seminar is a meeting where a group of people discuss a problem or topic
(Collins Dictionary, 2020)
Conference Conference is an event, sometimes lasting a few days, at which there are a
lot of talks and meetings about a particular subject (Cambridge
Dictionary, 2020).
Workshop Workshop is a usually brief intensive educational program for a relatively
small group of people that focuses especially on techniques and skills in a
particular field (Merriam-Webster Dictionary, 2020).
Models of A model of teaching is a set of interrelated components arranged in a
Teaching sequence which provides guidelines to realize a specific goal. It helps the
designing instructional activities and provides an environment carrying
out these activities in order to realize the stipulated objectives (Joyce, B &
Marsha, W., 1980).
Synectic model The Greek work, „Synectics‟ means the joining together of different ideas.
of teaching William. J. Gordon developed the Synectic model in 1961. This model is
used to ignite creative thinking among students and promote collaborative
and constructive learning.
Content and CLIL refers to situations where subjects, or parts of subjects, are taught
Language through a foreign language with dual-focused aims, namely the learning of
Integrated content and the simultaneous learning of a foreign language
Learning (www.onestopenglish.com).
Mobile Mobile Assisted Language Learning (MALL) is language learning
115
Assisted assisted through handheld mobile devices, such as, mobile phones,
Language personal digital appliances, iPhones, iPad, etc.
Learning
Project Based Project based learning involves experience through manual activity in
Learning which more senses are engaged for long lasting learning. It is based on the
principle of Learning by Doing.
Spaced Spaced learning, developed by Paul Kelley, is an approach in which
Learning multiple efforts are made for learning by repetitive exercises of condensed
subject matter to retain the content in long term memory of students.
Concept Concept mapping is a brainstorming activity generally practiced in order
Mapping to get conceptual clarity of certain difficult/new ideas.
5.10 Unit End Exercises:

Choose the correct option;
1. CLIL was propounded by _____________.
a. David Marsh b. Douglas c. Gordon d. Dr. West
2. _____________ is associated with project based learning.
a. David Marsh b. W.H. Kilpatrick c. Paul Kelley d. Dr. West
3. W.J. Gordon developed the Synectic model in _______.
a. 1961 b. 1971 c. 1981 d. 1991
4. „Synectics‟ is _________word.
a. French b. Latin c. Greek d. Celtic
5. Paul Kelley is associated with;
a. PBL b. MALL c. Spaced Learning d. Concept Mapping

1. What are the characteristics of a good teacher?
2. What do you understand about the professional development of a teacher? Explain with
suitable examples.
3. Write a note on professional organizations working in India.
4. Explain the concept of concept mapping.
5. Exemplify Synectic model of teaching.
116
1. What are the ways for professional development of teachers of the English Language?
Discuss in detail.
2. What are the different innovative practices of teaching English language? Exemplify in
detail.
3. What are the problems faced by Indian teachers in their professional growth and
development?
4. How will you use spaced learning for teaching English language? Exemplify.
5. Write a critical note on MALL.
5.11 References / Suggested Readings:

1. Bolitho, R., & Padwad, A. (Eds.). (2013). Continuing professional development: Lessons
from India. New Delhi, India: British Council.
2. Cambridge Dictionary (2020). Retrieved from
https://dictionary.cambridge.org/dictionary/english/conference
3. Chandrakant, K.V. (2014). ICT: An effective tool for teaching English literature. Indian
Streams Research Journal, 4(2). doi: 10.9780/22307850
4. Collins Dictionary (2020). Retrieved from
https://www.collinsdictionary.com/dictionary/english/seminar
5. Diaz-Maggioli, G. H. (2003).Professional development for language teachers. Washington,
DC: Center for Applied Linguistics, ERIC Clearing House on Languages and Linguistics.
6. Gupta, S. (2012). English for vernacular medium students: Problems and strategies. Indian
Streams Research Journal, 2 (10), 1-4.
7. Hill, J. (2018). 10 Benefits of joining a professional association. Retrieved from;
https://www.onelegal.com/blog/10-benefits-joining-professional-association/
8. Improving Schools: What’s Behind the Speaking and Listening Standards? (2014) Retrieved
from https://inservice.ascd.org/improving-schools-whats-behind-the-speaking-and-listening-
standards/
9. Javalgekar, A.S. (2013). Problems of teaching English to vernacular medium students in
slum areas in developing countries with special reference to Mumbai (Doctoral thesis, Shri
Jagdishprasad Jhabarmal Tibarewala University, India). Retrieved from
http://shodhganga.inflibnet.ac.in/handle/10603/25194
117
10. Jayanthi, N.L.N. (2011). ELT in India – need for new thrust. Language in India, 11 (4), 290-
294.
11. Khan, A. (2015). ICT enabled professional development of English teachers in Mumbai: A
case study (Unpublished master‟s thesis). RMIT University, Melbourne, Victoria, Australia.
12. Kumaran, S. (2011). English language teaching in the vernacular medium. The IUP journal
of English studies, 5 (4), 27-32.
13. Merriam-Webster Dictionary (2020). Retrieved from https://www.merriam-
webster.com/dictionary/workshop
14. National Policy of Education (2020), Ministry of Human Resource Development,
Government of India. Retrieved from https://ncert.nic.in/pdf/nep//NEP_2020.pdf
15. Professional Association (2020). Retrieved from;
https://en.wikipedia.org/wiki/Professional_association
16. 8 Reasons to attend international academic conferences. Retrieved from
https://www.globalacademicinstitute.com/8-reasons-to-attend-international-academic-
conferences
17. https://www.teachingenglish.org.uk/article/continuing-professional-development-lessons-
india
18. https://www.teflindia.com/
19. https://www.teachingenglish.org.uk/sites/teacheng/files/CPD%20Lessons%20book.pdf
20. http://www.fortell.org/content/teacher-professional-development-support-english-language-
learning-needs-vernacular-medium
21. https://www.pinterest.com/pin/567805465504393846/
22. https://www.teachingenglish.org.uk/article/content-language-integrated-learning
23. https://en.wikipedia.org/wiki/Content_and_language_integrated_learning
24. https://www.onestopenglish.com/clil/what-is-clil/501038.article
25. https://en.wikipedia.org/wiki/Mobile-assisted_language_learning
26. https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in-India-2021.pdf
27. http://www.reflectiveinquiry.ca/wp-content/uploads/2016/06/Reflective-practice-Farrell.pdf
28. https://blog.commlabindia.com/elearning-design/spaced-learning-elearning-knowledge-
retention
29. https://johndabell.com/2018/02/11/the-synectic-model-of-teaching/
30. https://115990070502983103.weebly.com/synectics.html
118
“Change is the end result of all true learning” – Leo Buscaglia
Best Wishes
119
Model Examination Paper
Pedagogy of English (Part-2)
Time: 3 hours Max. Marks: 70 marks
Note: This question paper consists of three parts: Part - A, Part - B, and Part - C. Number of
words to answers each question is only indicative. Attempt all parts.
Part - A contains 10 compulsory questions of multiple choices / fill in the blank / very short
answer type question. Answer all questions. Each question carries 01 mark. (10x1 = 10 marks)
Part - B contains 08 questions of which students are supposed to answer 05 questions. Answer
each question in approximately 200 words. Each question carries 04 marks. (5x6 = 30 marks)
Part - C contains 02 questions of which students are supposed to answer 01 question. Answer
each question in approximately 500 words. Each question carries 10 marks. (10x03=30 marks)
___________________________________________________________________________
Part - A
1. Answer the following questions in one word.
(i) Write the full form of ELT?
(ii) In which approach of curriculam organization, all content and activities are placed in
the order of simple to complex?
(iii) What is the type of vocabulary over which a person has no command?
(iv) What is the type of Test which is conducted to know the previous knowledge of
students?
(v) In which year, CCE was introduced in India?
(vi) In which type of composition, the students work freely and independently without the
help of teacher?
(vii) Which method of teaching grammar is known as Correlation Method?
(viii) Which method is the natural method of teaching grammar?
(ix) What do you call a reference book which provides a lot of information related to a
concemned subject or topic?
(x) Which type of evaluation is conducted at the end of a programme of study?
120
Part - B
2. Explain the meaning of Curriculam?
3. Write any two principles of curriculam construction?
4. Write any two objectives of teaching vocabulary.
5. What do you understand by the term 'Active Vocabulary'? Give examples.
6. How do Note - making skills keep learners?
7. Bring out any two differences between a Dictionary and a Thesaurus.
8. Write any two characteristics of Functional Grammer.
9. What is meant by Peer Evaluation?
Part-C
10. What are the various tools of assessment? Describe any three tools of assessment.
11. Write a detailed note on Brain Storming.
12. Describe the various types of vocabulary with suitable examples.
13. What are the different approaches to curriculam organization in English Language?
14. What are the qualities of a Good English test paper?
121

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B9ED213DST

SLM Based on Distance & Regular Mode Synchronized Syllabus

Bachelor of Education (B. Ed.)

Directorate of Distance Education

Publisher : Registrar, Maulana Azad National Urdu University, Hyderabad

On behalf of the Registrar, Published by:

Dr. D. Vishwa Prasad

Dr. Khaja Moinuddin

Directorate of Distance Education

Associate Professor (Education)

Associate Professor (Education)

Assistant Professor (Education)

Prof. Abul Kalam Professor, Dept. of Urdu, MANUU

Dr. Mohd Akmal Khan Guest Faculty, DDE, Hyderabad

Directorate of Distance Education

Message Vice Chancellor 7

Introduction to the Course Coordinator 9

Unit 1 School Curriculum in English 11

Unit 3 Teaching of Grammar and Composition 57

Unit 4 Language Assessment and Evaluation 72

Unit 5 Professional Growth and Development &

Innovative Practices in Teaching English 95

Model Examination Paper 120

With best wishes.

Prof. Syed Ainul Hasan

Prof. Mohd. Razaullah Khan

Dear Student Teacher,

Hope you are doing well.

Unit 1 discusses the concept of curriculum, principles of curriculum development, approaches of

Check Your Progress:

1.4 Different Approaches to Curriculum Organization:

1.4.1 Concentric Approach:

concentric cycles and spread

1.4.2 Topical Approach:

1.4.3 Psychological Approach:

1.4.4 Logical Approach:

1.4.5 Learner-Centered Curriculum Approach:

Check your Progress:

1.5 Characteristics of a Good English Textbook

1.6 Authentic Materials for ELT and Language Laboratory

Curriculum approach is a way of dealing with curriculum, a way of developing, creating,

1.9 Unit End Exercises:

Short Answer Type Questions

Long Answer Type Questions

1.10 Reference / Suggested Readings:

2.3 Teaching of Vocabulary

2.3.1 Objectives of Teaching Vocabulary:

2.3.2 Types of Vocabulary:

Figure 2.1: Active and Passive Vocabulary

According to different skills types of vocabulary can be summarized as under;

Figure 2.2: Mother Tongue Association (www.learnenglishlanguages.com)

ii. Action Association:

iii. Picture/Photo/Poster Association:

Figure 2.4: Picture/Photo/Poster Association (www.pinterest.com)

iv. Material Association:

Figure 2.5: Material Association (www. colegionarval.org)

Figure 2.6: Word Association (www.englishlearnsite.com)

Figure 2.7: Definition Association (www.slideshare.net)