Dr. Claude Alvares, Goa Fundation
Dr. Ramr Manivannan, Madras Uneversity
Funded
Special Acknowledgement
གྲྭའི་རིམ་པ་དང་འཚམས་ཤིང་ལམ་ལུགས་དང་མཐུན་པའི་འཛིན་རིམ་དང་པ
Curriculum frame work of English as second language for Primary classes (Class IV & V)
Introduction: In the present world English plays an important role in the domains of higher education, administration, business and political relations, judiciary, etc. but we are opting English as second language in the Primary classes. Our focus is for the attainment of a basic proficiency, and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition. At the initial stages, English may be one of the language for learning activities designed to enhance children’s awareness of their immediate surrounding may turn out to be most productive for learning English literature in the later stage. We understand that language learning is essentially a matter of acquiring the important skills of listening, speaking, reading and writing in an integrated manner and harnessing these skills to the performance of formal as well as informal communication tasks.
LISTENING SKILL: In the beginning of the session, the school must provide
ample opportunity to the students for the development of skill of listening. Teacher must tell stories describing about parts of body, home, market, natural environment, animal etc. to establish rapport with these environments through English language. Teacher must encourage the students to interact with teacher and among their peer groups.
SPEAKING SKILL: Language is a means by which people communicate. This is the basic objective of teaching learning language in the school. The class should be organized in such that every child gets ample chance to communicate and express his/her feeling freely without any hesitations. Here, teacher’s role is active listener and facilitator.
READING SKILL: To inculcate reading & integrated skills of language among the children, the subject teacher must include at least ten comprehensive units (lessons, grammar, practice exercises and activities) which should consist of two or three sample of Drama lessons, seven or eight Prose lessons, five/six Poems for the session.
WRITING SKILL: To get the classes off to an early start in composition and writing skills, it may begin with WRITING & THINKING. It will give our students a good foundation in writing process and will show them how their thinking processes relate to writing. The subject teacher must cover the usage of GRAMMAR but it should not be taught in isolation.
VOCABULARY: To develop above skills, a child should have rich vocabulary and this can be enriched by teaching word formation, spellings, word powers, opposites, genders, Number, part of speech, Verb forms etc.
Curriculum framework of English as second language for Middle Tibetan Schools (Class VI-VIII)
The goal of teaching English as a second language to the Tibetan children should be the development of the following aspects of the language:
1. Listening Skill
2. Speaking Skill
3. Reading Skill
4. Writing Skill
5. Vocabulary Enrichment
6. Language Usage (Grammar)
Recommended Materials
1. Folktales’ from Tibet and other countries
2. Biographies of great people of Tibet and other countries
3. Festivals of Tibet and other countries
4. Great Speeches of Great Persons of Tibet and others
5. Physical Features of Tibet and Life of a Tibetan Nomad
6. The description of Tibetan National Flag and Tibetan National Emblem
7. Universal Responsibility and Compassion
8. Environments and Global Warming
9. Issue related to adolescence
10. Adventures and Imaginations
11. Games and Sports
12. Mass Media
13. Health and Reproductive Health
14. Proverbs and sayings, idioms and phrases in Tibetan and English (Translation of English proverbs and sayings into Tibetan and vice versa.)
1. Listening Skill:
Listening is the first and the foremost skill to be developed. This is the skill with which we first learned our mother tongue. Just as a child learns his mother tongue without much effort, English, the language to be learned, as a second language
should be taught first by making the children do a lot of listening in the target language. Repeated listening to great speeches, poems and commentaries by native speakers will surely help the students learn English effectively and accurately.
a) To be able to receive or understand, appreciate and to respond when others speak, read or tell stories or (news, movies, jokes etc.)
b) To be able to understand announcements made in the target language at different places
c) To be able to listen attentively and repeat and respond to what is said or asked
Recommended Techniques, Methods and Activities
a) Listening to teachers’ model reading using correct vocal and facial expressions, enunciations and punctuations
b) Listening to stories from tapes
c) Watching children’s movies and cartoons in the target language
d) Listening to English songs from tapes, speeches by great speakers
f) Understand and interpret messages conveyed in person or by telephone
g) Listening to a talk or conversation and understand the topic and main points
2. Speaking Skill:
“Speech is the language.” Students must be given ample opportunities for communicative activities for a real language learning. The students must be able to express their ideas orally in speech.
a) To make the students able to produce their own dialogues in the target language
b) To be able to exchange his or her ideas with their peers
c) To be able to carry out brief conversations involving seeking/giving information
d) To be able to articulate individual/personal responses effectively
e) To enable them to use language and vocabulary appropriately in different context and social encounters
f) To be able to narrate simple experiences, describe objects and people, report events
g) To be able to speak accurately with appropriate pauses and with clarity/ sentence stress to be intelligible in familiar social context
h) To speak descriptively and freely and with clarity
i) frame questions to get the desired response and respond appropriately to questions asked
Recommended Methods, Techniques and Activities
a) Using plays scripts repeatedly to acquaint the students in the dialogues and thereby unintentionally learning the dialogues by heart gradually and to use them at the right situations in real life
b) Give characters to students in pairs, examples, one student as the doctor and the other as a patient and to make them do a role-play
c) Discussions, debates on given topics,
d) Making certain zones in the school campus as “English Speaking Zones”. For example, the library or the computer room or the school office, can be made the English Speaking Zone, where whoever lands in that zone must speak English.
e) The English teachers must teach English in English without translation in other languages. The concerned teachers must make his or her principle to speak in English with his or her students both in and outside the class or wherever they meet their students.
3. Reading Skill:
Reading being a receptive skill, the students must be able to read the prints in the books fluently and to understand what is read and be able to share them with others. Reading skill is a skill to be inculcated in children so as to keep them abreast with the happenings of the world.
a) To be able to read and enjoy any reading materials in the target language,
b) To be able to use dictionaries and be able to get the meanings correctly
c) To be able to use his or her critical/thinking faculty to read between the lines and go beyond the text
d) To be able to use his or her proficiency in the target language to explore and study other areas of knowledge through print and -non print media
e) To be able to read labels, billboards, signboards and instructions given on packed food items, products etc.
f) The learner should be able to use a dictionary and other materials available in the library and elsewhere, access and collect information through making and taking down notes etc.
g) anticipate and predict what will come next in the text
h) to identify the difference in meanings between figurative language and literal meanings.
Recommended Methods, Techniques and Activities
a) Daily Silent Reading for ten minutes or more at the beginning of the class
b) Daily reading of news and articles, poems, jokes, announcements etc. during the morning assembly by three or four students
c) Reading Time for the whole school at any time of the day
4. Writing Skill:
Writing skill is the most complex skill. The students need a lot of help and guidance in developing their writing skill. So as to do this, the teachers must make them write consistently and regularly. And the marking of the students’ writings should be based on error analysis, one mistake at a time.
a) Be able to negotiate their own learning goals and evaluate their own progress, edit, revise, review their own work.
b) Be able to write simple messages, invitations, short paragraphs, letters (formal and informal), applications, simple narratives and descriptive pieces .
c) Be able to write creatively and to write stories, adapt play scripts etc.
d) recode information from one text type to another (e.g. diary entry to letter, advertisement to report, diagram to verbal form, diagram to story writing, comic strip or dialogue to story writing etc.
e) summarizing stories and essays
Recommended Activities
a) Writing letters, invitations, advertisements, slogans, short stories, essays, comics, notices, instructions, script writing etc.
b) Dictations and spelling tests
c) Daily writing for 2-3 minutes at the beginning of the class
d) Diary entry
e) Composing poems using simple devices like simile, rhyme scheme, alliteration, refrain, and repetition only.
5. Vocabulary Enrichment:
Vocabulary is the currency of communication. Without vocabulary , there will
be no communication. So it is crucial for teachers to develop children’s vocabulary.
a) able to communicate with others using correct and appropriate words in different contexts, situations and social encounters
b) to enable students to learn the difference in usage of formal and informal words, slangs,
c) to learn the antonyms, synonyms, homophones, homonyms etc,
d) a child should have rich vocabulary to communicate with others and this can be enriched by teaching word origins and etymology, word formation, spellings, combining forms, the affixes (prefixes and suffixes), numbers, genders, etc.
Recommended Methods, Techniques and Activities
a) Studying new words by reading and listening to English, reading newspapers, magazines, fictions and nonfictions, listening to native speakers speaking, listening to radio and TV news (BBC World Service), watching TV cable/subtitled, music or other cassettes, etc.
b) Making the students use dictionaries to look for meanings of new words to enrich their bank of vocabulary
c) The students should be introduced to a notebook called “My Own Dictionary” and to write the new words and their meanings in that book.
d) Teaching the students one-word substitution to help them write better.
6. Language and Usage (Grammar):
Grammar is the rule of learning a language. If Grammar is taught in isolation without context, there is no language learning. Grammar should be taught in context with reading materials like prose, poetry, drama etc. Class VI-VIII students must be able to use the following grammar rules thoroughly so as to use the four language skills effectively and accurately:
a) determiners
b) modal auxiliaries
c) connectives
d) active and passive voice
e) parts of speech
f) reported speech
g) tenses
Recommended Methods and Techniques
a) Filling in gaps with missing determiners and parts of speech
b) Dialogue Completion
c) Cloze activities
d) Rearranging jumbled sentences
e) Using cutout picture heads and to write dialogues in bubbles
༡། (a + b)2 = a2 + 2ab + b2
༢། (a – b)2 = a2 – 2ab + b2
༣། (a + b)(a – b) = a2 – b2 ༤། (x + a)(x + b) = x2 + (a + b)x + ab
Equation)
(Opaque)
(Pin hole
(Winnowing)
(Decantation)
(Evaporation)
(Handpicking)
(Sieving)
(Threshing)
(Sedimentation)
(Filtration)
(Condensation)
(Movement Education)
(Co-ordination Development)
(Curricullum for Computer Studies-Class VI )
1) Introduction to Computer
2) Concept of Memory
3) Basic Windows Accessories
4) Basic Inernet Introduction
5) History of Computer
6) Working with Windows
7) Beginning with Ms-Word
8) Exploring the Desktop
9) Creating Folder and Files
10) External Devices
11) Exploring the Music Player
12) Typing Tutor (Mavis Beacon)
13) Tibetan Typing (Monlam bodyig 3 & TCRC Bodyig)
(Curricullum for Computer Studies-Class VII )
1) Introduction to computer
2) Computer & its History
3) Type of Languages
4) Multimedia
5) Microsoft word
6) Information Technology
7) Save data in External Device
8) E-mail
9) Exploring Music Player
10) Typing Tutor (Mavis Beacon)
11) Tibetan Typing (Monlam Bodyig 3 & TCRC Bodyig)
(Curricullum for Computer Studies-Class VIII )
1) Microsoft word
2) Multimedia
3) Spread Sheet
4) Information Technology
5) Power Point
6) Page Maker
7) Photoshop
8) Typing Tutor (Mavis Beacon)
9) Tibetan Typing (Monlam Bodyig 3 & TCRC Bodyig)