HND in English Cu - Syllabus Revision in 2014
HND in English Cu - Syllabus Revision in 2014
HND in English Cu - Syllabus Revision in 2014
REVISED CURRICULUM
January 2014
Revised By
Academic members of English
SLIATE
1
Table of Contents
1. General Details.......................................................................................................................3
2. Programme Structure..............................................................................................................
4. Module Contents and Teacher Guide...............................................................................575
2
REVISED CURRICULUM
HIGHER NATIONAL DIPLOMA IN ENGLISH
1. GENERAL DETAILS
The Higher National Diploma (HND) in English course provides an opportunity for school
leavers with GCE Advanced Level (A/L) qualifications to develop their proficiency in
English Language, English Literature and Communication Skills etc. The learners will be
directed to follow an area of specialization during the second year in order to strengthen their
chances of finding suitable employment. The course also aims at developing their
personality, interpersonal skills and general transferable skills which are regarded as
important requirements to meet employers expectations.
(i) GCE (A/L) 3 subjects in one sitting and an ordinary pass in English Literature or a
credit pass in English Language at GCE (O/L).
(ii) English Specialist Teacher Training Certificate or College of Education Diploma for
English Teachers.
(iii) A pass at the National Certificate in English for Commerce, Industry and further
Education conducted by the Department of Technical Education and Training with
GCE (A/L) three subjects in one sitting.
Note: The qualified students will be selected by a selection test followed by an interview.
The HND in English program consists of two year course work and a six month full
time training/project.
The two year program is offered in a course unit system in four semesters. Each
semester covers 15 weeks.
The total program consists of 88 credits.
3
There are three specialization areas namely, English Language Teaching Methodology,
Journalism and Business English. The students who specialized in English Language
Teaching Methodology must go for in-plant training and others can choose either in-
plant training or project related to their specialized area.
Time allocation for the credit value of each module is based on Sri Lanka Qualifications
Framework published by Ministry of Higher Education. The program comprises core
courses, specialization area and training/project.
In order to graduate with a HND in English from SLIATE, a student must fulfil all the conditions
given below.
Completion of 82 credits.
A minimum GPA of not less than 2.00 for each semester.
A minimum overall GPA of 2.00 for the entire diploma program.
No more than one poor grade (D or E) per semester.
4
HND IN ENGLISH PROGRAM
5
1st Year 2nd Semester
Seri. Title Subjec No. of Total no. of
No of Subjects t Credits Hour Allocation hours per
Code Full Time Part Time week
6
2nd Year 1st Semester
Seri. Title Subjec No. of Total no. of
No of Subjects t Credits Hour Allocation hours per
Code Full Time Part Time week
7
2nd Year 2nd Semester
Seri. Title Subjec No. of Total no. of
No of Subjects t Credits Hour Allocation hours per
Code Full Time Part Time week
8
8. Educational EN 03 02 02 02 02 04 04
Psychology / 2214
Advanced EN
Business 2215
English II / EN
Advanced 2216
Journalism II /
Total 26 18 20 19 19 38 38
9
1st Year 1st Semester
Module Code EN 1101 Module Title Reading Skills & Vocabulary Development
2
Credits 3 Lectures per week Pre-requisites None
hrs
Hours/Week
2
GPA/GPA GPA Practical Co - requisites None
hrs
Semester 1 Module Type Core
Module Aims
1. Develop ability to adopt a flexible approach to reading and to vary reading strategies
according to the type of material and the purpose
2. Help learners to use English as a tool for learning and as a source of pleasure
3. To help students to develop and apply vocabulary knowledge across a variety of contexts
4. To increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
At the end of the module the student will be able to
1. Find specific information from a text
2. Identify the main idea(s) and important details
3. Read a text aloud ,breaking it into meaningful units
4. Demonstrate ability to make reasoned guesses about the meaning of new vocabulary
5. Demonstrate understanding of relations between sentences and paragraphs through
grammatical cohesive devices and lexical devices
10
Assessment
Type Activity Weight
1. Maintain a reading journal & 40 %
Continuous Assessment Vocabulary note book.
2. In Class test
11
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 1 Module Type Core
Module Aims
1. Develop the ability to communicate orally with confidence
2. Motivate the learners to use English in their day-to-day work
Learning Outcomes
At the end of the module the student will be able to
1. Participate in informal exchanges
2. Interact in service situations to get things done
3. Demonstrate social behaviour appropriate to the speaking situation
4. Vary language to suit context, audience and purpose
5. Initiate, develop and end conversation
Outline Syllabus
1. Conversational routines-greetings, thanking, apologizing, complimenting
2. Interaction in service situations-enrolling in a school/institute, membership in a library/club,
booking seats in plane/train/cinema
3. Functional dialogues: Buying, selling, bargaining
4. Enact social situations-party, theatre queue,
5. Fluency based activities
6. Functional dialogues-asking for help/ permission/ directions etc.
Assessment
Type Activity Weight
Assessing pair / group task 40%
Continuous Assessment
Semester end examination Oral Test 60%
Recommended Teaching/Learning Activities
Interaction in pairs/groups, role play, simulations
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
12
Prescribed Text/Teachers handbooks
3. Hunter, Estelle Belle, (2013). A new self-teaching course in practical English and effective
speech, comprising vocabulary development, grammar, pronunciation, enunciation and the
fundamental principles of effective oral expression. Delhi : Gyan Books Pvt. Ltd.
4. James .B, (2010), Effective English (Read, write, and Speak Correct English).
5. Jansz Orance, (2011), Explorations a Course in reading thinking and Communicational Skills
6. Miller, Bolenius Emma. (2013). The teaching of oral English. Ebook
7. Murphy, John; Byrd, Patricia. (2005) Essentials Of Teaching Academic Oral Communication:
Houghton Mifflin English For Academic Success. Cengage Learning
8. Snelling Rhona, (2013), Collins English for Life Speaking With CD.
13
Credits 1 Lectures - Pre-requisites None
Hours/Week 2
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 1 Module Type Core
Module Aims
1. Develop ability to grasp meaning of what is heard by understanding the speakers accent,
grammar and vocabulary
2. Help learners to become active and involved listeners.
Learning Outcomes
At the end of the module the student will be able to
1. Listen and extract Specific information
2. Listen to get the gist/ main ideas of the passage
3. Demonstrate understanding of different types of planned monologue
4. Demonstrate understanding of different types of unplanned monologue
5. Interpret conversation with redundant utterances
Outline Syllabus
1. Nature of listening, factors that affect listening
2. Extract specific information-selective listening
3. Listening for the main idea and supporting details.
4. Understanding planned monologues e.g. weather reports, news, speeches
5. Understanding unplanned monologues.
Assessment
Type Activity Weight
14
Resources: Equipment, Tools and Materials
Tape recorders, Video playback machine, Calculators, Computer
Prescribed Texts/Teachers Handbooks
1. Aish ,Fiona, (2011), Collins English Exams Listening for IELTS with CD,
2. Anderson A. and T. Lynch.()2003).Listening. Oxford: Oxford University Press
3. Anderson A. and T. Lynch.()2003) Listening. Oxford: Oxford University Press
4. Collins, (2012) English for Exams skills for the EFL IBT Test listening and speaking.
5. Flint Chris, (2013), Collins English for Life Listening (A2 Pre-intermediate) With CD
6. Jack C. Richards . (2009)Teaching Listening and Speaking: From Theory to Practice. SEAMEO
Regional Language Centre
7. Jack C. Richards . (2009)Teaching Listening and Speaking: From Theory to Practice. SEAMEO
Regional Language Centre
8. Rost, M. (1991) Listening In Action: Activities for Developing Listening in Language Education,
Hemel Hempstead: Prentice Hall International.
9. Rost, M. (1991) Listening In Action: Activities for Developing Listening in Language Education,
Hemel Hempstead: Prentice Hall International.
Module Code EN 1104 Module Title Language Structure, Usage and Linguistics I
Hours/Week 3
Credits 4 Lectures Pre-requisites None
hrs
GPA/NGPA GPA Practical 3 Co - requisites None
15
hrs
Semester 1 Module Type Core
Module Aims
1. To develop an awareness of the language forms and their use in meaningful contexts
2. To understand grammar learning as an aid to the improvement of oral and written
expression
3. To sensitize learners to aspects of sociolinguistics and psycholinguistics
4. Develop students ability to speak and read English clearly and accurately
Learning Outcomes
At the end of the module the student will be able to
1. Identify parts of a sentence, sentence elements and types of sentence structure
2. Recognizes clause types in a simple sentence
3. Identify word classes and the grammatical functions of words
4. Demonstrate Understanding of the features of sentence types including statements,
questions and commands
5. Demonstrates awareness of varieties of English to understand in what contexts a
particular form of language will be used
6. Recognize the distinction between language learning and language acquisition
7. Identify English sounds and their phonetic symbols
Outline Syllabus
1. Word classes and their grammatical functions
2. Elements of grammar
3. The simple sentence
4. The simple sentence statements, questions, commands, exclamations, negation
5. Nouns
6. The noun Phrase.
7. Introduction to language & linguistics
8. Introduction to phonetics & phonology
9. Sounds of English- consonants, vowels, diphthongs
10. Organs of speech
11. Introduction to phone, phoneme & allophone.
16
Assessment
Type Activity Weight
1. Briger Nick, (2011), English for Business pre intermediate Business Grammar and Practice.
2. Chinnaiya, (2013), Steps to Mastery of English Grammar.
3. Collins, (2011), Co build English Grammar.
4. Collins, (2013), Common Errors in English.
5. Fernando ,Siromi, (2010), English in Sri Lanka Ceylon English Lanka English Sri Lankan
English.
6. Roach Peter, (2010), English Phonetics and Phonology A practical with CD.
7. Roach Peter, (2012), English Phonetics and Phonology A Practical Course With CD.
8. Verma S.K, (2011), Modern Linguistics an Introduction
9. Yule George, (2013), The study of Language.
17
Module Code EN 1105 Module Title Introduction to English Literature
3
Credits 4 Lectures/Discussion Pre-requisites None
hrs
Hours/Week
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 1 Module Type Core
Module Aims
1. Derive pleasure and develop appreciation and independence in reading
2. Develop ability to respond to language of literary texts sensitively
3. Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the course the student will be able to
1. Gain the background knowledge necessary to study English Literature
2. Identify and understand the features of different literary eras
3. Identify the different genres and their structure
4. Develop language skills necessary for appreciation and for production
5. Develop reading skills necessary for effective study of literary texts
Outline Syllabus
1 Introduction on English literature-different literary eras, different genres
2. Introduction on English literature-different genres
3. Introduction on English literature-different literary devices.
4. The following aspects should be developed in relation to literary texts throughout the whole
programme:
a. Language skills for appreciation
b. Language skills for production
c. Literary skills: figurative language, rhythm, etc
d. Content areas: point of view, plot structure, character development, response to theme
5. Poetry
6. Short stories
7. Novel
Assessment
18
Prescribed Text/Teachers handbooks
1. A.D. Cousins and Peter Howarth (eds). (2011). The Cambridge Companion to the Sonnet .
Cambridge University Press
2. Adrian Poole (2010). The Cambridge Companion to English Novelists. Cambridge University
Press
3. Ato Quayson, (2012) The Cambridge History of Postcolonial Literature. 2 Volume Set.
Cambridge University Press
4. Claude Rawson, (2011) The Cambridge Companion to English Poets. Cambridge University
Press
5. D. Donoghue, Old English Literature: A Short Introduction (Oxford: Blackwell, 2004)
6. Dominic Head (2009) . The Modernist Short Story: A Study in Theory and Practice. Cambridge
University Press
7. Hurley , Michael D., O'Neill , Michael. (2012) Poetic Form: An Introduction. Cambridge
University Press
8. Lees , Clare A., Chandler, James., Flint, Kate et al (ed) (2013) The New Cambridge History of
English Literature. Cambridge University Press
9. Michael O'Neill ( 2010) The Cambridge History of English Poetry. Cambridge University Press
10. Scott, A. F. (2012) The Poet's Craft : A Course in the Critical Appreciation of Poetry. Cambridge
University Press
11. Sidgwick , Frank. (2013) Old Ballads. Cambridge University Press
12. Thain , Marion (ed) ,( 2013) The Lyric Poem :Formations and Transformations. Cambridge
University Press
19
Semester 1 Module Type Core
Module Aims
1. Develop students ability to respond to a variety of writing tasks in different situations for
specific purposes from different points of view
2. Increase understanding of the writing process
3. Develop ability to manipulate and use language displaying a good style of writing
Learning Outcomes
At the end of the module the student will be able to
1. Use adequate range of grammatical structures and vocabulary effectively.
2. Develop fluency in the kinds of writing likely to be of use in practical life
3. Write imaginative and informative prose
4. Adjust language style and register for various purposes and readers
5. Use correct spelling, punctuation and legible handwriting.
Outline Syllabus
1. Nature and functions of written language
2. Writing essentials
3. General guidelines for student portfolios
4. Developing a paragraph: main idea and supporting details
5. Letter writing : letters of inquiry, letters of request, letters of thanks, letters of invitation
6. Practical writing: invitations, notices
7. Professional writing: memos, faxes, emails, agendas
8. Imaginative writing: dialogues
Assessment
Type Activity Weight
Continuous Assessment 1. Portfolio assessment 40%
2. Group tasks and individual tasks
20
Recommended Teaching/Learning Activities
1. Task-based teaching, Writing activities should provide an awareness of the stages of the writing
process (individual, pair and group work)
2. Opportunities should be provided to write for a range of purposes (practical, social, professional) and
for a range of audiences
21
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 1 Module Type core
Module Aims
1. Enable students to orient themselves to follow the Diploma course
2. Assist students to learn how to study efficiently making use of the available resources
3. Extend and enrich students language learning experiences
Learning Outcomes
At the end of the module the student will be able to:
1. Use the library and media sources effectively
2. Develop confidence in their learning abilities
3. Acquire, interpret and use knowledge independently
4. Demonstrate a general knowledge of what computers are used for and some general
experience in using them
5. Use the computer as a tool for particular purposes
6. Use the computer as a tutor to supplement classroom learning
7. Use the computer for actual communication with others
Outline Syllabus
1. Computer literacy and computer competency
2. Reinforcement of classroom material-textbooks with an accompanying CD-ROM Disc
3. Speech processing with the aid of power point presentations
4. Effective use of E-mail: communication with individuals
5. Library skills
6. Dictionary studies
Assessment
22
ROM). White Plains, NY: Pearson Education.
3. Deszendeffy, John (2005). A Practical Guide to Using Computers in Language Teaching. Ann
Arbor: University of Michigan Press.
4. Egbert, Joy (2005). CALL Essentials: Principles and Practice in CALL Classrooms. Alexandria,
VA: TESOL. A teacher-friendly introduction to the field covering both dedicated ESL and general
education resources relevant for language learning
5. Khandai Hemant, (2011), Advanced Educational Technology.
23
1st Year 2nd Semester
Module Code EN 1201 Module Title Intermediate Reading Skills & Vocabulary Development
Pre- ARS& VD
Credits 3 Lectures 2 hrs
requisites I
Hours/Week
Co -
GPA/GPA GPA Practical 2 hrs None
requisites
Semester 2 Module Type Core
Module Aims
1. Develop ability to adopt a flexible approach to reading and to vary reading strategies
according to the type of material and the purpose
2. Help learners to use English as a tool for learning and as a source of pleasure
3. Help students to develop and apply vocabulary knowledge across a variety of contexts
4. Increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
At the end of the module the student will be able to
1. Read efficiently using predicting and previewing
2. Understand directly expressed ideas, facts and information, in descriptive, narrative and
factual texts.
3. Understand indirectly expressed ideas through inference
4. Recognize the organization patterns of a paragraph and a longer text.
5. Simplify long and complicated sentences in order to gain a thorough understanding of the
text
6. Discriminate different meanings of the same word form
7. Recognise relationships between words
8. Develop awareness of words which belong to a particular field/profession
9. Demonstrate effective choice of words in speech and writing
Outline Syllabus
1. Reading skills: previewing, predicting& understanding complex sentences
2. Inferring: understanding indirectly stated information
3. Understanding the organization of the text.
4. Homonyms: homographs and homophones
5. Compound adjectives
6. Foreign words in English
7. Words related to worldwide problems
24
Assessment
Type Activity Weight
Continuous assessment 1. Maintain a reading journal 40%
&Vocabulary Note Book
2. Short classroom tests
25
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 2 Module Type Core
Module Aims
1. Develop the ability to communicate orally with confidence
2. Motivate the learners to use English in their day-to-day work
Learning Outcomes
At the end of the module the student will be able to
1. Use language appropriate to audience and situation degrees of formality
2. Interact in service situations
3. Face an interview with confidence
4. Chair /participate actively in a meeting
5. Perform tasks integrating speaking with other skills
Outline Syllabus
1. Interaction in service-Job interviews, business correspondence,
2. Office talk-face-to- face, over the phone
3. Conducting and participating in meetings
4. Planning , organizing and participating in social situations-picnic, dinner party etc.,
5. Interviewing different people e.g. journalists and Miss Sri Lanka-taking notes, prepare
reports/ articles
6. Planning, and organizing debates and participating in them
26
Prescribed Text
1. DuttKioramai, (2013), Basic Communication Skills with CD.
2. Geyser , Jason Peter.( 2007) English To The World: Teaching Speaking Made Easy. August
Publishing Sdn Bhd,
3. Hunter, Estelle Belle, (2013). A new self-teaching course in practical English and effective
speech, comprising vocabulary development, grammar, pronunciation, enunciation and the
fundamental principles of effective oral expression. Delhi : Gyan Books Pvt. Ltd.
4. James .B, (2010), Effective English (Read, write, and Speak Correct English).
5. Jansz Orance, (2011), Explorations a Course in reading thinking and Communicational Skills
6. Miller, Bolenius Emma. (2013). The teaching of oral English. Ebook
7. Murphy, John; Byrd, Patricia. (2005) Essentials Of Teaching Academic Oral Communication:
Houghton Mifflin English For Academic Success. Cengage Learning
8. Snelling Rhona, (2013), Collins English for Life Speaking With CD.
27
Module Code EN 1203 Module Title Listening in English II
Semester end examination Recorded listening tests with task sheet 60%
28
Recommended Teaching/Learning Activities
1. Learning tasks which use both bottom-up and top - down approaches.
2. Activities which encourage interactive and non interactive listening. tape record listening material
where possible
Module Code EN 1204 Module Title Language Structure, Usage and Linguistics II
3
Credits 4 Lectures/Discussion Pre-requisites LSUL I
hrs
Hours/Week
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 2 Module Type Core
29
Module Aims
1. Develop an awareness of the language forms and their use in meaningful contexts
2. Understand grammar learning as an aid to the improvement of oral and written
expression
3. Sensitize learners to aspects of Sociolinguistics & phonology
Learning Outcomes
At the end of the module the student will be able to
1. Use English verb forms correctly.
2. Demonstrate awareness of the characteristics and the correct use of adjectives
3. Demonstrate use of verb phrases correctly
4. Recognize how adverbs and adverbials are used in sentences
5. Speak out sentences meaningfully changing the stress and intonation
6. Identify their own pronunciation problems and correct them
Outline Syllabus
1. Verbs & verb phrases
2. Active and passive voice
3. Adjectives
4. Adverbs and adverbials
5. Varieties of language
6. Varieties of English
7. Supra segmental features
8. Aspects of connected speech
9. Reduced & full forms
Assessment
Type Activity Weight
Continuous Assessment Short class room tests 40%
Semester end examination Written exam 60%
Recommended Teaching/Learning Activities
Different grammar tasks, discussion, grammar games
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
30
Prescribed Text
1. Briger Nick, (2011), English for Business pre intermediate Business Grammar and Practice.
2. Chinnaiya, (2013), Steps to Mastery of English Grammar.
3. Collins, (2011), Co build English Grammar.
4. Collins, (2013), Common Errors in English.
5. Fernando ,Siromi, (2010), English in Sri Lanka Ceylon English Lanka English Sri Lankan
English.
6. Roach Peter, (2010), English Phonetics and Phonology A practical with CD.
7. Roach Peter, (2012), English Phonetics and Phonology A Practical Course With CD.
8. Verma S.K, (2011), Modern Linguistics an Introduction
9. Yule George, (2013), The study of Language.
31
Module Code EN 1205 Module Title American and British literature
3
Credits 4 Lectures Pre-requisites Semester I
hrs
Hours/Week
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 2 Module Type Core
Module Aims
1. Derive pleasure and develop appreciation and independence in reading
2. Develop ability to respond to language of literary texts sensitively
3. Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the module the student will be able to
1. Develop the following skills in relation to American and British poetry
Understand the plain sense-words/phrases/ general gist of a poem
Understand contextual meaning social, political/ cultural/ historical setting
Empathise/ respond personally- to the text: feelings, characters, events, scenes, settings
through reference and inference
Appreciate a text- sounds, rhythm, form, imagery, language, themes, mood, tone,
2. Develop the following skills in relation to the American and British short story
Identifying point of view
Recognising the significance of setting
Tracing development of character
Identifying interaction between character
Appreciating the role of dialogue
Identifying tone: irony, humour etc.
3. Develop the following aspects of study in relation to drama
Contrast between stage and film
Dramatic effects: suspense, dramatic irony
Characteristics of comedy/tragedy
Outline Syllabus (see appendix 2 for the prescribed texts)
1. Poetry
2. Short Stories
3. Drama
32
Assessment
Type Activity Weight
Continuous Assessment Short assignments 40%
33
GPA/NGPA GPA practical 2 hrs Co - requisites None
Semester 2 Module Type Core
Module Aims
1. Develop students ability to respond to a variety of writing tasks in different situations for
specific purposes from different points of view
2. Increase understanding of the writing process
3. Develop ability to manipulate and use language displaying a good style of writing
Learning Outcomes
At the end of the module the student will be able to
1. Use a variety of sentence structures and appropriate vocabulary.
2. Write on various kinds of topics for business and practical purposes in a planned and
organized manner.
3. Write descriptive, informative, narrative and persuasive prose and appropriate combination of
those types
4. Use correct spelling, punctuation and legible handwriting
5. Involve actively in the stages of the writing process
Outline Syllabus
1. Linking ideas using clauses and phrases
2. Develop paragraphs organizing information at inter-paragraph level
3. Informative writing: prospectus, description of people/ places
4. Practical writing: CV writing, job applications and covering letters
5. Professional writing: business letters
6. Imaginative writing: stories, playlets and poems
7. Persuasive writing: brochures, leaflets, advertisements
Assessment
Type Activity Weight
Continuous assessment 1. Group tasks 40%
2. Individual tasks
3. Portfolio assessment
Semester end examination Written exam 60%
Recommended Teaching/Learning Activities
Collaborative group tasks, Individual writing tasks
34
Prescribed Text
1. Asoka Jagath, (2012), Spend a Few Minutes a Day to Improve Your English Grammar vocabulary
and writing
2. Campbell, (2013), Collins English for Life Writing.
3. Collins, (2012), English Exams Skills for the TOEFL IBT Test Reading and Writing.
4. Harmer , Jeremy. (2006). How to Teach Writing. Pearson Education India.
5. Hedge , Tricia. (2005). Writing. OUP Oxford.
6. Hyland , Ken . (2003). Second Language Writing. Cambridge University Press,
7. Raimes , Ann .( 2006) Techniques in teaching writing .Oxford University Press.
35
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 2 Module Type Core
Module Aims
1. Enable students to orient themselves to follow the Diploma course
2. Assist students to learn how to study efficiently making use of the available resources
3. Extend and enrich students language learning experiences
Learning Outcomes
At the end of the module the student will be able to :
1. Participate actively in seminars and discussions
2. Make a presentation to an audience with confidence
3. Learn to evaluate their own learning
4. Use data available on websites for small-scale research
5. To put together a text using word processing facilities
6. Peer-edit drafts of compositions on networked computers
7. Demonstrate an understanding of how to use video clips from websites to practice speaking
and writing
Outline Syllabus
1. Presentation skills
2. Self-evaluation techniques
3. Teaching with websites
4. Collaborative projects using data available on he World Wide Web and other I sources
5. Working with video clips from websites
Assessment
36
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
Prescribed Text
1. Beatty, Ken (2010). Teaching and Researching Computer-Assisted Language Learning (2nd
edition). London: Pearson.
2. Chapelle, Carol A. and Jamieson, Joan (2008). Tips for Teaching with CALL (includes CD-
ROM). White Plains, NY: Pearson Education.
3. Deszendeffy, John (2005). A Practical Guide to Using Computers in Language Teaching. Ann
Arbor: University of Michigan Press.
4. Egbert, Joy (2005). CALL Essentials: Principles and Practice in CALL Classrooms. Alexandria,
VA: TESOL. A teacher-friendly introduction to the field covering both dedicated ESL and general
education resources relevant for language learning
5. Khandai Hemant, (2011), Advanced Educational Technology.
37
Module Code EN 2101 Module Title Advanced Reading Skills &Vocabulary Development I
2 ARS & VD I
Credits 3 Lectures Pre-requisites
hrs & II
Hours/Week
2
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 3 Module Type Core
Module Aims
1. Develop ability to adopt a flexible approach to reading and to vary reading strategies according
to the type of material and the purpose
2. Help learners to use English as a tool for learning and as a source of pleasure
3. Help students to develop and apply vocabulary knowledge across a variety of contexts
4. Increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
At the end of the module the student will be able to
1. Examine a passage very closely to find necessary information
2. Develop creative reading abilities think beyond the text.
3. Activate schemata for the interpretation of texts
5. Use reading as a source of information and pleasure
6. Recognise different word-collocations
7. Use synonyms, antonyms and homonyms correctly
9. Use a range of appropriate words in writing
Outline Syllabus
1. Recognition of different styles of writing: expository, descriptive, narrative, argumentative
2. Creative reading: going beyond the text
3. Intensive reading
4. Integrating activities.
5. Collocation tasks different combinations connected to verbs
6. Synonyms and their associations
7. Antonyms with prefixes and suffixes
8. Working with texts to develop vocabulary
38
Assessment
Type Activity Weight
Continuous Assessment Classroom Tests 40%
39
Semester 3 Module Type Core
Module Aims
1. Develop the ability of students to communicate orally with confidence
2. Motivate the students to use English in their day-to-day work
Learning Outcomes
At the end of the module the student will be able to
1. Use spoken language to express emotions, moods and attitudes
2. Adapt talk for a range of audience and purposes.
3. make presentations (OHP and other media)
4. Gain and maintain interest and response of different groups of audience e.g. by humour,
varying pace and using persuasive language
5. Participate effectively in discussions
Outline Syllabus
1. Functional dialogues-express approval/ disapproval, likes/dislikes, surprise/ wonder/ hope/
fear/ disappointment
2. Discussion in groups and pairs-information gap activities
3. Role plays using given cues
4. Writing dialogues /drama based on stories and acting them out
5. Describe a process- an experiment, how to make things
6. Making Presentations -using OHP and other media
Assessment
Type Activity Weight
Continuous Assessment 1. Assessing interaction in pairs and in 40%
groups
2. Individual speech activities
Semester end examination Oral test consisting of the following: face- 60%
to-face conversation, role play, picture-based
narration
Recommended Teaching/Learning Activities
Interaction in pairs/groups, enacting dramas, descriptions, presentations
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
40
Prescribed Text
3. Hunter, Estelle Belle, (2013). A new self-teaching course in practical English and effective
speech, comprising vocabulary development, grammar, pronunciation, enunciation and the
fundamental principles of effective oral expression. Delhi : Gyan Books Pvt. Ltd.
4. James .B, (2010), Effective English (Read, write, and Speak Correct English).
5. Jansz Orance, (2011), Explorations a Course in reading thinking and Communicational Skills
6. Miller, Bolenius Emma. (2013). The teaching of oral English. Ebook
7. Murphy, John; Byrd, Patricia. (2005) Essentials Of Teaching Academic Oral Communication:
Houghton Mifflin English For Academic Success. Cengage Learning
8. Snelling Rhona, (2013), Collins English for Life Speaking With CD.
41
Module Module
EN 2103 Research Methodology
Code Title
Pre-
Credits 1 Lectures - None
Hours/Wee requisites
k 2 Co -
GPA/NGPA GPA Practical None
hrs requisites
Semester 111 Module Core
Type
Module Aims
1. Extend & enrich students knowledge in doing the research.
2. Develop the ability to organize & present a research project.
Learning Outcomes
At the end of the module the student will be able to
1. Gain background knowledge in conducting a research.
2. Identifying the objectives of the research.
3. Develop writing skills for project writing
4. Developing presentation skills
Outline Syllabus
1. Introduction to research proposal & writing proposal
2. Introduction to research methodology.
3. Citation methods.
Assessment
Type Activity Weight
Continuous Assessment Presentation of project proposal 100 %
42
3. Ranjit Kumar, (2014), A step- by- step guide for beginners.
43
EN
Module Title Language Structure, Usage and Linguistics III
Module Code 2104
3 Pre-
Credits 4 Lectures/Discussion LSUL I & II
hrs requisites
Hours/Week
3 Co -
GPA/NGPA GPA Practical None
hrs requisites
Semester 3 Module Type Core
Module Aims
1. Develop an awareness of the language forms and their use in meaningful contexts
2. Understand grammar learning as an aid to the improvement of oral and written
expression
3. Sensitize learners to aspects of Applied linguistics and Morphology
Learning Outcomes
At the end of the module the student will be able to
1. Improve his style of writing by expanding simple sentences to compound and complex
sentences
2. To manipulate sentence structures to suit speaking/ writing contexts
3. Demonstrate awareness of forming different types of questions
4. Use questions accurately to get the correct response
5. Demonstrate awareness to language learning & language acquisition
6. Demonstrate awareness to word formation process
Outline Syllabus
1. Expanding the sentence-:coordination
2. Expanding the sentence: subordination
3. If Clause
4. Cleft sentences
4. Language learning & acquisition
5. Bilingualism, different aspects, code switching/mixing,
6. Individual learner differences
7. Contrastive analysis & error analysis
8. Krashens Theory
9. Introduction to morphology
10. Introduction to word formation process.
Assessment
Type Activity Weight
Continuous Assessment Short classroom tests 40%
Semester end examination Written exam 60%
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
44
Prescribed Text
1. Briger Nick, (2011), English for Business pre intermediate Business Grammar and Practice.
2. Chinnaiya, (2013), Steps to Mastery of English Grammar.
3. Collins, (2011), Co build English Grammar.
4. Collins, (2013), Common Errors in English.
5. Fernando ,Siromi, (2010), English in Sri Lanka Ceylon English Lanka English Sri Lankan
English.
6. Roach Peter, (2010), English Phonetics and Phonology A practical with CD.
7. Roach Peter, (2012), English Phonetics and Phonology A Practical Course With CD.
8. Verma S.K, (2011), Modern Linguistics an Introduction
9. Yule George, (2013), The study of Language.
45
Module Code EN 2105 Module Title Commonwealth Literature
3 Semester I,
Credits 4 Lectures/Discussion Pre-requisites
Hours/Week hrs II
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 3 Module Type Core
Module Aims
1. Derive pleasure and develop appreciation and independence in reading
2. Develop ability to respond to language of literary texts sensitively
3. Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the module the student will be able to
1. Gain a sound understanding on commonwealth literature
2. Develop further the language skills practised in the previous year
3. Develop further the reading skills and literary skills
4. Develop the specific skills of studying poetry, short story and novel
5. Ability to respond to literature through a process of reasoning
Outline syllabus
1. Poetry
2. Short stories
3. The novel
Assessment
46
Prescribed Text
1. A.D. Cousins and Peter Howarth (eds). (2011). The Cambridge Companion to the Sonnet .
Cambridge University Press
2. Adrian Poole (2010). The Cambridge Companion to English Novelists. Cambridge University
Press
3. Ato Quayson, (2012) The Cambridge History of Postcolonial Literature. 2 Volume Set.
Cambridge University Press
4. Claude Rawson, (2011) The Cambridge Companion to English Poets. Cambridge University
Press
5. D. Donoghue, Old English Literature: A Short Introduction (Oxford: Blackwell, 2004)
6. Dominic Head (2009) . The Modernist Short Story: A Study in Theory and Practice. Cambridge
University Press
7. Hurley , Michael D., O'Neill , Michael. (2012) Poetic Form: An Introduction. Cambridge
University Press
8. Lees , Clare A., Chandler, James., Flint, Kate et al (ed) (2013) The New Cambridge History of
English Literature. Cambridge University Press
9. Michael O'Neill ( 2010) The Cambridge History of English Poetry. Cambridge University Press
10. Scott, A. F. (2012) The Poet's Craft : A Course in the Critical Appreciation of Poetry. Cambridge
University Press
11. Sidgwick , Frank. (2013) Old Ballads. Cambridge University Press
12. Thain , Marion (ed) ,( 2013) The Lyric Poem :Formations and Transformations. Cambridge
University Press
47
Professional Writing III
Module Code EN 2106 Module Title
Pre-
Credits 2 Lectures 1hr PPW I & II
requisites
Hours/Week
3 Co
GPA/NGPA GPA Practical None
hrs requisites
Semester 3 Module Type Core
Module Aims
1. Develop students ability to respond to a variety of writing tasks in different situations for
specific purposes from different points of view
2. Increase understanding of the writing process
3. Develop ability to manipulate and use language displaying a good style of writing
Learning Outcomes
At the end of the module the student will be able to
1. Develop a piece of writing systematically with well-structured main and subordinate themes
and relevant supporting details
2. Use accurate and appropriate grammatical structures, vocabulary and style
3. Write descriptive, expository, analytic and argumentative prose and appropriate combination
of those types.
4. Use accurate spelling punctuation and legible hand writing
5. Develop an awareness of the stages of the writing process and how it can benefit their own
writing.
Outline Syllabus
1. Writing skills: causes and results
2. Informative /expository writing: travel experience, interpret graphs/charts etc. ,
paraphrasing
3. Imaginative writing
4. Report writing: introduction to report writing
5. Persuasive and argumentative writing: letters to the editor
6. Analytic Writing: reviews of films/dramas/ books
Assessment Type
and Weighting Activity
Weighting
Type Activity Weight
Continuous Assessment 1. Portfolio assessment 40%
2. Collaborative tasks
Semester end examination Written exam 60%
Recommended Teaching/Learning Activities
Individual and group tasks, process writing
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
48
Prescribed Text
1. Asoka Jagath, (2012), Spend a Few Minutes a Day to Improve Your English Grammar vocabulary
and writing
2. Campbell, (2013), Collins English for Life Writing.
3. Collins, (2012), English Exams Skills for the TOEFL IBT Test Reading and Writing.
4. Harmer , Jeremy. (2006). How to Teach Writing. Pearson Education India.
5. Hedge , Tricia. (2005). Writing. OUP Oxford.
6. Hyland , Ken . (2003). Second Language Writing. Cambridge University Press,
7. Raimes , Ann .( 2006) Techniques in teaching writing .Oxford University Press.
8. Tribble ,Chris . (1997) Writing. OUP Oxford
49
Develop capacity to teach English for students of different levels
Learning Outcomes
At the end of the module the student will be able to :
1. Be familiar with good classroom management
2. Identify the characteristics of a god language teacher
3. Use a variety question types to serve different purposes in ESL classroom
4. Able to organize pair/group work effectively
5. Use visual aids effectively
Outline Syllabus
1 The good language teacher
2. Classroom Management
3. Classroom Language
4. Questioning techniques
5. Pair and group work
6. Visual aids
Assessment
50
2. Deal with different types of inquiries/business dealings over the phone
3. Develop ability to attend to customer needs/service
Outline syllabus
1. Business writing: basic business letters, writing memo/circular/ report
2. Writing a resume, job application, covering letter, letters of introductions and reference
3. Place an order ,replying to inquiries
4. Writing business emails
5. Business speaking skills: customer services/dealing with complaints
6. Telephoning: mannerism, giving and taking messages, writing down the message,
ordering/negotiating over the phone
Assessment
51
4. Recognise the writing process and discover strategies useful to him.
5. Put the pieces of the text together and compose a comprehensive news it4em
Outline Syllabus
1. Familiarization with prose style, vocabulary, sentence structure in newspapers and magazines
2. News writing style-how information is presented
3. Writing reports-headline, sub-head/s, straight news lead
4. Feature styles-difference in writing style between news and features
5. Writing process-writing a draft, working with a draft, re-working the draft
Crafting a news item
Assessment
Type Activity Weight
Continuous Assessment Assignments 50%
Semester end examination Written test 50%
Recommended Teaching/Learning Activities
Task-based learning, different group and individual tasks which encourage collaborative learning
Resources: Equipment, Tools and Materials: English newspapers, educational magazines and journals
Calculators, Access to a computer
52
Prescribed Text
1. Halliday, M.A.K and Hassan, R. 1976.Cohesion in English, London: Longman
2. Hedge, T 1988. Writing, OxfordUniversity Press
3. Kroll, B. (edition) 1990.Second Language writing. CambridgeUniversity Press
4. Leki, I, 1998. Academic Writing: exploring Process and Strategies. New York: CambridgeUniversity
Press.
5. Stovall Jamea Glen, (2011), Journalism who, what, when, where, why and how.
53
Module Code EN 2201 Module Title Advanced Reading Skills& Vocabulary Development II
2 ARS& VD I, II
Credits 3 Lectures Pre-requisites
hrs & III
Hours/Week
2
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 4 Module Type Core
Module Aims
1. Develop ability to adopt a flexible approach to reading and to vary reading strategies
according to the type of material and the purpose
2. Help learners to use English as a tool for learning and as a source of pleasure
3. Help students to develop and apply vocabulary knowledge across a variety of contexts
4. Increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
At the end of the module the student will be able to
1. Comprehend different types of materials at different comprehension levels
2. Develop ability to interpret graphically presented material
3. Select appropriate material, locate sources, and initiate self-direct learning through reading.
4. Use appropriate vocabulary to suit the context, in conversations
5. Recognise different relationships that exist between words
6. Write using a good range of vocabulary
7. Demonstrates ability to understand and use idioms correctly
8. Use dictionary extensively to build up vocabulary
Outline Syllabus
1. Reading and comprehension: comprehending texts at different levels
2. Relating graphic material to text
3. Cohesive features
4. Critical Reading-Evaluating the text
5. Extensive Reading(fluent reading)
6. Idioms
7. Different collocation tasks: e.g. words frequently used together. Words frequently used with
join army, band, club, group, party, team, union
8. Choosing the right word: tasks on style and subject labels
9. Word building tasks adding one idea to another
54
Assessment
Type Activity Weight
Continuous Assessment 40%
Classroom Tests
Semester end examination Reading & Vocabulary Test 60%
Recommended Teaching/Learning Activities
Individual and group tasks
Resources: Equipment, Tools and Materials
Access to a computer
Prescribed Text
1. Collins, (2012), English Exams Skills for the TOEFL IBT Test Reading and Writing.
2. Greenall, S. and Michael Swan, (2007) Effective Reading: Skills for Advanced Students.
Cambridge University Press
3. Grellet, F.(2010) Developing Reading Skills, Cambridge University Press
4. Guruge Nimal, (2013), The English Master Vocabulary Builder.
5. McCarthy ,Michael., O'Dell, Felicity( 2012) English Vocabulary in Use: Advanced. Cambridge
University Press.
6. Mccarthy Michael, (2010), English Vocabulary in Use Advanced with CD
7. Osborn Anna, (2013), Collins English for Life Reading A2 Pre Intermediate
8. Schmitt, Norbert (2007) Vocabulary in Language Teaching. Cambridge University Press.
9. Thornbury, Scott. (2007) How to Teach Vocabulary. Pearson Education India.
10. Underhill, A.(2012).Macmillan English Dictionary for Advanced learners Workbook. Macmillan
Module
Module Code EN 2202 Language Structure, Usage and Linguistics IV
Title
Hours/Wee 3 Pre- LSUL I, II &
Credits 4 Lectures/Discussion
k hrs requisites III
GPA/NGPA GPA Practical 3 Co - None
55
hrs requisites
Semester 4 Module Core
Type
Module Aims
1. Develop an awareness of the language forms and their use in meaningful contexts
2. Understand grammar learning as an aid to the improvement of oral and written expression
3. Sensitize learners to aspects of psycholinguistics
Learning Outcomes
At the end of the module the student will be able to
1. Express the relation between two entities using the correct preposition
2. Use phrasal verbs to improve the style of speaking and writing
3. Combine sentences using different phrases and clauses
4. Use appropriate linking words to achieve coherence in paragraphs
5. Demonstrate awareness to psycholinguistics.
Outline Syllabus
1. Prepositions and prepositional phrases
2. Phrasal verbs
3. Reported speech
4. Comment clauses
5. Transformation of sentences
6. Introduction to psycholinguistics
7. Human brain & language
8. Speech mechanism
9. Communication disabilities
10. Language for special purpose.
Assessment
Type Activity Weight
Continuous Assessment Assignment 40%
Semester end examination Written Exam 60%
Recommended Teaching/Learning Activities
Individual and group assignments
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
56
Prescribed Text
1. Briger Nick, (2011), English for Business pre intermediate Business Grammar and Practice.
2. Chinnaiya, (2013), Steps to Mastery of English Grammar.
3. Collins, (2011), Co build English Grammar.
4. Collins, (2013), Common Errors in English.
5. Fernando ,Siromi, (2010), English in Sri Lanka Ceylon English Lanka English Sri Lankan
English.
6. Roach Peter, (2010), English Phonetics and Phonology A practical with CD.
7. Roach Peter, (2012), English Phonetics and Phonology A Practical Course With CD.
8. Verma S.K, (2011), Modern Linguistics an Introduction
9. Yule George, (2013), The study of Language.
57
3 Semester
Credits 4 Lectures/Discussion Pre-requisites
hrs I,II,III
Hours/Week
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 4 Module Type Core
Module Aims
1. Derive pleasure and develop appreciation and independence in reading
2. Develop ability to respond to language of literary texts sensitively
3. Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the module the student will be able to :
1. Gain a sound understanding on Sri Lankan literature
2. Develop understanding and appreciation of literary texts-drama, fiction, poetry
3. Respond to literary texts (poetry and prose) sensitively
4. Understand and appreciate texts from different cultures and traditions
5. Recognise literature as an incentive to independent reading
Outline syllabus(see appendix for prescribed texts)
1. Poetry
2. Short stories
3. Drama
Assessment
58
8. Lees , Clare A., Chandler, James., Flint, Kate et al (ed) (2013) The New Cambridge History of
English Literature. Cambridge University Press
9. Michael O'Neill ( 2010) The Cambridge History of English Poetry. Cambridge University Press
10. Scott, A. F. (2012) The Poet's Craft : A Course in the Critical Appreciation of Poetry. Cambridge
University Press
11. Sidgwick , Frank. (2013) Old Ballads. Cambridge University Press
12. Thain , Marion (ed) ,( 2013) The Lyric Poem :Formations and Transformations. Cambridge
University Press
59
3 Co
GPA/NGPA GPA Practical None
hrs requisites
Semester 3 Module Type Core
Module Aims
1. Develop students ability to respond to a variety of writing tasks in different situations for
specific purposes from different points of view
2. Increase understanding of the writing process
3. Develop ability to manipulate and use language displaying a good style of writing
Learning Outcomes
At the end of the module the student will be able to
1. Develop a piece of writing systematically with well-structured main and subordinate themes
and relevant supporting details
2. Use accurate and appropriate grammatical structures, vocabulary and style
3. Write descriptive, expository, analytic and argumentative prose and appropriate combination
of those types.
4. Use accurate spelling punctuation and legible hand writing
5. Develop an awareness of the stages of the writing process and how it can benefit their own
writing.
Outline Syllabus
1. Evaluative Writing
2. Summary Writing
3. Informative & Descriptive writing
4. Analytical writing
5. Persuasive and argumentative writing
6. Writing a newspaper page
Assessment Type
and Weighting Activity
Weighting
Type Activity Weight
Continuous Assessment 1. Portfolio assessment 40%
2. Collaborative tasks
Semester end examination Written exam 60%
Recommended Teaching/Learning Activities
Individual and group tasks, process writing
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
60
4. Harmer , Jeremy. (2006). How to Teach Writing. Pearson Education India.
5. Hedge , Tricia. (2005). Writing. OUP Oxford.
6. Hyland , Ken . (2003). Second Language Writing. Cambridge University Press,
7. Raimes , Ann .( 2006) Techniques in teaching writing .Oxford University Press.
8. Tribble ,Chris . (1997) Writing. OUP Oxford
61
2. Handle Primary teaching material effectively
3. Handle secondary teaching material effectively
4. Practise teaching using micro-teaching
5. Use effective language teaching techniques
Outline Syllabus
1. Handling learner errors
2. Language teaching techniques: Different stages in the lesson,-introduction, presentation,
practice, application, evaluation,
3. Handling Primary Materials: Overview of the package (theme, vocabulary, structure)
Examine content of text books. workbooks and suggested teaching procedure and assessing
procedure
4. Micro teaching: primary material
5. Secondary materials: overview of the package, Rationale and underlying principles,
Examining content, suggested teaching procedure and assessing procedure
6. Micro teaching: secondary materials
Assessment
Type Activity Weight
Continuous Assessment Micro-teaching 50%
Semester end examination Written test 50%
Recommended Teaching/Learning Activities
Group work, micro-teaching
Resources: Equipment, Tools and Materials
Calculators, Access to a computer
62
Prescribed Text
1. MC Kay Sandra Lee, (2011), Teaching English as an International Language Rethinking Goals
and Approaches
2. Richards Jack C, (2011), Methodology Language Teaching.
3. Spratt Mary, (2013), The TKT Course Module 1,2 and 3.
4. Wannisinghe Jayanth, (2011), A Guide to Error Analysis
63
Module Code EN 2206 Module Title Fundamental Business English II
3
Credits 4 Mini-project Pre-requisites BE I
hrs
Hours/Week
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 4 Module Type Specialized
Module Aims
Develop capacity to use English confidently in the world of work
Learning Outcomes
At the end of the module the student will be able to:
1. Conduct and participate in business meetings effectively
2. Prepare agenda/minutes/reports/of different business meetings
3. Read and understand business information: articles/reports/graphs/tables/charts
4. Conduct and face job interviews
5. Interview different people in the business field and find necessary information
Outline Syllabus
1. Business meetings: chairing/ participating expressing point of view, making objections,
asking for opinion, ending a meeting, vote of thanks
2. Business meetings: preparing agenda, minutes, report of the meeting
3. Business dialogues
4. Business reading,
5. Job interviewing
6. Practical component: English with outsiders-semi-structured interviews with different
people
Assessment
64
Prescribed Text
1. Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University Press.
2. Mascull Bill, (2011), Business Vocabulary in use intermediate with CD.
3. Student Book cassette set, Workbook cassette set.
4. Students Book, Workbook, Teacher; Book,
5. The International Business English Video and accompanying Teachers Guide
65
3
Credits 4 Mini-project Pre-requisites JI
hrs
Hours/Week
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Semester 4 Module Type Specialized
Module Aims
Enable the students to develop different types of articles for journals
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of the types of articles and language style of different journals
2. Produce reports/articles for journals
3. Design and produce a college magazine
Outline Syllabus
1. Language and style of writing journals: academic / business / political / entertainment /
environment / medical / fashion / science
2. Use of illustrations
3. Writing articles/news stories
4. Reviewing/editing/proof reading and publishing
5. Practical component: designing and producing a college magazine
Assessment
66
study hrs
Semester 4 Module Type Specialized
Module Aims
Enable the students to develop the knowledge in education
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of principles of education
2. Know about educational Philosophers & various educational approaches
3. Know about the educational history of Sri Lanka
Outline Syllabus
1. What is education?
2. Education philosophers
4. Professionalism in teaching
Socialization
6.
Assessment
67
Prescribed Text
1) Farrant J.S,(2004), Principles and Practice of Education .
2) L. B. Curzon, (2007), Teaching in Further Education: An Outline of Principles and Practice.
3) Tony Bush, Les Bell, (2002), The Principles and Practice of Educational Management.
68
2
Credits 3 Lectures Pre-requisites FBE I & II
hrs
Hours/Week
Practical / Self 2hr
GPA/NGPA GPA Co - requisites None
study s
Semester 4 Module Type Specialized
Module Aims
Develop capacity to use English confidently in the world of work
Learning Outcomes
At the end of the module the student will be able to:
1. Write business letters effectively
2. Prepare memos & E- mails
3. Talk over the phone effectively
4. Conduct and face job interviews
Outline Syllabus
1. Business Letters
2. Memos and E- mails
3. Jobs and careers
4. Over the phone
5. Placing and acknowledging an order, making / replying enquiries
6. Dealing with problems : complaining , apologizing
7. Job interviews
Assessment
Prescribed Text
1. Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University Press.
2. Mascull Bill, (2011), Business Vocabulary in use intermediate with CD.
3. Student Book cassette set, Workbook cassette set.
69
4. Students Book, Workbook, Teacher; Book,
5. The International Business English Video and accompanying Teachers Guide
70
Semester 4 Module Type Specialized
Module Aims
Enable the students to develop different types of articles for journals
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of the types of articles and language style of different journals
2. Produce reports/articles for journals
3. Design news stories
Outline Syllabus
1. An Introduction to Journalism
2. News Writing Style & Writing News Reports
3. Feature styles
4. Crafting a news story
Assessment
71
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of the types of measurement tools.
2. Understand the concepts of evaluation.
3. Organize evaluation methods & scores.
Outline Syllabus
1. The importance of evaluation
2. Basic concepts of evaluation
6. Organizing scores
Assessment
72
Prescribed Text
1) Bharat.Singh, (2005), Modern Educational Measurement and Evaluation system.
2) J.Swarupa. Rani, ( 2004), Educational measurement and evaluation.
3) Kenneth.D.Hopkins ,(1998), Educational and Psychological measurement and evaluation.
4) Robert.L.Linn, (2008), Measurement and Assesment in Teaching.
73
EN 2212 Module Title Advanced Business English I
Module Code
2 BE I, II &
Credits 3 Lectures Pre-requisites
hrs III
Hours/Week
Practical / Self 2
GPA/NGPA GPA Co - requisites None
Study hrs
Semester 4 Module Type Specialized
Module Aims
Develop capacity to use English confidently in the world of work
Learning Outcomes
At the end of the module the student will be able to:
1. Conduct and participate in business meetings effectively.
2. Write reports and summaries.
3. Prepare effective advertisement.
Outline Syllabus
1. Business Meetings 1
2. Writing reports and summaries
3. Advertisements and commercials
4. Selling and buying product
5. Travelling on business
Assessment
Prescribed Text
74
1) Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University
Press.
2) Mascull Bill, (2011), Business Vocabulary in use intermediate with CD.
3) Student Book cassette set, Workbook cassette set.
4) Students Book, Workbook, Teacher; Book,
5) The International Business English Video and accompanying Teachers Guide
75
2
Credits 3 Lectures Pre-requisites J I, II & III
hrs
Hours/Week
Practical / Self 2
GPA/NGPA GPA Co - requisites None
study hrs
Semester 4 Module Type Specialized
Module Aims
Enable the students to develop different types of articles for journals
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of the types of articles and language style of different journals
2. Write articles and news stories.
3. Edit & proof read
Outline Syllabus
1. The Journalistic Writing
2. News Papers
3. Reporters and Reporting
4. Editors , Editing & Headline Writing
5. Writing News , Features and Styles
6. Writing Articles and news stories
7. Writing Articles: Reviewing, editing and proof reading.
Assessment
76
Prescribed Text
77
Module Code EN 2214 Module Title Educational Psychology
2
Credits 3 Lectures Pre-requisites None
hrs
Hours/Week
Practical / Self 2
GPA/NGPA GPA Co - requisites None
Study hrs
Semester 4 Module Type Specialized
Module Aims
Enable the students to understand the concept of educational psychology
Learning Outcomes
At the end of the course the student will be able to:
1. Understand the concept of psychology.
2. Understand the nature of special needs.
3. Understand the concept of education guidance & counselling.
Outline Syllabus
1. Education psychology
2. Personal development
3. Intellectual development
4. Learning
Assessment
78
Prescribed Text
1) Alyssa. R. Gonzalez- De Hazz, Patricia. P. Willems, (2012), Theories in education psychology:
concise guide to meaning and practice.
2) Bruce.Tuckman, David. Monetti, (2010), Educational Psychology.
3) Jack.Snowman. Rick. Mccowne,(2011), Psychology applied to teaching.
4) Liesel.Ebershon, Irms. Eloff, (2004), Keys to Educational Psychology.
79
Module Code
2 BE I, II, III
Credits 3 Lectures Pre-requisites
hrs & IV
Hours/Week
Practical / Self 2
GPA/NGPA GPA Co - requisites None
Study hrs
Semester 4 Module Type Specialized
Module Aims
Develop capacity to use English confidently in the world of work
Learning Outcomes
At the end of the module the student will be able to:
1. Write reports.
2. Write business manuals.
3. Develop business profile.
Outline Syllabus
1. Technical Applications and Report Strategies.
2. Instructions and User Manuals.
3. Visual Appeal.
4. How to develop a business profile.
5. Report strategies.
6. Strategies for Successful Business and Group meetings
7. Presentations
8. Negotiation Skills
9. Business Grammar Structure & Vocabulary
10. Mechanics
Assessment
80
Prescribed Text
81
hrs & IV
Practical / Self 2
GPA/NGPA GPA Co - requisites None
Study hrs
Semester 4 Module Type Specialized
Module Aims
Enable the students to develop different types of articles for journals
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of the theory of journalism
2. Know the history of journalism
3. Design and produce a college magazine
Outline Syllabus
1. Theory of Journalism
2. The History of Journalism
3. New Realities, New Journalism
4. Twentieth Century and beyond
5. Types of Journalism Publication and Website Design
6. Magazines
7. Television, Radio and News Web Sites
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Prescribed Text
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Note:
English Language Teaching Methodology, Fundamental Business English and
Fundamental Journalism are the three optional subjects in the 2nd year.
Those who choose English Language Teaching Methodology as a specialized subject,
they must select the following three subjects such as Principles of Education, Educational
Psychology and Educational Measurement.
Those who choose Fundamental Business English as a specialized subject, they must
select the following subjects such as Intermediate Business English, Advanced Business
English I and Advanced Business English II.
Those who choose Fundamental Journalism as a specialized subject, they must select
the following subjects such as Intermediate Journalism, Advanced Business English I
and Advanced Business English II.
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MODULE CONTENTS AND TEACHER GUIDE
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1st Year 1st Semester
1 Reading skills: scanning and skimming: develop speed reading ( 10/05 hrs)
Scanning- read rapidly to locate specific information.
Text types: reading an index, telephone directory, a dictionary to find a word, a name, a
number. reading notes, messages, letters, news items etc. to find some specific
information, provide opportunities to scan different text types
Skimming: reading to obtain the general, overall idea/gist of the whole text
- make students aware of the parts of the text which contain the most important
information and that they should read only those
- read the introductory and concluding paragraphs, the first and the last sentences of
the paragraphs in between. Pick up the key words such as dates, names, while
moving their eyes down the page
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- Imposing time limits and comparing the time required by various students will be
a rapid reading technique.
2 Literal comprehension: understanding directly stated information ( 15/ 07hrs)
Techniques: fact questions based directly on the text
- True/false statements
- Completion
- Multiple choice questions
Text types: brochures, information manuals, letters, news reports, etc.
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Adding prefixes and suffixes
- Suffixes: can change the word class and the meaning of the word
Noun suffixes: -er. writer, -ee, employee, -tion. Pollution, -ism. Buddhism, -ist.
typist, -ness. Goodness
Adjectives: -able. Readable
Verbs: -ize. Modernize
Other suffixes: excitement, flexibility, childhood, membership, active, useless,
forgetful, delicious
Activity: Form nouns /adjectives/ verbs/ using the given suffixes, as in the examples.
Use the dictionary to find the meanings.
- Prefixes: often used to give adjectives a negative or an opposite meaning;
uncomfortable, inconvenient, dissimilar
Activity: List words with other prefixes, e.g. anti-, auto-, bi-, ex-
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Types of activities: Dialogues/conversations in different settings (pair and group
work)e.g. at the post office/office/market
Procedure: listen to the dialogue. Practise it with a partner. Then write their own
dialogues and practise saying them.
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Types of activity: Role plays the model dialogue. Prepare their own dialogues. Perform
them before the class.
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individual words in the stream of speech, may contain colloquial words and
expression and redundant utterances: repetitions, false starts, rephrasing, self-
corrections, elaborations, meaningless utterances (e.g. I mean. you know...), no
body language and facial expressions, etc
Listening for the main idea and specific details (06 / 03 hrs)
Types of activities
- Listen and take notes under given headings
- Listen and answer comprehension check questions
Text types: Interviews, speeches
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EN 1104: Language Structure Usage & Linguistics
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Note: Word classes should be taught briefly (Only the introduction to word classes)
93
Differences between count and mass nouns, regular and irregular nouns, abstract and
concrete nouns.
Structure of the noun phrase: head word, pre-modifiers, post modifiers
Word classes that can function as pre-modifiers-determiners, enumerators, adjectives,
modifying nouns
Word classes that can function as post modifiers-mostly prepositional phrases
Functions of the noun phrase-subject, direct object, indirect object, complement,
apposition, adverbial. (provide examples)
Activities: analysis of noun phrases, expanding the noun phrase using pre and post
modifiers.
Linguistics
Introduction to language & Linguistics (10 / 05 hrs)
What is language?
What is Linguistics?
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3. Introduction to literary techniques.(05 / 02 hrs)
4. Introduction to literary skills. (10 / 05 hrs)
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Introduction: A collection of students work that demonstrates to students and others their
efforts, progress and achievements. Students should have their own portfolios which can be a
file folder.
Purpose:
To collect students writing during the semester.
To provide a tangible record of writing for assessment
To provide a tangible record of students writing progress
Instructions:
Have students date their samples as they write or revise them.
Identify writing as first draft revision or final copy
Check each folder regularly so that specific needs can be addressed as they arise
Encourage students to share their writing with peers
Formal letter - address, date, designation and address of the person, salutation,
underlined subject of the letter, body of the letter (introduction, reason, request for
action) conclusion, complimentary close, signature, name and address.
Help students with the writing process; planning, drafting, revising, proof reading and
presenting
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Professional writing (10/05 hrs)
Memos-used for internal office correspondence. Provide a model to read and study the
content (group work).
E.g. you are the secretary of the sports club of your office. Write a memo to
members informing about the annual picnic.
Faxes
Emails
Agendas of meetings-Provide a sample-usually follow the same pattern.
Computer literacy: general knowledge of what computers are used for and some
general experience in using them. List the purposes in using computers
Computer competency: ability to use the computer as a tool for particular purposes
A general introduction-email, conferencing programs (written and spoken), word
processing programs, language archives (written and spoken)
Using text books accompanied by CD-ROM disc, which has practice exercises, self-check
tests, extra reading material.
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Choose the appropriate software and learn how to use the email system confidently.
Communicate with the teacher and others to carry out task-based learning projects.
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1st Year Second Semester
Make predictions based on the title, sub-titles, students knowledge of the topic, the
linguistic context, non-linguistic context such as diagrams, graphs, pictures, maps etc.
Encourage to predict before reading, while reading, and after reading (a useful skill to
increase students reading speed and enhance their comprehension of the text).
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Students are required to interpret or read between the lines in order to make
inferences. It involves students combining their literal understanding of the text with
their personal knowledge and intuitions.
Types of activities: what do you think? e.g. What kind of person wrote this article? Why
do you think so? What evidence is there in the passage for the following statements?
100
5). Compound words: compound adjectives (10/05hrs)
Compound adjective has two parts. The second part is often a present or past participle
Focus: a large number describe personal appearance (broad-shouldered). Others
describe persons character. (good-natured, warm-hearted)
There is another group which has a preposition in the second part. (worn-out shoes)
There are other useful compound adjectives such as: air-conditioned, time-consuming
Types of activities
- Write as many first parts as possible for the following: - minded,
- Describe yourself and your classmates using compound adjectives.
6). Foreign words in English (British & American words) (05/03 hrs)
Focus: to be familiar with different varieties of English, British, American, Indian,
British English words ending in -our, -re and ise, usually end in -or, -er and ize in
American English. Students find examples. Check answers in a dictionary.
Read a few American stories/poems/ magazines. List common American English words
and their British English equivalents.
e.g. sidewalk- pavement, elevator-lift, apartment- flat.
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EN 1202: Effective Communication Skills II
102
Preparing for the meeting; selecting the office-bearers, writing the agenda, minutes
Practicing appropriate strategies for opening and closing
Conducting the meeting with whole-class participation
103
EN 1203: Listening in English II
104
- Taking part in telephone conversations and responding appropriately.
Provide short lessons on vocabulary and grammar followed with different listening activities;
e.g. Fill-in-the-blank task with the past tense verbs they hear.
Students hear all the information relevant to a particular problem and then set themselves to
find solutions
Activities: Listen and expand the outline-students listen and write the story while the
teacher describes expanding the story as instructed.
e.g. The Unicorn
The husband woke up and looked out of the window.(describe the husband)
He saw a unicorn eating a lily in the garden.(describe the garden) and so on..
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EN 1204: Language Structure, Linguistics & Usage II
106
Position of adjectives
Adjective phrases
Linguistics
Varieties of language (06/ 03 hrs)
Formal & informal language
Registers
Idiolects
American English
107
Assimilation- Progressive, Regressive
Elision
Reduced & full forms (strong & weak forms) (06/ 03 hrs)
EN: 1205 British & American Literature
108
EN 1206: Professional Writing II
109
Short stories
- Creative use of language. Provide questions/pictures to stimulate writing.
- Provide the beginning; An old man sat on a bench in the park watching children
playing
- Provide the ending: I told you it was a joke
- Supply captions or titles as starting points. These can be taken from newspapers.
e.g. Boy saved from drowning.
- Imaginary situations: If I were a parent
Poetry
Playlets
- Text types: write dialogues appropriate to specific situations on different themes and act
them out (group tasks)
- Write and act out scripts for well-known tales, e.g. folk stories
110
EN 1207: CALL & Study Skills II
Focus: Help students develop the characteristics of the good language learner which
involve the ability to assess their own performance.
Type of activities: formats for learner evaluation e.g. the following activity requires
learners to reflect on what has been learned over a period of time and express it as
marks out of 10.
Think about your progress this month. Give yourself a mark out of 10 for these areas;
Speaking, Listening, Reading, Writing, Pronunciation, Grammar, Vocabulary
Carry out small-scale research projects using available data with 2-4 students to a
terminal. Prepare handouts, guide students to relevant data in internet and web-sites.
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Organize different information, present them to the rest of the class and write a report.
Focus: equip students with basic skills needed for internet searching on their own and
assess the suitability of the website for the intended purpose, e.g. learn to search with
Google more effectively.
Procedure: Prepare handouts giving specific guidance as to the topic and particular
aspects they should look for. Reporting of findings to the class.
Introduce the idea of using short video clips from websites for creative speaking and writing
tasks.
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2nd Year 1st Semester
Help students to
- Recognize the writers attitude and tone
- Identify figurative language and other elements of narrative style (e.g. plot,
character, and setting),
- How the writer tries to persuade or convince the reader and how the writer uses
reasons, examples etc. to explain something.
Activities: Read passages of different styles and answer questions based on them.
This level of reading will be possible only if the students know the literal meaning of
the text and have interpreted and evaluated the information; involves going beyond the
text to seek out or express new ideas, to gain additional insights.
Activities: Reading more on the topic and gathering information, writing responding to
what is read.
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4. Integrating activities (10/05 hrs)
Activities: Writing short stories based on news items, Dramatizing a comic strip series
Adverb + verb choose carefully, verb + verb - be free to choose , verb + preposition-
choose between the things, verb+ adjective- keep something safe, adjective+
preposition- safe from attack
Types of tasks:
- Matching tasks: e.g. adverbs in column A with an adjective in B
- Sentence completion: e.g. put one of the adverbs into each gap in the sentences.
In order to avoid repetition, writers use words which have a similar meaning.
e.g. I could learn by heart - I started to memorize
He asked - He enquired
Types of tasks:
- Read the text and find the synonyms
- Complete the sentences using a word that has a similar meaning to the word
underlined.
7. Working with texts to develop vocabulary: Identify/guess meaning from context (10/05 hrs)
Focus: Using the natural redundancy of surrounding words, obtaining clues from
grammatical structures, pronunciation and punctuation, activating background
knowledge from a topic of a text.
e.g. My father is a workaholic; he works so long and so hard that we rarely saw him.
114
EN 2102: Technology Based Communication Skills
115
Describe a process (10/05 hrs)
Focus: use linking words correctly when describing a sequence of actions
Types of activities: how to operate a computer, describing an experiment
Making presentations - using the OHP and other media (10/05 hrs)
Focus: using facial expressions, body language, and other non-verbal cues and visuals
to convey meaning, how to use a neutral or more formal style of speaking
Procedure: brainstorm around a topic; organize the presentation, find necessary visuals-
pictures, maps etc. make the presentation to the rest of the class.
Suggested topics: Changing lifestyles of people, how green are you?
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EN: 2103- Research Methodology I
117
EN: 2104 -Language Structure, Linguistics & Usage III
118
Cleft sentences (15/07 hrs)
With it: we use cleft sentences to give emphasis to a particular part of the sentence. It
does this by splitting the sentence into two halves and highlighting the topic by
making it the complement of it + be.
e.g. The Americans landed on the moon, not the Russians.
It was the Americans who landed on the moon, not the Russians.
Cleft sentences with what or the thing (that)
What I really enjoy is eating chocolates. The thing that I .
Linguistics
Applied linguistics (15/08 hrs)
Krashens theory
What is morphology?
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EN 2105 - Common Wealth Literature
120
EN 2106: Professional Writing III
121
Encourage students to create stories: Provide questions to stimulate writing. e.g. What
if you see some aliens in your village?
Involve students in writing and illustrating books.
Writing based on pictures-creative dialogues/stories
122
EN 2107: English Language Teaching Methodology I
The good language teacher (15/08 hrs)
What is good language teaching?
The diverse roles and responsibilities of a successful teacher, discuss under 4 main
categories: 1. Source of expertise 2. Source of advice 3. Management roles 4.
Facilitator of learning
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Criteria for effective questioning: 1. Clarity.2.learning value 3. Interest 4. Availability,
i.e. can most of the students try to answer it? 5. Extension does it invite and encourage
extended and varied answers 6. Teacher reaction. Are the learners sure that their
responses will be related to with respect
124
EN 2108: Fundamental Business English I
Applying for a job, writing a resume, covering letter, letters of introduction and reference
125
Makeenquiries about a product over the phone, place an order, fax an
acknowledgement.
Answering enquiries: 1. Read the advertisement about the product.2. Prepare an answer
to an enquiry by letter/ fax/ phone or person.
The following points should be included in your reply
1. Thank the customer for the interest in your products, 2. Say how the product is
suitable for customers needs, 3. Say that you are sending/giving a catalogue, price list,
advertising literature, etc., 4. Explain hoe he can get hands-on experience, 6. Offer to
send samples, 7. State the location of the distributors showroom near his address
Practice using polite and clear speech for greeting/ introducing/ apologizing/asking for
information/thanking/leaving
Read different dialogues .Answer questions based on them. Enact them in class.
Write a dialogue between the applicant and the interviewer and enact it. Then reverse
the roles
126
EN 2109: Fundamental Journalism I
What characteristics does good writing demonstrate? Discuss the following under two
headings. Authoring (creating document) and crafting (actual writing)
- Authoring: a sense of the audience and style (appropriateness), a sense of purpose
(content), a sense of direction (developing the ideas)
- Crafting: organization-clear and in a logical manner, using the conventions-
spelling, lay out, getting the grammar correct, varied sentence structure, linking
ideas in different ways, having a good range of vocabulary
Familiarization with headlines of different news items, sub-head/s, straight news, lead.
Writing in the third person point of view
Planning, drafting, revising, re-drafting, publishing
127
List characteristics of different feature articles
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2nd Year 2nd Semester
129
- After reading the passage, would you describe it as
factual/critical/humorous/ironic. Give reasons for your decision.
6. Idioms (10/05hrs)
Focus: The particular meaning cannot be guessed from the individual words, but the
context usually helps
- Idioms describing people: She has a heart of gold; hes hard as a nail, cold fish,
painin the neck.
- Connected with language: To put it in a nutshell this is a waste of time. Whos
going to start the ball rolling, speak someones mind, makes sense,
Types of activities:
- Completing a text using idioms,
- Matching the idioms and their meanings,
- How do we describe: the person who is the teachers favourite etc.
Types of activities:
- Words frequently used together:
List the nouns frequently used with join e.g. band, army, club etc.
Adverbs with possible: always, quite
Nouns with negotiate: deal,
- List three words that typically occur with these words
Verb: accept, delay, receive - payment
Adjective: long - leg
Adverb: listen -carefully, etc
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Focus: Selecting the right word to match the style(formal, spoken, informal) and
subject areas(business, science)
Style labels show in what situation a particular word is used, subject words show the
subject area and that it is not used in everyday English
Types of activities:
- Write the correct style label for the following groups of words
e.g. thereby, constitute, splendid, notably (formal)
ok, anyway, ouch, hubby (spoken)
- Look at a dictionary page. Make a list of subject verbs and style verbs under
different headings
- What subject areas do these groups of words belong to:
e.g. capital, expenditure, joint venture, market share
131
EN 2202 Language Structure usage & Linguistics IV
132
Reported speech (15/08 hrs)
To report what somebody has said we can use either quotation marks (direct speech) or a that-
clause (indirect speech)
E.g. He said I need more money. He said that he needed more money.
Certain changes are made in connecting from direct to indirect
- Change present tense to past tense.
- Change 1st and 2nd person pronouns into 3rd person
- Change pointer words (his, now, here etc.) into that, then, there, the next day, etc.
Provide examples and activities.
Indirect questions: a wh-clause is used instead of that- clause
E.g. Do you live here? She asked him whether (if) he lived there.
Linguistics
Introduction to psycholinguistics
133
Human brain & language
Speech mechanism
Communication disabilities
Language for special purpose
134
EN 2204 Advanced Professional Writing
135
(Ref: Language in Use. Upper - Intermediate.Classroom Book.page 70)
Activities: Write arguments for and against to the following opinions.
e.g. Women and men now have equal opportunities in society
Doing military service makes young people better citizens.
Focus: develop logical arguments and cite evidence, use persuasive techniques and
rhetorical devices.
Language focus: In order to find out how people, one surprising fact that emerged
was, The results of our survey suggest that
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EN 2205 English Language Teaching Methodology II
137
Follow the same procedure as for the primary teaching
Cut out your favorite advertisement from a newspaper. Prepare a short presentation
covering the following points.1. Target customers, how it works in terms of promoting
the product-attracting attention, arousing interest, creating a desire, encourage to take
prompt action
138
Describe favorite TV commercials to your partner. Say why you think they are effective
Making reservations-flights and at a restaurant. Speak over the phone, send a fax
Meeting or being met: role play- e.g. a foreign business person arriving at the local air
port and the other person is waiting to welcome him. Role play: the whole scene up to
leaving the airport.
Write a list of advice which might be given to foreign visitor.
Tell a visitor about office routines in our country: working hours, holidays,
relationships between the boss and employers, recreational and sport facilities for staff
Arrange a program for an important visitor who is coming to your firm to meet other
officers. 1. Make a telephone call to colleague in another department, inquiring whether
you can bring the visitor to see him/her. 2. Write a memo asking your boss to give the
visitor a brief explanation of your firms activities. 3. Draft a fax to the visitor
informing the date and the time you propose for the visit/or phone her/him
139
EN 2207 Fundamental Journalism II
Peer-editing: groups exchange their writings and edit and give feedback, re-drafting, and
proof reading
140
EN 2208: PRINCIPLES OF EDUCATION
141
EN 2209: Intermediate Business English
142
1. Read and discuss merit and de merits the kind of impressions they give the readers
and list the characteristics of a good letter , memo and email.
2. Planning and drafting different types of letters, memos and emails.
143
Apologizing sorry my fault, I am very sorry, I didnt realize.
Replying a compliant: Situations - order has not arrived I was charged more
..the order was for 80 boxes containing 144 items in each. Each box we have opened so
far contains only 100 items.
7) Job interviews ( 5/2 hrs)
Techniques for interviewing effectively
Criteria for effective follow up correspondence
Activities: Read and write different types of dialogues on job interviews and enact them
in the class.
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1. An Introduction to Journalism (15/8 hrs)
* What is journalism?
* Who is a Journalist?
* Qualities of a successful journalist
* Training and Qualifications for a journalist
* Journalism as a career
* Steps to become a journalist
* Prepare
* Learn about the field
* Get Training
* Go to work
* Getting help
* Get started
* Joining up
* Questions for discussions
2. News Writing Style & Writing News Reports (15/7 hrs)
* Language for writing journals : Looking at different news items in news papers
and
Journals . Examine them under the following headings.
Vocabulary, sentence structure, prose style, organization, discussion
News Writing Style:
What characteristics does good writing demonstrate? Discuss the following under
two headings. Authoring ( creating documents) and crafting ( actual writing)
Authoring : a sense of audience and style ( appropriateness) , a sense of purpose
( content) a sense of direction ( developing the ideas.)
Crafting : Organization should be clear and in a logical manner, using the
conventions spelling, lay out, getting the grammar correct , varied sentence
structure , linking ideas in different ways , having a good range of vocabulary.
Writing News Reports
Familiarization with headlines, of different news items , sub head/s , straight
news , linking ideas in different ways ,having a good range of vocabulary.
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Who is your audience?
What interest do they have in the subject?
What do they already know about this subject?
- Purpose
What do you want to accomplish by writing this news item or feature article?
Is it to entertain/ educate/ inspire them to do something / help them understand
something new/ see something from a new point of view/ change their minds
about something?
- Writing Stage :
Write main idea in a complete sentence, ask yourself.
Is it clear to you/ your audience?
Write support material. Ask yourself , do you need to be more specific/
develop any idea more?
Does your discussion move smoothly? Analyse your conclusion.
146
1.3 Educational managers
1.4 Policy makers
1.5 Researchers
1.6 School
1.7 Physical measurement
1.8 Mental measurement
147
EN 2212: Advanced Business English I
148
There is to be a company picnic next month and everything has to be planned and organized. You
are a participant of the meetings discussed above. What would you say to express your point of
view, make objections, ask for opinion to end a meeting.
Reports
Criteria for writing reports
Organization, Development, Style
Types of Reports
Trip Report
Progress Report
Lab Report
Feasibility / Recommendation Reports
Incident Reports
Investigative reports
Meeting Minutes
Process
Pre writing
Writing
Re writing
Activities
Cut out your favorite advertisement from a news paper . Prepare a short presentation
covering the following points. Target customers, how it works in terms of promoting the
149
product attracting attention , arousing interests, creating a desire, encourage to take
prompt action.
Describe favorite TV commercials to your partner. Say why you think they are effective,
Simulation
You in the buying department of your company. Decide in what terms, price, condition
etc you are prepared to buy a product, make notes, negotiate with the seller.
You are the chief buyer for a company. Find one from a salesman the following.
About a product : wholesale price, recommended retail price, how quickly the goods can
be shipped, how each item is packed, where the product is manufactured.
Procedure: Look at the new words in a dictionary. Practice the necessary expressions.
Write the necessary notes before enacting the situation.
6) Travelling on business (10/5hrs)
Making reservations flights and at a restaurant. Speak over the phone. Send a fax
Meeting or being met : role play eg: a foreign business person arriving at the local airport
and the other person is waiting to welcome him. Role play the whole scene up to leaving
the airport.
Write a list of advice which might be given to foreign visitor.
Tell a visitor about office routines in our country: working hours , holidays, relationships
between the boss and employees , recreational and sport facilities for staff officers.
Eg 1 : Make a telephone call to colleague in another department , inquiring whether you
can bring the visitor to see him or her.
Eg 02 Write a memo asking your boss to give the visitor a brief explanation of your
firms activities.
Eg 03 Draft a fax to the visitor informing the date abd the time you propose for the
visitor / or phone her / him.
150
EN 2213: Advanced Journalism I
151
The Objectivity Rule
The Inverted Pyramid Story Form
The completeness of a News story
Writing short paragraphs
Adherence to a Style
Reporters
What reporters do?
Personal characteristics
Profile of the American Journalist
Becoming a professional
Becoming a reporter
The chief reporter and other Correspondents
Reporting
Five Ws and One H
Types of sources
Stored Sources
Personal Sources
Observation
152
Interviewing
Ten tips for covering a Beat
A dozen interviewing tips
A note on accuracy
153
Other writing Convention
Short sentences, third person, An attitude for Accuracy
The inverted Pyramid
The Lead paragraph
Inverted Pyramid checklist
Developing the story
Feature styles
Anecdotal Features
Suspended Interest Features
Questions and answer
154
EN 2214: EDUCATIONAL PSYCHOLOGY
155
3.4 Cognitive developments
3.5 Theories of intelligence
3.6 Emotional intelligence
156
EN 2215: Advanced Business English II
157
Writing
Re- writing
Sample Technical Descriptions
2) Instructions and User Manuals (6/3 hrs)
Criteria for writing short Instructions
Title
Organizations
Audience Recognition
Graphics
Style
Process
Pre-writing
Writing
Re-writing
Samples Short Instructions
Criteria for writing a user manual
Cover Page
Hazard Alerts
Table of contents
Introduction
Definition of Terminology
Technical Descriptions
Warranties
Accessories
Frequently Asked Questions
Corporate contact information
Sample user manuals
Activities.
3) Visual Appeal (6/3 hrs)
Document Design
Importance of Document Design
The Technical Writing Context
Damages and Dangers
Corporate identity
Organization
Order
Access
Variety
Summary
Chapter highlights
Activities
Graphics
Benefits of visual aids
Conciseness
Clarity
Cosmetic Appeal
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Color
Three dimensional Graphics
Criteria for Effective Graphics
Types of Graphics
Sample Graphics for quantitative and other data
Outline Chart
Tables
Bar Graphs
Pie Charts
Line Graphs
Area Graphs
Pictograms
Other visual aids
Activities
4) How to develop a business profile (6/3 hrs)
Report strategies
Research
Criteria for writing Research Reports
Audience, Effective Style, Formatting
Process
Pre writing, writing, Re writing
Proposals
Criteria for proposals
Title page
Cover letter
Table of contents
List of Illustrations
Abstract
Introduction
Discussion
Conclusion/ Recommendation
Glossary
References
Appendix
Process
Prewriting, Writing, Re-writing
Sample External and internal proposals
Activities
159
The telegraph system.
Business Meetings 11
6) Strategies for Successful Business and Group meetings (6/3 hrs)
Background information on groups
Purposes and kinds of meeting
Informational Meetings
Suggested Solution Meetings
Problem Solving Meetings.
Solving Problems in meetings or groups
Authorization for a committee
Methods of solving problems in meetings.
Leadership Responsibilities in meetings
Kinds of leadership
Planning steps before the meeting
Procedures during the meeting
Follow- Up after the meetings
Participant Responsibilities in meetings
Preparation for meetings
Effective Participant Roles in meetings
7) Presentations (6/3 hrs)
Informal oral presentation
Formal oral presentation
Types of formal oral presentations
Parts of a formal oral presentation
Introduction, discussion, conclusion
Visual Aids
Power Point Presentations
Benefits of power point
Tips for using power point
Activities
8 ) Negotiation Skills (6/3 hrs)
Define negotiations
Identify the concept of negotiations
The advantages & disadvantages of negotiations.
How negotiation takes place
Different types of negotiations
The Language used in negotiation.
160
Reported Speech
Agreement between pronoun and Antecedent.
Idioms and Proverbs
Coma Splice
Faulty /vague pronoun reference
Fragments
Fused Sentence
Modification
Parallelism
Vocabulary
Word Stock
Idioms and fixed expressions
Punctuation
Apostrophe
Colon
Coma
Dash
Ellipses
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EN2216: Advanced Journalism II
Beginnings of Journalism
Where does journalism begin?
The Printing Press
Dangerous Information
The New world
Benjamin Franklin
The fire of Revolution
The Women in Eighteenth Century Journalism
James Riving ton and Tory Press
Partisanship
2) The History of Journalism (7/3 hrs)
162
3) New Realities, New Journalism (7/4 hrs)
A Profession Matures
A Generation of Growth
An age of Personalities
Yes Virginia , there is a Santa Claus
Advancing Technology
Reporters and Reporting
Yellow Journalism
Stunt Journalist Nellie Bly
Change in Advertising
The Watch dog Press
A Century of Technology
The Decline of News Papers
The Development of Radio
Time and Development of the Newsmagazine
Henry Luce and the March of Time
Television
News papers : Clouded Stability and Prosperity
Expanding Television with cable
Watergate: A Third-Rate Burglary and a Pulitzer for two young reporters
The Development of the web
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Families of Type
Serif and Sans Serif
The Anatomy of Type
164
Designing and producing a college magazine
Planning what type of articles to include , crafting the articles, Selecting,
and editing and re- drafting , using illustrations , proof reading the
articles.
3. Ethical Practices
The Good Journalist
Honesty
Professional Practices
Respect
An Approach to Ethical Behaviour
Ethical Difficulties
Falsifying Information
Plagiarism
Conflicts of Interest
Privacy
Bias, Unfairness, selective Reporting
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Persistent Problems
Journalism Present and Future
An open profession
Financial State of the profession
Bias
Errors / Credibility
Sensationalism / Relevance
Intrusiveness
Recruitment, Training, and Retention
Changing Technology , Changing Audience
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