Reference no: EM132197550

Assignment 1 -

Instructions - These assignments (which comprise TEN pages) are designed to make you check your understanding of the units and to apply it in the analysis of materials.

SECTION A -

a. What do you understand by the following processes of simplification? Give examples of your own for each. (250 words).

i. Information control

ii. Lexical control

iii. Structural control

b. Do you think these processes help reader in better comprehension of a text? Justify. (150 words).

II. a. What details do you think should a good syllabus give us?

b. List out some aspects of language teaching that do not appear in a syllabus the teacher has to incorporate in the classroom. (500-600 words)

III. Given on the following pages (3 & 4) is an extract from the pages of a language textbook. Would you describe the basis of the organization of the syllabus as primarily grammatical/functional/situational/lexical or a mix of any of these approaches? (Cite examples from the extract to illustrate your points. (250-300 words).

SECTION B -

Read the extract from a book for developing listening skill attached herewith. (500 words)

a. Listen to three taxi conversations. Where is each passenger from?

b. Listen again. Complete the table.

Conversion	Destination	Fare
1	Euston Station
2
3

c. Listen again. Which passenger is it? Write 1, 2, or 3.

________ is travelling on business.

________ gives the driver a tip.

________ wants a receipt.

________ likes the city.

________ is on holiday.

________ gets out of the taxi early.

Tick the things the taxi driver talks about. What does he say about them?

___The traffic

___sport

___his girl friend

___the airport

___his job

___The weather

a. List the type of listening tasks it contains (e.g.: listening for content, listening for accuracy etc.)

b. What is the teacher's role and the learner's role as perceived by the materials producer?

c. If you were to use this task in your classroom, how would you organize it?

II. Examine Task 1 and Task 2 given below and answer the questions that follow: (350-450 words)

TASK 1 - Imagine that you have moved from a small village near Pune to work as a fruit-vendor in Mumbai. Though you have no language difficulties, write about the fear and confusion of living in a city.

Write a short account of the changes in your life. Also try and answer the following questions.

• Do factors like weather and holidays affect your trade?
• Is the trade better at some times of the year than at others? If so, when is the peak season? When is the 'off season?
• Which areas in the city arc not profitable?

TASK 2 - A good introduction and conclusion Effective writing

A. Work in pairs. Look at the OPENING paragraphs of the reading passages in Units 20 to 23. Discuss these questions with your partner:

• What effect does each opening paragraph have on you as readers?
• Which of the paragraphs encourages you to read on and find out more?
• Does the very first sentence of each passage catch your attention? Decide which of these opening sentences you prefer for an article on 'How a movie projector works':

Have you ever wondered how a movie projector works?

Did you know that a movie projector shows 24 frames every second?

There are 1,440 individual frames in one minute of a movie. Not many people know how a movie projector works. A two-hour movie consists of 172,800 frames.

Everyone's been to the cinema, but not 'many people know 'what happens in the projection room.

B. Work in, pairs, Draft a short opening paragraph (two or three sentences) for an article or essay on each of the following topics:

1. Space exploration.

2. Genetic engineering.

3. Studying science.

4. How compact discs work.

5. How a movie projector works.

6. How a video recorded works.

Show your paragraphs to another pair and ask for comments on how effective they are:

C. Work in pairs. Now look at the CONCLUDING paragraphs of the same reading passages. What is the effect of each one on the reader? Which of them leave you feeling better informed and satisfied?

D. Work in pairs. Draft a concluding paragraph (two or three sentences) for each of the articles or essays you began in B.

Show your paragraphs to another pair and ask for comments on how effective they are.

a. What are the differences in the nature of guidance given to the learners in these 2 tasks? What level of learner would each task be suitable for?

b. What is the difference in the perception of teacher-learner roles in each of these tasks?

c. Which of these tasks do you feel would be more effective for developing writing skills?

III. How would you use the following activity in the classroom to develop students' speaking skills and what kind of feedback would you provide to the students after the activity? (350- 400 words).

Assignment 2 -

Instructions - These assignments (which comprise EIGHT pages) are designed to make you check your understanding of the units and to apply it in the analysis of materials. Please read the units carefully and make notes or highlight important points before beginning to answer the assignments.

SECTION A -

I. Look at the following tasks for developing vocabulary and answer the questions that follow: (250-300 words)

Task I -

How would you feel?

If someone asked you this question: Would you be afraid if you were about to spend a year on a desert island? Would you reply like this: Afraid? No, I'd be absolutely petrified or like this: Afraid? No, but I suppose I would be a bit apprehensive.

A. Some adjectives have similar meanings but have a different 'FORCE' Notice how these adjectives are arranged in the chart to show their force.

B. Work in pairs. Make a chart to show the relative FORCE of these Adjectives. Treat the one in CAPITALS AS THE 'normal'. Unemphatic one.

C. Work in pairs. Make a list of things that might make either of you feel angry, happy, unhappy, excited, surprised or afraid.

Then join another pair and ask them to say how they would feel about the things in your list and ask them why, like this: Would you feel afraid if you found a scorpion in your bed? Why is that?

1. Make the comparatives.

1. It's a noisy restaurant. This one is noisier

2. It's an interesting restaurant. This one's more interesting.

2. Give your opinions. Compare these things. Use the adjectives in brackets.

I think cats are friendlier than dogs.

OR

I think dogs are friendlier than cats.

1. Cats and dogs (friendly)

2. Tea and coffee (good)

3. Letters and emails (nice)

4. TV and the radio (interesting)

5. English and your language (easy)

6. Men and women (tidy)

7. Trains and planes (safe)

8. A headache and toothache (bad)

9. Football and athletics (popular)

10. The USA and Australia (big)

a. What grammar item is being focused on in this task? Is it focusing on form or meaning?

b. What demands does this task make of the learner with referenc6 to the grammar points?

c. Would you choose such tasks for your students? Why/why not?

III. Examine the three sample tasks given below:

Task III - Fill in the blanks choosing suitable words from the box and using them in the appropriate form:

celebrate (2) depend differ enter have mark refer stretch vary

Sankranti _____ from January 13 to 16 every year. The dates might _____ by a day or two _____ on the sun's position. It also has astronomical significance: it _____ the beginning of Uttarayana, the sun's movement northward for a six-month period.

On Sankranti day, the sun _____ the Zodiac sign of Makara or Capricorn and hence the festival _____ to as Makara Sankranti. Each day has its own significance and relevance and _____ differently. Even the food _____ from one day to another.

The four day harvest festival at times _____ to six or eight days.

Task IV - Arrange the sentences in the boxes in order and write out the complete paragraph.

Task V - Write a coherent dialogue using the following items spoken by two of your classmates.

a. Identify the skill/element being tested in each of these three tasks. (250-300 words)

b. Give the evaluation scheme for each task. (400-500 words)

c. Imagine that you are the teacher using the task to evaluate class X students for formative assessment. What is the kind of feedback you would give learners on their performance? (150 - 200 words)

IV. Look at the profile given on page 32, unit 2, Block V of PGCTE materials course book. If you are a practicing teacher use the profile with your students and identify the kinds of points learners come up with. If you are not ask a friend who is a teacher to ask her/his students to write their profiles. (500 words)

a. Identify the points the learners come up with.

b. Select any five representative student responses and identify what the teacher learns from the student's own assessment of their performance. How will it affect his/her teaching? You must attach a copy of student profile you have selected.

Attachment:- Assignment File.rar