Collins - English For Life Speaking B1 .pdf
The organization of College English textbook these days is only a chapter of introductory poetry and a short story or history. Hespresents the best of the English literature through poetry andprose, and the commentary on the texts helps students make sense of it all. The chapters include biographical information, a guide to important and relevant background information, and sometimes a historical commentary.
Background The aim of this study is to explore the language teaching/learning, the general approach adopted by the college and the English department is that of a process approach. It is based on the belief that learning and teaching should be a process, and that students also learn and teach the language. Students are expected to incorporate this process approach in their teaching/learning of English language, it is a relatively new approach in the college system. As such, emphasis will be given to this approach in the course. Students are expected to adopt a systematic approach to learning English in this course. This systematic approach to teaching and learning English will be developed throughout the course, mainly in the following ways: • Study of texts for example poetry, prose, drama and fiction. • Study of grammar, reading comprehension and vocabulary. • Study of writing skills and composition. • Practise speaking and listening. • Systematic approach to learning English. • Supervision of student work. The student is expected to adopt this approach as part of the learning process in the course. ‘In between these two poles, in between the process approach to language teaching/learning and the traditional approach, lies the poetry classroom. Poetry classrooms are classrooms where the teacher not only talks to students about the content of poetry, but also helps students explore the linguistic and cultural features of the poems they study. Emphasis will be given to the latter as this is the approach most popularized by the poetry classroom. The main emphasis in this course will be on this approach. Students are not only expected to study the languages in which they are learning, but also to develop a language awareness about the cultures in which these languages come from. As such, the study of Indian and Japanese poetry will be introduced and students will be expected to make observations on the use of culture in poetry. They are expected to explore the role of culture in poetry and express their views on this. They will be also expected to study the textual features (form) of poetry, for example meter, rhyme, and the thematic patterns within poems. Contextual approaches to the learning of English There are two types of contextual approaches to the learning of English grammar: • Intertextual Approach: This approach involves the study of grammar in a systematic way, in the context of more than one text which is used as a reference point. • Syntagmatic Approach: This approach involves the study of grammar in the context of one text, but not in a systematic way. Examples of Syntagmatic Approaches to the Grammar of English • The use of context: Here the use of more than one text is introduced to an individual but not in a systematic way. • The use of context through reading: Here a single text is used to explore certain aspects of grammar, for example the use of syntagmatic approaches in different parts of a text. Example of the use of context through reading: the student is given a short story, a poem and a letter from a friend. He is asked to use the resources to make some observations about a particular aspect of the language of the text. He is then asked to use a context from the text to explore the meaning of the text. This will involve some discussion on poetry and some will be guided to further study using the Intertextual Approach
The organization of College English textbook these days is only a chapter of introductory poetry and a short story or history. Hespresents the best of the English literature through poetry andprose, and the commentary on the texts helps students make sense of it all. The chapters include biographical information, a guide to important and relevant background information, and sometimes a historical commentary. Background The aim of this study is to explore the language teaching/learning, the general approach adopted by the college and the English department is that of a process approach. It is based on the belief that learning and teaching should be a process, and that students also learn and teach the language. Students are expected to incorporate this process approach in their teaching/learning of English language, it is a relatively new approach in the college system. As such, emphasis will be given to this approach in the course. Students are expected to adopt a systematic approach to learning English in this course. This systematic approach to teaching and learning English will be developed throughout the course, mainly in the following ways: • Study of texts for example poetry, prose, drama and fiction. • Study of grammar, reading comprehension and vocabulary. • Study of writing skills and composition. • Practise speaking and listening. • Systematic approach to learning English. • Supervision of student work. The student is expected to adopt this approach as part of the learning process in the course. ‘In between these two poles, in between the process approach to language teaching/learning and the traditional approach, lies the poetry classroom. Poetry classrooms are classrooms where the teacher not only talks to students about the content of poetry, but also helps students explore the linguistic and cultural features of the poems they study. Emphasis will be given to the latter as this is the approach most popularized by the poetry classroom. The main emphasis in this course will be on this approach. Students are not only expected to study the languages in which they are learning, but also to develop a language awareness about the cultures in which these languages come from. As such, the study of Indian and Japanese poetry will be introduced and students will be expected to make observations on the use of culture in poetry. They are expected to explore the role of culture in poetry and express their views on this. They will be also expected to study the textual features (form) of poetry, for example meter, rhyme, and the thematic patterns within poems. Contextual approaches to the learning of English There are two types of contextual approaches to the learning of English grammar: • Intertextual Approach: This approach involves the study of grammar in a systematic way, in the context of more than one text which is used as a reference point. • Syntagmatic Approach: This approach involves the study of grammar in the context of one text, but not in a systematic way. Examples of Syntagmatic Approaches to the Grammar of English • The use of context: Here the use of more than one text is introduced to an individual but not in a systematic way. • The use of context through reading: Here a single text is used to explore certain aspects of grammar, for example the use of syntagmatic approaches in different parts of a text. Example of the use of context through reading: the student is given a short story, a poem and a letter from a friend. He is asked to use the resources to make some observations about a particular aspect of the language of the text. He is then asked to use a context from the text to explore the meaning of the text. This will involve some discussion on poetry and some will be guided to further study using the Intertextual Approach 5ec8ef588b
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