The student teachers:

Understand the nature and purpose of language teaching.
Appreciate the problems of learning as second language
Analyse various basic theories of learning English as second language in schools.
Become aware of language teaching methodology/instructional strategies.
Plan the lessons for teaching practice.
Apply the techniques/skills required for teaching in the classroom.

Place of English in India after independence; the language problem; role of English - aims of teaching English as a second language; place of mother tongue in teaching/learning English; controversy over a shift from literature to language study.

Detailed study of the following theories would help locate suitable instructional strategies for the learning of English: Behaviourist theory - Cognitive theory - Constructivist theory - Monitor theory - Affective Filtration Hypothesis theory

Form-based and Function-based approaches; Transition method; Direct method; Bilingual method; Structural approach; Interactive approach; Communicative approach (functional approach); Total Physical Response (TPR) ; Suggestopaedia.

(i) Teaching of Prose: Intensive and extensive reading - steps in teaching intensive and extensive reading; developing reading habits; retardation in reading.

(ii) Teaching of Poetry: What is special in poetry? Difference between prose and poetry; arguments for and against teaching poetry; how to teach poetry at the secondary and tertiary levels.

Types of grammar - formal and functional; methods of teaching grammar - inductive, deductive; How to teach grammatical functions; drills in English; written exercises for practising functions in English; substitution tables.

Importance of vocabulary teaching; principles of selection and gradation of vocabulary; types of vocabulary - active and passive vocabulary; nature of words; kinds of words; techniques of teaching new words; spelling games; dictation - values of dictation; how to expand vocabulary.

Planning to write words, their meanings and arrangement; developing ability to compose; types of composition -guided, controlled and free-picture compositions - dangers of free composition in early stages; group work in composition; correction work.

Need and scope; objectives and advantages of unit plan and lesson plan; discussion, criticism and demonstration lesson plans, writing lesson plans for prose, poetry; supplementary reader, grammar and composition; learning from observation; criteria for evaluating teacher's performance.

The student teachers:

Acquire knowledge and ability to develop comprehensive skills and productive skills of students
Become capable of developing students' skill in communicative English
Prepare audio-visual software and use them to supplement teaching.
Analyse the textbooks and other learning materials objectively.
Become acquainted with different tests for assessment; acquire skills in their preparation.

Concept of curriculum - principle of curriculum construction -curriculum construction in English.

Structure of a textbook - Critical review of textbooks prescribed for English in secondary schools. I

Techniques and materials for developing listening and reading skills; mechanics of reading - reading comprehension - loud reading and silent reading - skimming - scanning - different kinds of reading; pre-reading and post reading skills - intensive and extensive reading; methods of teaching reading.

Techniques and materials for developing speaking, and writing skills; (dictation - written exercises at early stages; English spelling - how to improve spelling; Mechanics of writing - good handwriting, characteristics - choice or script.

Communicative functions of the language; Communicative Language Teaching (CLT) -procedures; students' use of language in different situation; activities and programmes - interactive approach - student-teacher interaction; student-student interaction; student-learning material interaction.

Gagne's hierarchical learning - Concept attainment model of teaching English - Advance organizer model - Information processing model - Mnemonic strategies.

Inductive reasoning model - Deductive reasoning model - Problem-solving model of teaching English - Constructivist model of learning - Inquiry model of instruction - Interactive model of learning.

Role-play, dramatisation, discussion - in small groups and large groups. - Interactive sessions - Independent work sessions - Engaging students in meaningful home work - extension of classroom activities and follow-ups to classroom activities.

Principles of language testing; values of tests and examinations - characteristics of a good test - types of questions - merits and demerits of each type of question- oral tests and written tests - unit test - making a design and preparing a blueprint - construction of suitable items - items relevant to specific objectives - various kinds of tests.

This unit may be dealt with before the student teachers start their Teaching Practice.