Try and tell what ideally ought to be the basis of the
syllabus at the Middle, Secondary and senior
Secondary according to ELT
A well-designed syllabus is an essential tool for effectively
managing a course. It gives students a clear understanding of your
expectations and a road map for how the course will be conducted.
When done right, a syllabus can prevent a lot of misunderstandings as
the semester progresses. Teaching English as a second language does
not always have the same objectives. It is not necessary that it should
have the same course content. There are some fundamental objectives
in teaching English as a second language to a group of non-English
learners: (1) the development of the ability to communicate, and (2)
the fostering of an insight into the socio-cultural patterns of the
country whose language is being studied. The teacher's, task will be to
a slow but sure language-culture integration. The starting point is
the student himself and his immediate environment. At gradual
stages these 'experience units' will involve depth and breadth of
social maturity.
MIDDLE CLASS STUDENTS
For middle class student it should home functional in nature because
at early age it is easy to learn languages . So by making it functional
learners would be able to use it functionally and fluently for example
like first language , While learning our first language we first learn to
listening followed by speaking then reading and finally we learn to
writing it’s a smooth process of learning a language and quite
effective in nature , so if we follow the same pattern learner would
me more competent in their second language or other language they
would like to learn. But when it comes to learning ESL syllabus more
focus on structural learning like in many schools teachers are still
practicing translation method in learner miss the context of the
matter and focus only on the words and it’s meaning.
In this stage syllabus should focus more on encourage learner to be
able to connect with the language give opportunities to practice
what they have learnt. Enhance their LSRW skills in the ascending
order this should be their preference . At this stage syllabus should
work more on making them comfortable with the language because
in later stage it become difficult in time because if the become
comfortable with language at this stage then they wouldn’t need to
follow translation method even in their mind.
SECONDARY CLASS STUDENTS
For secondary student syllabus should be plan for making them able
to practice all the language skills LSRWVG although vocabulary of
learners in all the other functions and when they learn functional
language they got familiar with grammatical rule it could be a
possibility that they are not aware of the terms and terminology but
is this stage they would become aware of the terminology and they
would not face much issues because they would be familiar of these
structure.
In this stage the could focus on the reading, writing skills a little more
than other skills because they would be able to practice other skill
under the umbrella of curriculum and would be functional will using
listening and speaking skill at this stage they need to work on
polishing these skills and also other activities would include these
skills .
Syllabus should design in gender sensitive manner all the gender
should be included in the text positively. Syllabus should have scope
for going beyond the text and should be encouraging in nature for
reading more stories, poems. This condition should be followed in all
the stages. Syllabus should also be able to include lifeskills.
SENIOR SECONDARY CLASSROOM
At this stage syllabus should be more critical in nature and should
include imaginative and abstract idea. Focus of the syllabus should
be on all the language aspect. In this stage the focus of the syllabus
should be more on the Literature. Encourage learners to read and
write literary pieces. Help them to not only read but also able to
connect with the text.
Syllabus should design in gender sensitive manner all the gender
should be included in the text positively. Syllabus should have scope
for going beyond the text and should be encouraging in nature for
reading more stories, poems. This condition should be followed in all
the stages. Syllabus should also be able to include lifeskills.
How as a teacher would you negotiate what is given
you at syllabus and what you believe it?
Mostly central and Delhi school follow CBSE syllabus. Books of CBSE
syllabus are more structural in nature doesn’t give much scope for
listening and speaking skills although they have tried to focus on all
skills but generally teachers doesn’t pay attention to that part of the
book . Some are still following the translation method. Still the focus
of the books are much more on reading and writing skills and
percentage of the question of reproductive pedagogy is much more
than the critical, observational, and experience based questions
these question doesn’t actually deal with the mean theme and
context of the text.
As a teacher i think we can include all those activity in our teaching
plan those we found missing in the chapter and focus on all the
aspect of language with a little effort. Teacher can play an important
role in breaking stereotype. If in text they are showing stereotypical
examples then teacher can show some example to his/her learner
breaking that stereotype.
