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CHAPTER: II

REVIEW OF LITERATURE

2 Introduction

2.1 Language Theories

2.1.1 Language Acquisition

2.1.2 Theories of Language Learning

2.2 Approaches towards Language Learning

2.2.1 Behaviorist Approach

2.2.2 Mentalist Approach

2.3 Language Curriculum and Syllabus Design

2.3.1 Curriculum

2.3.2 The concept of Syllabus

2.3.3 Features of Syllabus

2.3.4 Types of Syllabus

2.3.4.1 The Grammatical

2.3.4.2 The structural

2.3.4.3 Functional / Notional

2.3.4.4 The Situational

2.3.4.5 The Lexical

2.3.5 Syllabus Designing

2.3.6 The Process of Syllabus Designing

2.3.7 Syllabus Design factors

2.3.8 Towards a dynamic Design

2.3.9 Synthesis: Syllabus Design Factors

2.3.10 Purpose of the Syllabus

2.3.11 Is the course book termed as a syllabus?

2.4 Principles of Syllabus Designing

2.4.1 Basic organizing Principles

2.4.2 Background of Syllabus

2.4.3 Syllabus Development

2.4.4 Syllabus and lesson Planning

2.4.5 English Syllabus for Specific Purpose (ESP)

2.4.6 English syllabus for General Purposes

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2.5 Syllabus Designing in India

2.6 English Language Textbooks

2.6.1 Definition of Textbooks

2.6.2 Philosophical foundation of Syllabus

2.6.3 Psychological Foundation of Syllabus

2.6.4 Social Foundation of Syllabus

2.7 Teaching Materials / Textbooks

2.7.1 Correlation among the Textbooks, learners and teachers

2.8 Analysis of syllabus

2.9 Review of books

2.9.1 Materials developments in the teaching of language

2.9.2 Self-instruction in language learning

2.9.3 Discover elementary English Grammar

2.9.4 Supporting and facilitating Self Directed Learning

2.9.5 Does Self -access language learning of the territory level really work?

2.10 Review of Previous Researches in the field

2.10.1 An Assessment of the Textbook of English for Class 6 by (A) The

Subject Experts, (B) The Teachers of English and (C) Educated

Parents, with a view to Restructuring the Same (Mangal Devang

Mehta, 1984, M. Ed. Dissertation, S. P. University)

2.10.2 A Study of the Course book, Communicative Skills in English,

Introduced by Osmania University for the First Year Degree Students

(K. Jalaluddin, Master of Letters in ELT Dissertation, 1985)

2.10.3 A Study of the General English Courses at the Undergraduate Level

in Osmania University (S. Narayan, Ph. D. Thesis, Osmania

University, 1986)

2.10.4 Instructional Materials for the ICSE English Course: An Evaluation

(SuchitraPratap, 1998, M. Phil Dissertation, CIEFL)

2.10.5 A Critical Evaluation of the Compulsory English Syllabus for+2 Level

in Nepal (Chandreshwar Mishra, 1998, Ph.D. Thesis, CIEFL)

2.10.6A Study of the Plus-two Level English Language Course Materials in

Relation to Learners’ Language Competence (Sunil K. E., 2003, M.

Phil. Dissertation, 2003)

2.10.7 Development & Tryout of Self-Learning Materials in English for Std.

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IX Dr. Vijay K. Sevak, Quest in Education. Vol. XXVI No. 4, October,

2002.

2.10.8 Preparation of Communicative Task to Teach Certain Language

Items in the Subject of English at Std-IX. Pushpa T. Parmar (M. A.,

B. Ed)

2.10.9 Enhancing Communicative Competence of Educationally Deprived

Learners of English at the Secondary Level in Gujarat by Sayarabanu

Durvesh, Pacific Academy of Higher Education and Research

University Udaipur, Rajasthan, 2015.

2.10.10 An Assessment of the Prevailing Teaching Methods for Teaching

English at the Secondary Level in the Central Gujarat Region by

Imtiyaz M. Shaikh, Pacific Academy of Higher Education and

Research University Udaipur, Rajasthan, 2015.

2.11 Review of Prescribed Syllabuses and Materials in the Universities

under Study

2.11.1 Review of Prescribed syllabus in Gujarat University, Ahmedabad

2.11.2 Review of prescribed syllabus in Hemchandracharya North Gujarat

University, Patan

2.11.3 Review of prescribed syllabus in Veer Narmad South Gujarat

University, Surat

2.11.4 Review of prescribed syllabus in Sardar Patel University, Vallabh

Vidyanagar

2.11.5 Review of prescribed syllabus in Saurashtra University, Rajkot

2.11.6 Review of prescribed syllabus in Bhavnagar University, Bhavnagar

2.11.7 Review of prescribed syllabus in KSKV Kachchh University,

Kachchh

2.11.8 Review of Prescribed syllabus in Shri Govind Guru University,

Godhra

2.12 Conclusion

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2. Introduction

This Chapter begins with the theories of acquisition of language and language

learning. That is followed by nature of learning a language, acquisitionof language

and discussion of characteristics of ‘syllabus.’ This chapter provides a review on

syllabus designing from different perspectives in the history. It also discusses

significance in the area of teaching in the classroom and methodologies adopted in it.

It also looks towards the future implications by involving the learners for the

incorporation into new methodologies, and dynamically designed syllabus. In the

other sections there will be discussion on the rationale behind syllabus design and

provide a detailed review onmajor types of Syllabus: the Grammatical Syllabi, the

Functional Syllabi, the Lexical Syllabi, the Task-Based Syllabi, and the Content-

based Syllabi.

It can be said that the syllabus can be identified, analyzed and classified in context

with the needs and demands of the present time. The discussion focuses on various

types of syllabi and the possible sources behind the accordance of those syllabi. It

further discusses the importance and essentialpart of syllabus in a classroom, its

significance for the learner in syllabus design. It ends with review of the research

studies taken up by different researchers in the area of syllabus analysis.

2.1 Language Theories:

In the present era, a number of theories regarding language acquisition as well as

language learning are prevailing. So far, a big number of researches have been

conducted in these fields. Various investigators have looked at these terms from

different angles.

2.1.1 Language Acquisition:

In this a meaningful interaction is required in the foreign language which is natural

process in communication where the speakers are concerned not with the form of their

utterances but with the message in which they are conveying and understanding.”

(Krashen, S.D., 1985:145)

Acquisition of language refers to the process in which there is natural assimilation,

which involves intuition and sub-conscious learning in which activity the learner is an

active participant. This is the way, in which children learn their mother tongue, a

process that produces functional skills in the spoken language without any kind of

theoretical knowledge which develops familiarity with the phonetic characteristics of

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the language, its structure and vocabulary is responsible for the oral understanding the

capacity for creative communication and for the identification of cultural values in the

language specified.

In the acquisition of second language, approach in teaching and learning are viewed

as an activity that happens in a personal psychological frame. The best example of

second language learning involves adolescents who live abroad for a year is attaining

near native fluency really whithout knowing little about the language in the majority

of cases. They have a good pronunciation without an idea of phonology or the

structure of grammar but they intuitively recognize and know how to use all the

structures.

“The best methods are therefore those which supplies detailed input in low anxiety

situations, containing messages that learners really want to listen. The methods do not

exert any kind of force in early production in the second language learning, but

allowsthe students to produce when they are ‘ready’ to recognize the improvement

which comes from supplying communicative input, and not from any kind of forcing

and correcting in the production of language in the learners.” (Krashen, S. D,

1985:151)

2.1.2 Language learning

The view and idea of language learning is attached to the traditional approach to the

study of language and it is still generally practiced in the high schools all over the

world. Attention has been focused on the language in its written form and the

objective for the learners to understand the structure and rules of the language through

the application of intellect and reasoning. The form is of greater importance than

communication. Teaching and learning are technical and governed by a formal

instructional plan with a predesigned syllabus. One studies the theory in the absence

of the practical application of language learning wherein one gives priority to the

correct and represses the incorrect, because of that there is a scope for the spontaneity

in language learning. The teacher is at the center and the participation of the learners

is mainly passive and they don’t have the active participation.

The teaching of English in Gujarat for the learners is to learn the functions of

grammar. Learners learn how to frame sentences in the tenses and in the grammatical

category but when it comes to construct a sentence while speaking, they find it quite

difficult. Normally, in such scenario, it is a progressive process of supplying

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language, any pre-set syllabus which includes the memorization of vocabulary and the

structure of language.

The structure of English course finds to transmit to the learners knowledge about the

language, its functioning and grammatical structure, it contrasts with the learners’ to

the mother tongue, the native language knowledge which produces the skills of

understanding and speaking the language. This effort of accumulating knowledge

becomes fluctuating.

Great number of graduates with having Bachelor of Arts in English are most suitable

examples of language learning. They are often trained and are theoretically able to

teach a language which they cannot use for the purpose of communication in the

everyday life situation.

2.2 Approaches towards Language Learning:

2.2.1 Behaviorist Approach:

According to the behaviorists, learning of language is a generally a matter of habit

formation. They are of the opinion that the errors caused by the learner should be

remedied by the bombardment of the correct form. In other words, it is necessary to

repeat the correct form of the language item until the learners learn it properly and

correctly in order to make their system errorless. According to behaviourists, there is

no way for ‘errors’ in the learning of language. Learners should be allowed to make

mistakes and they should be penalized whenever they do so.

2.2.2 Mentalist Approach:

The learner builds the hypothesis and the basis of the exposure provided and

constantly tries to avoid errors and solves the problems. According to the mentalists,

making errors are the most essential part in the learning of language. Errors have their

own importance in language learning. Language learning without errors is however

not possible so it is better to allow the learners to make errors fallowed by proper

remedial measures.

2.3 Language Curriculum and the concept of syllabus:

There is an attempt to show how decisive syllabus design and material production are

in the actual situation and processof learning a language. It begins with the discussion

of the broader area of curriculum and concludes with an attempt to place textbooks,

teachers and learners. It is important because textbooks, teachers and learners are at

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the center of the present study. The triangle of textbooks, teachers and learners is

significant because a curriculum is said to exist only when it is implemented and the

curriculum guidelines reaches up to the target group i.e. the learners via textbooks.

Syllabus objectives are made on the basis of the learners’ characteristics specified by

the curriculum, which is later translated into textbooks. Since the learners are at the

receiving end, the role of the teacher becomes crucial, as he/she is there to facilitate

learning adopting the methodology suggested in the syllabus. The triangle can be

illustrated in the following way:

Figure-1 Connection between materials and teachers

2.3.1 Curriculum:

The curriculum is a programme of study. It makes general statements about (a) the

learner, language and language learning (b) learning purposes (c) role relationships of

teachers and learners (Trans-missive, teacher-centered, collaborative etc.). A

curriculum has three components: purpose and content ‘what’ of the curriculum;

instruction ‘how’ of the curriculum or teaching methodology; and evaluation ‘make

judgments about the progress and performance of individual students exposed to the

curriculum in question. (Stern 1983:113)

Fig. 2 Curriculum

Figure-2 Types of Curriculum

Learners

Materials Teachers

Curriculum

Aims/objectives Content Evaluation Methodology

Content of

the syllabus

Instructional

content Formative Summative

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2.3.2 The Concept of Syllabus:

Syllabus is a statement of the subject matter, the topics or the areas which has to be

covered by the course and whichfurther leads to evaluation and testing of the course

materials. According to Oxford Dictionary syllabus is defined as a list of subjects,

which are included in a course of study.

According to Jack C Richards the syllabus is, ‘A description of the contents of a

course of instruction and the order in which they are to be taught.’ (Jack C. Richards,

John Platt and Heidi Platt, 1992:368)

Syllabus is the summary of the course which usually contains specific information

about it.

Collins English Dictionary defines syllabus as, ‘An outline or summary of the main

points of a text or a course study.’

Brumfit in 1984discerns similarities among syllabuses and their components and he

gives the lists of these as the following:

1. It is the specification of work of a particular group or class.

2. It specifies the time in which the work has to be covered.

3. It specifies the order and sequence in which the material has to be taught.

4. It is negotiable and adjustable.

5. It can only specify what is taught. It cannot organize what is learnt.

6. It is a public document and an expression of accountability. (Brumfit: 1984a)

Syllabus refers to be the sub-part of curriculum which is concerned with a

specification of the units which is to be taught in the classroom. The syllabus is the

most typical form of plan of what is to be covered and achieved through teaching of

the course material. Syllabus usually specifies what the teacher has to teach in great

amount in the classrooms, however, it must be concerned not with teaching, but with

the learning. One of the teacher’s biggest difficulties is that the learner’s average

speed of learning the course is different from the teacher’s pace of teaching.

2.3.3 Features of Syllabus

A syllabus is a document, and a public statement of an educational institution. It has

features, qualities and basic organizing principles in order to make the contents of a

course ormaterial of instruction to make the order in which they are taught. A good

syllabus has the following features:

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1. Efficiency to work well. In order to ensure the effectiveness of the syllabus it

should focus on the following points:

a) Pedagogy: It refers to the economy in the management of learner’ process of

learning.

b) Pragmatism: It refers to the economy of time and money which is to be used.

2. Explicitness: A syllabus should be explicit and should be very clear to both the

teachers and learners.

It should be very clear for the teacher and the learner to have some idea of the

contents, it would enough and adequate for both.

2.3.4 Types of Syllabus:

In this section there is discussion on five common type syllabus designs. They are the

grammatical syllabus, the notional syllabus, the lexical syllabus, the task-based

syllabus, and the content-based syllabus. There is a brief discussion on each of their

histories and significance, then, a critical analysis of their design and potential.

2.3.4.1 Grammatical Syllabus

It is defined what exactly grammar is because there are different opinions by different

scholars regarding the definition of the term. Cook has offered the following list:

(i) Prescriptive grammar

(ii) Traditional grammar

(iii) Structural grammar

(iv) Grammar as knowledge in the mind (Cook, 2001:20)

(1) Prescriptive grammar: It prescribes or it attempts to polish language usage. It

prescribes how language should be spoken and written in formal way. However,

modern researchers understand how evolving language necessarily is, therefore

prescriptive grammar can be considered ancient school. It said, it is far from dead, and

it is still alive in the teaching of foreign language (Tagg and Woodward, 2011).

(2) Traditional grammar: It examines the usage and the nature between the various

parts of speech. It is commonly taught to learners of L1 between upper elementary to

junior high school, usually after gaining native level communicative competence for

several years of real communication in the L1.

(3) Structural grammar: This type of grammar is associated mostly with the

substitution tables. It examines the structural build up in every sentence, from word to

phrases and from phrase to complete sentence.

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(4) Grammar as knowledge in the mind: This type of grammar is mostly for non-

language teacher, users of L1 implicitly have this in their mind; they can produce

grammatical sentences without having conscious effort for it.Before the invention of

formal schooling, the only grammar possible would have been this. Due to the advent

of formal pedagogy in teaching it seems to have provided us with three other types of

grammar. It should be of no surprise that the grammatical syllabus commonly

employs the first three types, though it has deduced from this type in the history.

Histrically the grammatical syllabus has long been the standard in language teaching.

The historical roots of the grammatical syllabus are typically known to have come

from the study of Latin language. However, it is interesting in the history regarding

the refinement in it in the early to mid-1900s. Learners would probably believe that

grammatical syllabus is most logical.

It is all about selecting the best items to preexisting knowledge. One of the typical

ways to sum up the grammatical syllabus is that it is a ‘product’based. That means

that there may be very little concern for ‘how’the learning will happen. The learning

process and its ultimate usage often considered irrelevant. Focus would have been on

accuracy, to the benefit of fluency. Ironically, in all its seriousness and typically

stringent focus on accuracy the language structures need notbe authentic, realistic, as

long as they are deemed grammatically correct. Tagg and Woodwardprovide a

pragmatic list of criteria, stemming from Richards and White for the grading of

grammar points to be taught. They are:

(a) Simplicity and centrality

(b) Combinability

(c) Contrast

(d) Communicative need and immediacy

(e)Teachability

(f) Learnability

(g) Frequency

(h) Natural order (www.fab-efl.com)

2.3.4.2The structural syllabus: This is also called grammatical or linguistic syllabus

because it depends on a prescribed grammatical items and structures of it (e.g. tenses,

adverbial forms, singular and plural, rules and regulations of grammatical categories,

patterns of sentences, etc.), which are existing in a language and are arranged in order

to make them suitable for teaching.

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2.3.4.3 Functional/ Notional Syllabus: In this kind of syllabus the language contents

are arranged in its functions where language items are needed for example, the

function might be: describing something, inviting someone, etc. This kind of

syllabustries to give opportunies to the learnersto use English language as a tool and

mode of communication.

2.3.4.4The situational syllabus: This type of syllabus is based on various kinds of

situations in which it is used by the learners and teachers (e.g. at home, at airport, at

the bank, etc.)

2.3.4.5The lexical syllabus: In this kind of syllabus, there is a lexical strand. This

will probably be topic based to be covered in the course and will then list the most

important words associated with these topics.

Dave Willis and Jane Willis state that, “Most syllabuses cover topic lexis.” (Dave

Willis and Jane Willis 2007:192).

In this kind of syllabus the learners are given the commonest words with their

meanings and their commonest pattern in which they are used. Therefore, in this kind

of syllabus learners can use language for communication.

A syllabus should be adjustable and flexible by keeping in the mind the learners

interest and their needs.

2.3.5 Syllabus Design:

Syllabus design is the most vital element in the teaching andlearning process.

Syllabus design is a key document in pedagogical planning that refers to objectives of

a course. It generally refers to the particular way for deciding what will be taught in

language course, and it also consists how a syllabus will be accomplished in the

classrooms. For example:

a) Which teaching materials will be needed to achieve the objectives of the syllabus?

b) How much time will be required for the syllabus?

c) How the classroom activities arekept in order and well organized?

d) Which kind of test the placement test, achievement test or the other kind of tests

will be conducted?

e) How will the course materials be evaluated?

Education can just not be thought to be limited to the classrooms, when it comes to

planning the syllabus. Syllabus making is long and complex process, which includes

many factors like syllabus design, material production and language teaching

methodology. They are different altogether, but are interrelated issues as well. What

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teachers are supposed to teach has direct impact on how they are going to teach and

vice-versa? Methodological considerations are relevant at every stage of curriculum

design.

Before syllabus or curriculum is designed, certain basic points need to be considered,

as follows-

(i) Clarity about/ of the subject to be taught is very necessary.

(ii) Why the learners want to learn particular subject, i.e. the purpose of learning

and to achieve which skill viz. speaking, reading, writing, listening?

(iii) First, the subject is decided then the teaching material is selected.

(iv) Duration of course for learning is decided then teaching material is distributed

in portions, which can be taught during that particular duration.

(v) Finally, tests and revisions are arranged in order to know how successfully

learner can learn with that material /or how far the syllabus is successful and

efficient in achieving the goal.

When all these five aspects are considered while selecting the subject, material, then

syllabus takes the form. Syllabus is pre-planning of classroom teaching.

2.3.6 Syllabus Design Process

Syllabus design begins from the assessment of learners’ needs. After we have

determined needs and topics, we can begin to specify target tasks. When we have a

series of tasks and associated text, we need to organize these into a syllabus. To move

from text syllabus to a language syllabus, we need to analyze the text we have

collected, the pedagogy, and the effectiveness of activities in classroom. We need to

record materials where necessary grammar, frequent words and phrases, phonology

are worth highlighting.

2.3.7 Syllabus Design Factors

This part will focus on various factors of syllabus designing and schemes of effective

assessment. Then it moves on to the ideas for the future dynamic designs and material

development on the motivational level and background.Whichare influencing factors

in the design of a syllabus? A general list has been adapted from Tagg and

Woodward.They are as below:

(a) Common practice/trends

(b) Theories of Second Language Acquisition/pedagogy

(c) Wider educational context

(d) Course Objectives

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(e) Learner backgrounds (www.archive.org)

Of the above mentioned list (a), (b), (c) aremost directly connected with mainstream

coursebooks. Only (d) is less mainstream coursebooks, such coursebooks are designed

for English as a Specific Purpose. This leaves (e) alone left for the teacher to deal

with. Few teachers who are not writing course-books, know particular details about

their learners’ priorityin designing syllabus, so it is indeed left. From a learners’ point

of view, It can be not thought fair to leave what we feel is one of the most important

factor. What can be done about this? The researcher has identified the important

syllabus designing factors for consideration during syllabus design. The researcher

believes that the findings of the research can be useful during the pre-design stages of

syllabus. It can be applied to form the basis of a comprehensive syllabus assessment.

It can be used more easily by applying it in order to assess the entire syllabus

holistically.

2.3.8Towards Dynamic Design

Richards provides a framework that can be taken into consideration during the process

of syllabus design. These are mentiones below:

(a) Developing a rationale for course material

(b) Describing the level of entry and exit for learners

(c) Choosing the contents of course material

(d) Making the course contents in sequence

(e) Planning of the course contents

(f) Preparing scope and sequencein the syllabus for learners (Richards 2001:145)

These are called steps during the process of syllabus design; they should probably be

viewed holistically. In fact, it may be beneficial to view the syllabus materials

dynamically.

Graves perhaps also have the similar kind of intentions which proposes the following

framework. The researcher found unnecessarily complex for the designers of the

syllabus after the consideration of Graves’ intricate model. Preferring Richards’ list,

but desiring a more dynamic relationship between the given points, the researcher

proposes the following model.

A good starting point for writers in the process of syllabus could be the course

rationale, but as it can be seen in the proposed model, the course rationale should also

be affected in the middle and ultimately even at the very end of the process which is

influenced by four otherpoints.

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Richards suggests that the rationale can be a guide during the writing process of the

syllabus. It can be as little as a few paragraphs discussing the ‘Who’ and ‘What’ of

the course material will ultimately serve and justify the purposeas well as design

philosophy. (Richards 2001:146)

In the process of design the entry and exit levelsare set properly. The mainstream

instructional materials divide the learnersinto three levels the beginner, the

intermediate level, and higher level.

Some teacher-researchers prefer to divide the learner population by standardized test

scores, probably to assist with their research by making clear distinctions.

Indeed,there are several publishers, who have coursebooks designed for teaching

TOEFL and IELTS. These books line the shelves of bookstores in India. While a

focus with test preparation books seems fantastically useful to both the teacher and

researcher, it is also a dangerous step toward teaching to the test. The Common

European Framework (CEF) has been used to assess language learning.

The CEF divides general competences in descriptive knowledge, skills, and existential

competence with particular communicative competences in linguistic, sociolinguistic,

and pragmatic field. Perhaps it is too early to decide how the CEF will play and it is

interesting to note that L2 teacher-researchers have also taken an interest in the CEF

in India.

What other types of syllabus are there to choose from? Here is a typical list given

below:

(a) Situational

(b) Topical

(c) Skills-based

(d) Task-based

(e) Context-based

The list given above is a typical list found in most TEFL/TESL courses. Many

coursebooks and syllabus adhere to only one of these designs; however, there is

nothing stopping a writer/designer from creating an eclectic mixture of ideas for a

more diverse framework, as is often the case with ‘communicative’ coursebooks.Such

a mixture is sometimes called an integratedframework that can also be called

integrated syllabus. Indeed, an eclectic mixture within a framework would be more

like real-life learning.

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2.3.9 Synthesis of Syllabus Design Factors

The researcher has examined the purpose of the syllabus designing factors that go into

the creation of a syllabus which can be identified on several points and should be

taken on the way to designing a syllabus. The researcher has also introduced ways for

dynamic design and has discussed the ideas toward dynamic models, including

motivational theory and components.

These factors are not only important in all other subject, but they are equally

important in language teaching. The following four factors are considered before

planning the language syllabus: (1) Selection (2) Gradation (3) Presentation (4)

Repetition.

(1) Selection:

Among all the methods selection is an inherent characteristic. It is impossible to teach

everything and whole language course materials. So all the methods must be choosen

or selectedas the part of language for which they are intended to teach. The region of

language is so vast that any native speaker cannot claim to know the whole of the

language. Even the great writers do not know all the vocabulary of the language.

Therefore, it is important to limit the course (its material) to the essentials. It is even

difficult to find what the essentials are. The purpose of learning the language is

different with each learner, like some may want to learn language as L2; some others

may want to learn as regional language, while some may want to learn as national or

international language, or some as library language, or cultural language similarly, for

which skill of language one wants to learn is also an important factor. On analyzing

the ‘selection’ below mentioned points need to be examined –(i) purpose, level and

duration (ii) the type, (iii) the volume selected –which is influenced by (iv) the way

selection is made and (v) determine the items selected from the phonetics, grammar,

vocabulary and semantics of the language.

(a) Purpose:

Which language (i.e. L1 or L2) one wants to learn? Secondly, for whom the selection

is made, for children, adults, adolescents (learners or workers) etc.?

(b) Level:

Mental and social level of those for whom the syllabus is aimed is necessary to

consider. Moreover, the age of learner is also an affecting factor. How the learner

wants to use the language, then his purpose and the kinds of skills he wants to master

is different. It is necessary to know the level and purpose of an advanced learner.

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(c) Duration:

The length of time covered by the course or syllabus affects both what and to what

extent it is taught and learnt.

(ii) Choice of type:

Which kind of language is selected for teaching, i.e. whether (a) a dialect, (b) foreign

language etc. are as follows:

(a)Register- Methods may be written at different registers military, scientific etc. there

are different language courses for different professionals, like students, business, and

soldiers.

(b)Style- A method may choose literary or colloquial style, standard or popular usage.

(c)Media- Whether spoken or written language is taught is considered for syllabus

making.

(iii) Choice of Volume of Material:

It is difficult to select the proper volume of material for the course, still it can be

discriminated by the experts, that every language has something which must be learnt

and every language has something which is not necessary to learn.

(iv) Choice of Criterion:

What are the standards of selection of material is necessary to know. They are as

follows:

(a)Frequency: The frequently used words are given preference, and are included in

the course material. Along with that their utility is also taken in consideration.

(b)Range: Range of the usage of words in texts, in particular area of subject or in

practice. There is grat relationship between the range of items and its

frequency.The more the range of items the more frequency is to be seen.

(c)Availability: A certain word has to be available in certain vocabulary, though it

may not be used elsewhere, like ‘blackboard’ word is necessary in the classroom

vocabulary.

(d)Coverage: Easy and easy for speaking word forms are (to be) selected.

(e)Learnability: - Easy word forms on the level of phonetic, semantic, and sentence

level should be taught in the beginning, and difficult ones later.

(f)Brevity: - Small word forms should be taught first, longer forms later. Regular

forms first and irregular later.

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(v) Choice of items:

Choice of items should be on phonetics, grammatical, semantic and sentence level

and which should start from simple forms and gradually move towards difficult

ones. Concrete words in vocabulary should be taught first than the conceptual

words.

(2) Gradation:

The total volume of selected teaching material cannot be taught at one time. Two

methods may have same selection of structure and yet may differ widely in the

way in which they are taught. This is ordering of the language for teaching

purposes. This gradation can be done in two ways- (i) what goes with what? (ii)

What comes before what? This refers to the sequence. Regardless of principles on

which they may be based, all methods include – (a) some short of groupings of

their material, and (b) an arrangement of it into some sort of sequence- gradation

differs from one another and due to grouping and sequences of material.

(i) Grouping:

Grouping concerns the system of language and its structure.

(A) Grouping in the system:

Language is the system of systems. Grouping is done on the four levels as

follows-

(I) Phonetic Grouping:

If phonetic grouping according to articulation like gutturals, cerebrals, labials, etc.

is done then it is easy for the learner to grasp. Similarly, words of same intonation

and rhythm can be taught in one group.

(II) Grammatical Grouping:

Gender, number, tense etc. should be grouped accordingly.

(III) Lexical Grouping:

Words may be grouped together by association or by collocation.

(IV) Semantic Grouping:

Some words have large number of meanings. Words similar meanings can be

grouped together to facilitate easy learning.

(B) Grouping in the structure:

Each language has its own unique structure grouping in the structure means when

phonemes, words, phrases, sentences and at last its context. Thus, the gradation

should be done in order to easy understanding of the language structures. How

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words semantically differ in different contexts, like ‘come’ as imperative form and

‘come up’ in phrase form, they both semantically differ.

(ii) Sequence:

Complete amount of material cannot be presented simultaneously. There has to be

some sequence in presenting them. The sequence is also of two kinds – (a)

Sequence in system (b) Sequence in structure.

(a) Sequence in system:

If there are large numbers of items then there are the greater numbers of possible

sequences. The more open the system is, the greater the possibilities of

arrangement are in the language systems which aregraded in sequence, it becomes

easy for learning. Phonetic items being relatively small in number have the least

number of possible sequences. Still, easy phonemes should be taught first, then

complex.

In grammar, regular form should be taught in the beginning and complex and

exceptional forms later.

Semantic sequences, structures and vocabulary have meaning- (1) Structural meaning,

and lexical meaning. Structural meaning may be found in structure of words.

Word order in lexicons is alphabetical usually, known and principal meaning is put

first, and unknown and subordinate meanings are put later. This is the sequence in

dictionaries. Sequence in teaching should be concrete words first and abstract later.

(b) Sequence in structure: -

It is moreover discussion of sentence level usually in the structure of sentence; the

sequence is agent and verb. Gujarati sentence has sequence of SOV and English

sentence has sequence of SVO. This sequence can be increased or decreased by

adding adjectives of place and time, predicates etc. All these items enter into the

sentence structure in a fix sequence-

(1)He eats.

(2)He eats rice.

(3)He eats rice with curry.

(4)He eats rice with curry in the morning.

There are number of alternatives in the language like instead of ‘?’ we, my, mine,

myself, can come.

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(3) Presentation:

Presentation means communicating something to somebody. Presentation is an

essential part of the method. The carefully graded selection of the material is useless

unless it gets into minds of the learners. Teaching material is presented in the

textbook, but the material is presented before the learners by the teachers.

Material can be graded into two types:

(i) Teaching basic skills first, (ii) Later the skills, which involve mental and physical

participation; like, introduction of alphabet ‘A’ should be instilled in the mind of

student and then writing should be taught. In language teaching it involves the

presentation of the following:

(a) Expression

(b) Content

(a) Expression:

Material as well as expression should be effective enough. Teacher’s expression is

equally important as the expression in the textbook. Expression includes

dramatization and demonstration.

Staging:

Means the number, order, spacing and units in which the different forms of the

language- spoken and written ate presented to the learner. It involves (1) number of

forms included in the method and the number of stages into which these are divided.

(2) The order in which the contents are taught (3) Spacing between the contents (4)

The units into which their presentation is divided. Learning both the spoken and

written forms of language necessitates the question of a number of abilities, some of

which were common to both forms; some are different, as shown below.

Figure-3 Primary Language Skills

(A) Recognizing phonemes (B) Recognizing phrase

(C) Recognizing script (D) Recognizing words

(E) Understanding content Expression (F) Selecting the content

Spoken Forms Written Forms

Comprehension

Primary Language Skills

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(G) Choosing the pattern (H) Putting in the words

(I) adding the forms (J) Composing the sentence

(K1) Speaking of sounds (K2) Speaking of words

(L1) Uttering the sounds (L2) Shaping the script

Content:

Which skill should be taught first depends on the requirements of the learner. It also

depends on the approach, methods and techniques followed in the content. The

keyobjective, purpose of the language teaching is to convey meanings of the words

and phrases to the learner. There are four procedures adopted for this purpose:

(a) Differentiation procedure

(b) Ostensive procedure

(c) Pictorial procedure

(d) Contextual procedure

(a) Differentiation Procedure:

Meanings are conveyed by two ways in this method

(i) Translation (ii) Explanation.

(i) Translation: First language is used to explain L2.

(ii) Explanation: When there is no exact equivalent in the L1, then words are

explained by the description e.g., this word has to be explained in the cultural context.

(b) Ostensive Procedure:

Ostensive procedure includes the use of: (i) Objects, (ii) Actions, and (iii) Situations.

(i) Objects:

Concrete words are taught by showing the corresponding objects, e.g. pen, chalk,

table. In the case of qualitative nouns, they should teach with help of opposite words,

e.g., fat slim, long & short etc. Structure words like in, on, an, the, and, under, up, etc.

should be presented with the help of objects which illustrates different types of

relationships, e.g. Hat is on the table.

(ii) Actions:

Only objects are not sufficient for conveying the meanings. Many other things has to

be taught to the learners through gestures like (pointing and touching) and by doing

actions. e. g. demonstratives – this, that

Directional – go out, come in

Nouns showing action – smile, fall

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(iii) Situations:

Some methods can be taught with the help of structural meaning by showing changes

in its situations together with the help of sentences.

(C) Pictorial Procedure:

When some word cannot be demonstrated with on object, then pictures can be used. It

may differ in two important respects (i) In types, and (ii) In Media.

Pictures are of these kinds (1) Thematic (2) Mnemonic, (3) Semantic

(1) Thematic:

When more than one Object is to be demonstrated then the thematic pictures can be

shown like family, countryside.

(2) Mnemonic:

These are designed to remind certain words or sentences to the learner. They may be

pictures related to different situation along with the sentences.

(3) Semantic:

Photographs and line- drawings are used to convey the meaning of certain word. Line

drawings are observed to convey more meaning than photographs. Media – pictures

can be presented by three media.

(i) Text pictures:

Corresponding pictures should be given in the text in accordance to the textual matter.

(ii) Class pictures:

When there are no such pictures, then teacher should draw them on the blackboard or

wall pictures and picture cards can be used for the same purpose.

(iii) Film slides:

Whatever is not in the book or cannot be physically taken into classroom, can be

demonstrated by the film slides.

(D) Contextual procedure:

Once the certain vocabulary has been acquired by the learner, later the known words

may be used to make the meaning of new words and its structures. This can be done

by putting the new words in verbal situation and contexts, which gives different

meanings. Usually objects and words are remembered in the context. These verbal

situations and contexts include - (1) Definitions (2) Enumeration (3) Substitution (4)

Metaphor (5) Opposition, and (6) Multiple contexts.

(4) Repetition:

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The main aim of the language teaching is to teach the learner to use the language

fluently, accurately, and independently. Unless the repetition is done many a times

over, these cannot be achieved. If language is not used in the language teaching

repeatedly by the learner, then he would not learn language. The repetition is of four

fundamental types – (1) Rote (2) Incremental (3) variation and operational.

(1) Rote Memory:

Words, forms are made by heart by repetition. Understanding of meaning is not much

important. Listening and repetition of the some or by singing or by writing small

conversations and repeating them rote memory can be achieved.

(2) Incremental:

In this kind of repetition, each new word adds a new element to its structure. A new

word may be added with each repetition in the language practice. For example –

Teacher: it’s warm here

Student: It’s warm here.

Them= It’s warm here today.

This type of short conversation also necessarily needs an understanding of the

meaning in the particular situation.

(3) Variation:

Words in sequences are repeated while changing their elements. Like, He runs, He

eats, He walks, He smiles etc. This sort of repetition helps the understanding of verb

and meaning pattern.

(4) Operational:

According to the requirement of the learners, i.e. the skill they require, this sort of

repetitions can be used. They may be used in question and answer form of exercises,

drills, reproduction exercises, description, exposition, narration and translation. Media

of repetition is of two types - (i) Contextual (ii) Formal Media.

(i) Contextual Media:

Language may be practiced in the contexts of action, of pictures or of words.

(a)Of Action - Context of action can only give a plan of what is to be done in class –

outlines of drill, for example, such as the do and say type.

(b) Of Pictures – Pictures of action and situation can be included in the text, on the

wall pictures, on films and filmstrips. These may include speech exercises like

look- and – say.

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(c) Of Words – Language may also be practiced through the medium of verbal context

in the form of stories, songs, anecdotes and various types of verbal drills.

(ii) Formal Media:

This may be used either with spoken or written form of language. The written form

may be presented either exclusively in the text as an exercise in reading, writing and

comprehension, or in separate texts and workbooks. Drill in the spoken form of the

language may be presented in recorded exercises on tape-recorders.

Thus, different mediums can be adopted for repetition subject matter is instilled in the

mind of learner through the repetition.

2.3.10 Purpose of the Syllabus

What is the purpose of a syllabus for L2 classroom? Robinson describes syllabus

design as the compilation of unitsand their sequenceof performance. At the lowest

level, the syllabus may simply be a reminder of things to do for the busy teacher who

has little time for classroom planning. However, a good syllabus does much more

than that because a well-written syllabus could provide a doorway into the

pedagogical beliefs of the course writer. For example, the difference between a

grammatical syllabus and a task-based syllabus should be recognizable, even though

modern syllabus seems to take a more eclectic approach than it took before.

(Robinson 2011:294)

In many contexts the syllabus is synonymous with the chosen coursebook of contents.

So, in the light of this, what can ELT coursebooks and materials do to facilitate

language acquisition? Below is a modified version of a list from Tomlinson.

(a) Provide rich experience with changing genres and types of texts

(b) Through graphical design it provides aesthetically positive experience

(c) For rich and different kinds of learning use of multimedia

(d) Help learners to make and explore new ideas and situations for themselves

(e) Help learners for making them autonomous in language learning

(f) For extensive reading and listening they should be provided supplementary

materials

(g) Help Learners are helped in language learning by personalizing and localizing

them (Tomlinson 2008: 6)

Throug the study the researcher will point out several types of syllabi. He will discuss

methods and approaches regarding how materials can be evaluatedand how they can

be designed to meet the various needs of the learners.

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Let us have a brief discussion on Syllabus v/s Curriculum. Is there a difference

between the two? Richards distinguishes a difference in scope. Historically in the UK,

syllabus design fits within the curriculum design; the curriculum is the bigger picture.

(Richards 2001:2)

A curriculum can incorporate three steps within the bigger picture of second language

teaching:

(1) Course planning,

(2) Materials/methods, and

(3) Course evaluation (Nunan, 1988:4-5).

Traditionally grammar teaching was in the vague; syllabus design was simply the

order of grammar that would be taught within the framework of the bigger picture, or

the curriculum. However, due the rise in more modern syllabus, needs analysisand

other types of meta-analysis have forced a change of the meaning and importance of

the syllabus. Moreover, this discussion is focused on the British usage; in the United

States, the two terms are often considered synonymous. (Tagg and Woodward, 2011)

For a better understanding of the syllabus, the purposes of the syllabus are to be

conceivable? From Hutchinson and Waters opinion.They follows:

(a) To break language down into manageable units and provide a practical basis

for textbooks and instructional blocks

(b) To provide moral support to teachers and learners

(c) To reassure learners and a course which has been well planned: its cosmetic

role

(d) To give an idea to both learners and teachers where the course is going

(e) To act as an implicit statement of the views held by the course designers

regarding language and language learning—telling learners not only

‘what’they are to learn and‘why’

(f) To guide in the selection of texts, exercises and materials

(g) To ensure an element of uniformity in educationalsystem across a school

(h) To assess how successful a learner has been during a course by conducting

and providing a basis for testing. (Hutchinson and Waters 1987:83-84)

Perhaps the most important and besides the proposed purposes is that what should the

syllabus and materials being used to achieve? One point Tomlinson brings up is

impact. However, he admits that impact in country may not be suitable to impact in

other country. In general terms how can impact be achieved?Tomlinson provides a

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useful list that can help benchmark assessment of syllabus and material design.They

are:(a) Novelty (b) Variety (c) Attractive presentation (d) Appealing content(e)

Achievable challenge (Tomilson 2011:8)

2.3.11 Is the course book a syllabus?

The course book or its contentsdoes not have to be used as a real syllabus design. The

course books of contents are often a substitute for a specially designed syllabus. There

are plenty of useful lists published to help in the assessment of syllabus design, as a

textbook writer, the researcher has become aware with the textbook publishers and

their editors often put priority on designs that will sell the biggest numbers, and not

always prioritize what may be best for the learners. The financial success has forced

editors and writers to publish for the global scale and seldom for the needs of specific

classrooms for specific learners. This is a very inconvenient truth, also acknowledged

by Tomlinson.There are several other obstacles for materials writers which are faced

with a number of competing demands. They need to make their materials suitable for

a wide variety of teachers, who have different extents of experience, are more or less

qualified, and who may have differing teaching styles and beliefs. As Johnson study

shows, experienced and inexperienced teachers may be looking for different things

from materials. (Harwood, 2011:14)

In the above quote, Harwood discusses the difficulties and alludes to the compromises

that are inherent in course book writing. With such compromises in place, should the

course book table of contents be used as the official syllabus of the course? Harwood

continues, ‘Textbook writers need to make their materials easy enough to follow for

the inexperienced teachers, for instance, making activities build upon one another in a

transparent and predictable sequence, or by providing detailed teachers’ notes, while

at the same time ensuring the materials are flexible enough for the more experienced

teachers to adapt in any number of ways.’(Harwood 2011:14-15)

In the words of Young a textbook editor, then, authors are trying ‘to please all the

people all the time’ (Young 1990:77).

From experience, it can be said that it is common procedure for university EFL

instructors to use the contents from their chosen textbook for their official syllabus.

Perhaps this is common across the globe. Sinclair and Renouf see obvious reasons for

this phenomenon such as (1) convenience and (2) lack of supporting documents. If

tests are based upon the textbooks, perhaps even more reason to adhere to the

textbooks laid down path. Perhaps the best solution then is to base the syllabus on the

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course book’s table of contents, but assume that making adaptations should be the

norm. Most mainstream coursebooks do not impose learner’s assessment, nor do

theynecessarily mandate a particular methodology. For example, the so-called

communicativecoursebooks often leave the specific methodology up to the

teacher.Because of these points, the coursebook or the table of contents should not be

equated with the syllabus; although why this is done on the global scale is

understandable.

2.4 Principlesof Syllabus Design

2.4.1 Basic Organizing Principles

Some basic organizing principles are derived from curriculum and others from the

philosophy of education because syllabus is a public document and a statement about

teaching methodologies. M.L.Tickoo writes, “A curriculum is a public statement

which explains and justifies what a school (and college or university) does”.

(M.L. Tickoo, 2003:233)

Following is a set of options related to organizing principles:

(1) The principles of organization of a syllabus should be linked to the view how the

language is learned. Mrinal K. Ghosh argues, “Students’ motivation for learning a

language increases when they see connections between what they do in the classroom

and what they hope to do with the language in the future”. (Mrinal K. Ghosh,2009:46)

(2) The principles of organization of a syllabus should take into account the view how

language is acquired. Mrinal K. Ghosh states, “Learning a language means becoming

able to use it to comprehend, communicate, and think – as they do in their first

language”. (Mrinal K. Ghosh, 2009:44)

(3)The most important component of languageis structure in teaching. Therefore, it

should be at the centre in the syllabus that can build their base of syllabus on it.

2.4.2 Background of syllabus

For achieving the goals and objectives of the syllabus the following steps should be

taken into consideration.They are as follows:

1. Need Analysis

Before the designing of a syllabus, one should always carry out a need analysis, which

can contribute to the determining of syllabus, which topics are of more interest to the

learners, the syllabus designers and the policy makers should look into the

specificneeds of learners while preparing the syllabus.

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2. Learners’ profile:

There are some very essential featureswhichinfluencethe planning and decisions taken

for the specification of aims and objectives in the learning of language. We should

consider the following:

Age: This is very important element, itreally affect topics which are to be chosen for

the learners and different kinds of learning activities, such as the suitability of various

typesof games, group activities, group discussionand role-play.

Interest: This plays very vital role which may help in the specification for decision of

the topics to be selected for the learners and various learning activities for them.

3. Level of proficiency in English:

It is very necessary to assure the level of proficiency of learners’. Through knowing

the proficiency level of the learners we can have more practice and drill activities for

enhancing the proficiency level of the learners.

4. Mother tongue:

It is most important because the effect of mother tongue is seen most of the time in

the speech of the learners because they have not been able to mutually correspond in

internationally intelligible framework. It may affect the learners, for example, the

treatment of the errors caused by learners.

5. Academic and educational level:

The academic and educational level also helpsus to identify intellectual level of

course content, vastness and variety of topic of choice, or the depth at which the

material may be taught to the learners.

2.4.3 Development of Syllabus

For responding to the different types of changing needs in ELT in India and to be

conscious with the new developments in the area of English Language Teaching

theories and practice of it all around the world, secondary English syllabuses have to

be updated at regular intervals of time. The major aims and objectives of secondary

English Language Teaching are the individualistic and special development. There are

big number of linguistic goals and aims of English Language Teaching. The most

important aim and objective is to improve the quality of education and cultivate

creativity as well as competence in learners through the implementation of these aims

and objectives. The goals of secondary ELT are also helping learners to gain essential

knowledge of English through teaching them the four major skills of Language

Listening, Speaking, Reading, and Writing and fostering their interest in English.The

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researcher seeks to analyze the factors, which are internal to the present syllabus and

those outside it that unsatisfactorily state the situation of English language teaching.

Having identified shortcomings of the present syllabus, an attempt has been made to

suggest an alternative framework, which would integrate the theoretical insights

gained from the currently held models of syllabus design. The syllabus must meet the

various kinds of needs of the learners and their interest has ben maintained in the

classroom. Syllabus should be made more interesting, and learner-oriented. It should

have flexibility to allow the learners for interaction in the language and provide them

an opportunity for practicing skills relevant to real life needs. Syllabus involves

choice and its selection based on certain principles.

2.4.4 Syllabus and Lesson Planning:

Syllabus and Lesson Planning is an innovative way of preparing a specified relevant

syllabus.It should be determined according to the identified needs of the learners.

“A lesson plan helps organize a lesson. The more one does it, the better it becomes

and the less effort it demands”. (M.L. Tickoo 2003:218)

According to M. S. Sachdeva, “Planning means thinking about something beforehand.

Here the planner tries to see to all the details and makes himself/herself ready for it in

every way”. (M. S. Sachdeva 1992:383)

Syllabus should be framed keeping in the mind the learners. To plan a programme of

learning innovatively, one has to focus on the role of learners in the process of

learning, while focusing on the part of the teacher who as a helper and as a facilitator

not just a person with authority for deciding everything. Educators and syllabus

designers know rather realizing the needs, so the various disciplines or the individual

dependable to know the learners’ needs better. Needs of the learners are of different

kinds, they are academic, social and even individual also.

As far as lesson planning is concerned, Mrinal K. Ghosh states, “A key aspect of

effective teaching is having a plan for what will happen in the classroom each day”.

(Mrinal K. Ghosh 2009:39)

It is necessary for the teacher at the beginning of the college year to draw up a general

plan in which the units of Books, including the chapters, are distributed among the

weeks or months of the college year, taking into consideration the fact the each unit is

designed to be covered in two weeks. The yearly plan is a necessity, not just an

official formality. The teacher should constantly refer to it in order to check how

much progress has been made in covering the syllabus ahead of what has been

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planned. He can slow down by going over the forthcoming units more slowly and

more thoroughly or by supplementing the exercises by some of his own. If the teacher

discovers that he is behind what he has planned, he can move faster by touching

lightly on topics that are familiar to his pupils.

In addition to the general plan, the teacher needs a detailed plan in which he specifies

the exercise he is going to teach every day. This can be drawn for a whole unit or for

two units in advance. This operational plan should be very brief. There is no need to

write long essays that have little value. All that is needed is the specification of the

numbers of exercises to be covered in every lesson.

In drawing the detailed operational plan, the teacher should make sure that a variety

of activities are included in one lesson. The material of Books is not intended to be

covered in the sequence in which it appears in the book, do types of activities in one

single lesson as possible. A whole lesson on oral practice or on pronunciation is

boring. Instead, the teacher may plan to teach a dialogue, one or two pronunciation

exercises, one oral exercise, some reading, some listening comprehension and some

written work.

2.4.5 English for Specific Purposes (ESP) Syllabus

It is very important to define what is meant by the term English for specific

purposes.ESP courses are those where the syllabus and materials are determined by

the analysis of communicative needs of the learners. It is very clearly seen that the

needs of the learners’ will differ from one group to another group. So the learners may

need English for highly specific purposes. The priority in this kind of course materials

is to enable the learners to use English in a closely defined area of study. This dictates

not only the kind of vocabulary to be taught, but also the kind of activities that can be

brought into the classroom. The learners have to work on different kinds of activities,

which involve classroom participation, discussion and note taking.There are certain

types of topics and activities, which directly focus on vocabulary. These kind of

things are needed for the learners so that they would study the kind of language which

is based on these activities. They would need to engage them in these activities.

Therefore a specialist will focus on a limited range of lexical and language activities.

These topics and activities will be determined by needs analysis;it involves a close

study of the target-language-using situations. It also involves careful observation,

recording and analysis of language in use.

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2.4.6 Syllabus of English for General Purposes

This aims to teach learners general language proficiency because learners often want

English language for everyday purposes, in order to interact with other users of

English in a range of settings – as friends, tourists, providers of goods and services,

and so on. Many learners’ classes contain students with a variety of different needs.If

we have to define a syllabus for such general learners, we need to list what the

syllabus is that learners want to do with their English, the situation in which they will

want to operate and the topic they will want to cover. They need course material in

the field of general English. This course material needs to be interesting to the

learners by incorporating variety in material, integrating the tasks and activities in the

form of an illustrated course-book. (www.asian-efl-journal.com)

2.5 Syllabus Designing in India

Post-independence education scenario witnessed a wholesale acceptance of the

structural syllabus. It was in 1953, first structural syllabus was designed for teaching

English in India by Jean Forrester. It happened at a time when a change in the

language policy was a political necessity. M.L.Tickoo (2003:18). In his article

discusses the introduction of the structural syllabus (SS) in India and the reluctance on

the part of the syllabus designers and administrators to adopt more linguistically

sophisticated syllabus alternatives and concludes the article by suggesting ideas that

should be kept in mind while thinking of alternative syllabuses. Though there had

been attempts to modify the structural syllabus in India in terms of syllabus

specification, content selection and evaluation, it failed to a great extent to meet the

goals envisaged by its advocates. As a result those who were interested in second

Language Acquisition (SLA) and those who argued for alternative suggested the

incorporation of current developments in SLA into English language teaching.

However, the policy makers turned a deaf ear to this cry. Obviously it was the need

felt for an alternative syllabus, which culminated in the ‘Bangalore Project’

undertaken by N.S. Prabhu in 1993. He envisaged it to be an indigenous syllabus

meant for the typical Indian classrooms. This syllabus is task-based and learner

centered in nature. The primary aim of the syllabus was to underplay the undue

importance given to grammatical structures and at the same time encourage implicit

teaching of grammar by providing the learners opportunity to engage with language

tasks. According to M.L.Tickoo,“It could not create an impact for it demands high-

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level English language proficiency on the part of the teachers whereas a majority of

teachers are not proficient enough to practice the syllabus”.

Keeping the typical Indian classrooms in mind,M.L. Tickoo suggests certain factors

which should be taken into account while thinking of an alternative syllabus:

(1) Teaching of English in India should be directed towards cognitive roles

(2) A majority of Indian schools are non-English medium schools where the teachers

seldom communicate in English, so approaches to promote reading may have better

success.

(3) In India since the English class size is large and the only available aid is the

blackboard, a syllabus that encourages learner initiative and involvement and at the

same time lighten the burden of the teachers should have greater success than

structural syllabus or procedural syllabus, which rely on the communicative of the

teacher.

(4) Many primary/ secondary level English language teachers do not find the syllabi

helpful and are often unaware of its existence. In the present study, it has been noted

that teachers have not had any idea of the existence of the syllabus document. They

have been under the impression that the textbooks themselves be used as the syllabus.

2.6 English Language Textbooks

English is an international language without any doubt which is used as a medium of

communication in the global village, enabling the foreign learners and native speakers

to share their interests and ideas. It is the lingua francafor millions of people. The

other reason of the prominence of English language is that it is an instrument for

acquiring cultural and scientific knowledge, and also an access to technology. English

language is being taught in India as a second language. Although it is not used as a

regular, means of communication but still it is not spoken in the country outside the

classroom but it may be spoken by visitors and as lingua francaamong foreigners.

Generally, there is a great demand for English among the learners, parents, members

of the educational field, higher education and professional colleges and they all use

English exclusively as the medium of instruction. Therefore, there is a need for

learning it to meet the Indian society’s needs, especially for international interaction

and benefits. The teaching of English has received careful attention from the Indian

ministry of higher education to cater for the present and future teaching and learning

needs of learners. Tremendous efforts have been made to ensure the teaching of

English a success and provide both the pupils and teachers with English language

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skills and equip them with the modern ways of learning English. Inspite of all these

efforts, the teaching of English has not succeeded in achieving the desired goals and

objectives in India.

2.6.1. Definition of a Textbook

1. Webster’s Dictionary: A Manual of instruction, a book containing a presentation

of the principles of the subject used as a basis of instruction. (www.jhoona.com)

2. Bacon: A book designed for classroom use, carefully prepared by experts in the

field and equipped with the usual teaching devices.

2.6.2 Philosophical foundation of syllabus

The development of philosophy of education is extremely important because it

support all the syllabus in foundational areas of philosophy. According to Dictionary

of Education, the word ‘philosophy’ is defined as, “An integrated personal view that

serves to guide the individuals conduct and thinking” (419). Therefore, in the

development of the syllabus, once a philosophy of education has been formulated then

goals are determined on the basis of philosophy. From the goals specific objectives

are developed, and to carry out the objectives learning activities are identified.

Evolution is the final step, but it is continuous process which may precede some of the

other stages. (ijarcsms.com)

2.6.3 Psychological foundation of syllabus

The word ‘Psychological Foundation of Syllabus’ is defined as, “Those

understandings gained from psychology which have bearing on the learning-

process”. (Harold Johnson, 1968:39)

“Notion of how the students learn will have an effect on the shape of the curriculum”

(Robert Zaris, 1976:16)

2.6.4 Social foundation of syllabus

The word ‘Social Foundation of Syllabus’ is defined as, “The influence of the

institutions and forces that make up with the culture on the school programme”

(Harold Johnson, 1968:39).

Language is not only an abstract system of formal, lexical and grammatical features

but it should also fulfill a social function.

• Syllabus serves the purpose of society

• Syllabus needs to take note of the characteristic of the students (ijarcsms.com)

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2.7 Teaching Materials / Textbooks

It is through the materials that the syllabus reaches the teachers and the learners.

Therefore, when a syllabus is translated into course-materials, there are certain things

that should be made known to the teachers and the learners. (Anthony, E.M.1963:98).

Syllabus stresses that course materials should make clear statements on its aim, skills,

behavioral objectives and examination suitability. Unless a teacher knows exactly

what the aims of the materials are, teachers and pupils run the risk of unsuccessful

teaching and learning. Course-materials should as well indicate whether any

distinction is made between the productive and receptive skills and order in which

they should be practiced. There should also be clear statements on the language items

the learners are supposed to master for productive use and what they are expected to

do with the items in language which is to be learned. If a material claims to be

suitable for a particular examination then the congruency of the content of the book

and the examination syllabus must be made clear. The teachers need to be clear about

the following aspects as they play the role of negotiators between the syllabus

designers and the earners. For instance, the teachers must be well aware of the

different aspects of the textbooks in order to be very efficient while teaching and

facilitating language learning. A textbook is prepared bases on a particular syllabus.

The syllabus makes clear statements about the methodology that should be adopted by

the teacher, which should also be specified in the textbooks. Since methodology

involves presenting the language items in the classroom the teachers should know

which one should go first and which one later. If the textbooks mention the kind of

audio-visual aids that may be made use of, it will definitely help the teachers with

lesson planning.

(1) Pilot study

Whether the course-materials have undergone pilot study, if yes, what are the changes

made to them after pilot study.

(2) Progression

How the concept of learning difficulty has been interpreted.

(3) Grading

The author’s grading principles should be made explicit by informing the prospective

purchaser how much new lexical, grammatical and idiomatic items have to be handled

by the pupils at any one time.

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(4) Sequencing

The principle led to the author to put the contents of chapter one before chapter two.

(5) Timetabling

Clear indications should be given about how the course-materials should be ‘paced’.

(6) Method

Whether the inductive or deductive method of teaching is explicitly recommended or

implied.

(7) Teaching Modes

Clear statements on classroom interaction

(8) Aids

A material should say whether the use of audio or visual aid would help.

Reid, J (1993), suggests that the study of the textbooks may include the analysis of the

introduction to the material its scope, audience, organizational features and linguistic

view; the pedagogic assumptions of curriculum statement and the unit of

organization;the table of content- whether culturally sensitive, whether it needs any

kind of adaptation; the layout of the books; the teacher’s manual –its usefulness. This

is important to study whether the learner needs are properly understood, are the

materials compatible with the syllabus and are the class / programmed sources (time,

class size etc.) adequate to implement the goals and objectives.

According to Dubin, F (1987) the goals of language programmers must account for

both academic and social needs. In their opinion, a few questions are of vital

importance. The first is “by whom and where the materials were developed?” if they

are produced for the market, by non-experts there might be drawbacks. The second

question is ‘are the materials compatible with the syllabus?’ If they are non-

compatible i.e. the materials comprise new approaches, which are not specified in the

syllabus or the syllabus incorporates new ideas, which are not reflected in the

materials, the materials and the syllabus need to be examined separately. Thirdly, ‘do

the prescribed materials provide any option and alternatives from the teachers and

learners in terms of assignments, activities, learning styles, and presentation skills

etc.?’ If they do not provide alternatives they are restricting the whole process

oflearning a language. The fourth question is about the skills covered in the materials

and the way they are presented. There should be one to one correspondence between

the overall goals and the emphasis given to each skill. Finally, ‘How do the teachers

and learners feel, think and opine about the materials which they have used?’ This is

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very important to in getting subjective information to gather new insights into how

really teachable or learnable the materials are. This information would feed into the

evaluation of the curriculum and the materials.

2.7.1 Correlation among the Textbooks, learners and teachers:-

Most teaching situations depend on the textbooks. It is necessary in a language

classroom that both the teacher and the learners have the textbooks. The primary

function of the textbooks is to provide learning opportunities.

Textbooks production involves a number of people in different ways. The people

involved are the policy, makers, curriculum planners, syllabus designers, teachers,

learners and examiners. Therefore, textbooks are not produced in isolation. Aslam,

Rekha, Asays, “Textbooks are a necessity because first of all they are a reassuring

something the teachers and students can come back to, all the time.” (Aslam, Rekha,

A (1992) Lectures, UGC Refresher Course in Applied Linguistics. CIEFL,

Hyderabad. 2-21 September, 1991).

She discusses the features of a successful textbook. Successful books are those (a) suit

the level of the class (b) cover the course (c) have enough exercises (d) have

examination in view (e) are interesting for the students (f) are updated.

A textbook may fail due to the following reasons: (a) it is not bought because it is

expensive (b) because it is written by wrong set of people; for example,

administrators, who do not know anything about language teaching, or learning (c)

some books have been around for too long.

A textbook may also fail because of the lack of competence of the teachers or the

learners language inadequacies. A teacher, who is not competent, may be due to the

lack of training being able to be a failure in the classroom. In a situation like this,

chances are more that they fail to understand aims and objectives of teaching

language itself. In case of the learners, it has been found that due to their language

inadequacies they fail to cope with the textbooks. For passing the examination the

learners depend on translated version of the English textbooks. Here the purpose of

the textbooks is defeated.

(a)Does the course take into consideration all the aims and objectives of teaching

English at the given level? Does the syllabus include communicative and linguistic

proficiency? Does the textbook include – the mastery of the language system (of

words, sentences and of meaning); acquisition of all the four skills, development of

communicative skills (language function like enquiring, describing, apologizing); the

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acquisition of study skills (referencing, note- making, summarizing etc.); the

development of literary skills (appreciating poetry, drama etc.)

(b)Does the course show a good understanding of the learner i.e. is it based on a needs

analysis, is it learner centered with a concern for the learner’s level. This is important

because material produced by the people who know nothing of the learner, his level,

his needs, will not be of any good to the learner. The main concerns here are, the age

of the learners and their interest, a smooth easy grading of content and language

(length of lessons, easy to challenging exercises).

(c)Does the course offer adequate guidance to the teacher? In other words, does it do

something for teacher training?

(d)Is the course based on effective approaches to the teaching and learning of second

language-is it based on sound views and opinion about how to teach a second

language – the structural and the communicative approach etc.?

(e)Does the course follow sound principles of language teaching? Does it teach

language through meaningful contexts, a balanced development of all skills, learning

though activity, role-play, games, simulation etc.?

(f)Do the books possess desirable physical qualities in terms of – size of print and

suitable to the learner’s age, number and size of illustrations suitable to the level,

colors and durable binding and cover?

(g)Are the books reasonably priced?

(h)Have the books been prepared by specialist authors.

Rubin has explained, “Good language learning depends on at least three variables:

aptitude, motivation and opportunity,” (Rubin 1994:41).

Opportunity according to Rubin includes all teaching materials including the

textbooks. Textbooks therefore should provide an opportunity to learn the language as

well as practice it.

In general, a good textbook should ensure certain desirable outcomes even in

situations where teachers are not prepared, not reflective, untrained and indifferent.

We can also say that with the help of good textbooks a learner can be more

independent in spite of bad or non-existent teaching.

This chapter has discussed curriculum, syllabus design and materials production in

relation to the teachers and learners. Since the present study has textbooks at its

center, it is very important to link the textbooks with the statements like curriculum

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and syllabus objectives to study how far the textbooks reflect what is envisaged by the

curriculum as a whole.

2.8. Syllabus Analysis

Richards and Rodgers discusses their framework for evaluating methodologies. The

three levels are, Approach, Design, and Procedure. This has become a somewhat

standard framework for TEFL/TESL courses. It is a method that forces the user to

consider the development and the connectedness across the three levels. For

inexperienced teachers and inexperienced course writers, it forces deep thought

regarding theoretical approaches. The adaptation of Richards and Rogers’ framework

may help teachers and writers to sharpen their awareness of theory, and force them to

examine how theory relates to the design of courses, the procedures within the

classroom, and how it ultimately affects theory by either fortifying it or editing it.

(Richards and Rodgers 2001:20-34)

2.9Review of Books

A few books related to material productions in general and particular are reviewed in

this section.

2.9.1. Materials Developing in Language Teaching

Editedby Brian Tomlinson, (Cambridge Language Teaching Library) Cambridge

University Press: 1998

According to Brian Tomlinson,materials development in language teaching is most

important element and it aims to help the readers to apply current theoretical

principles and research findings into the practical realities of developing andfinding

classroom materials to offer new ideas and directions to the learners to preserve it. In

this book Brian Tomlinson has discussed in detail the processes involved in

developing languageteaching materials. The contributions for the book have come

from popular authors in the area of of applied linguistics and language teaching. They

all are well known for their publication contributions in the field of language teaching

methodology and many of them have additionally published language-teaching

materials for the teachers and learners all over the world.

The Chapters are categorized under the five major themes:

1) Materials development and research

2) Materials developmentand date collection

3) Materials development and teachers

4) Materials development and methodology

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5) Materialsevauation

This book is related to Materials Development in language teaching and learning will

be of great interest to teachers everywhere who wish to look more closely at the

relation between their teaching materials and their language classes.

There is a special chapter on access self-materials, which extends the discussion of the

major characteristics of self-access materials. The book also provides a framework for

materials production and this has been used for drawing the implications for the

present study.

2.9.2 Self-Instruction in Language Learning

Leslie Dickinson.Cambridge: Cambridge University Press,1987

In this book the writer Leslie Dickinson explores many ways in which learners can be

helped by the teachers and the learners can become more independent in their learning

of language. With the help of many case studies the writer has tried to explain the

advantages of various types of self-instructional materials in the first part of the book.

The second part of this book has highlighted at the practical issues involved in self-

instruction.They are as follows:

(i)Self-instruction at secondary and higher level of education.

(ii) Designing and selecting materials for self-instruction.

(iii) Ways in which the learners are supported in self-instruction.

(iv) Preparing the teachers and the learners for self-instruction.

(v) Setting and running up self-access centres.

(vi) Helping the learners for assessing their own language.

The essentialfeature of this book is that it hasmany practical examples and exercises

which is a great help in producing self-instructional materials.

2.9.3 Discover Elementary English Grammar: An Active –Learning Approach to

Learning, Practicing and Revising Grammar

Rachael Roberts. M.F.P Publication, Watford, United Kingdom:1997.

VinodVasishtha for viva books private limited (1998) This ‘Discover’ series, ranging

from Elementary level to Advanced, provides a unique approach to learning,

practicing and revising grammar. Discover Elementary English Grammar in the first

in the series and is intended for adults or young adults who are on a course at

Elementary level. For self- study, the active-learning approach helps and guides the

students like a teacher.

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Some important textures of the book

(i)A Discovery approach to language presentation, which actively involves the learner

in the learning process.

(ii)Meaningful practice and revision material.

(iii) Complementary use with any Elementary level general English course book.

(iv) Test-yourself exercises to help identify where further study / revision is needed.

(v) ‘Practice with a Friend’ activities providing the opportunity for communicative

oral practice.

(vi)Versions with and without answer key to practice exercise.

(vii)A motivating, challenging and memorable learning experience.

Rachel Roberts is an experienced teacher and teacher for international house. The

approach adopted in this book reflects her belief that modern teaching methods can

and should be incorporated into English ‘Grammar’.

2.9.4 Supporting and Facilitating Self- Directed Learning:

Lowry, Cheryl Meredith. ERIC Digest No.93:1989

According to Lowry Cheryl Meredith after 1981 “An estimated 70% of adultslearning

is self-directed learning”. Self-directed learning has been described by Knowles as “A

process in which individuals take the initiative, with or without the help of others”.

The purpose of this is to diagnose the learners learning needs, formulate their learning

goals, identify the resources for learning by them, select implementand evaluate their

learning process and strategies. (Knowles,1975).

Mocker and Spear in 1982 included self – directed learning in a descriptive model of

lifelong learning based entirely on the mathematical and technical control for decision

making about the objectives and the means of learning. Some self – directed learning

takes place in isolation in the libraries.

In the whole report Lowry discuss three things:

(i) What is the meaning of Self-Directed Learning?

(ii) Who is engaged and involved in Self-Directed Learning?

(iii) What are the particular roles for Educators and Institutions in Self-Directed

Learning?

2.9.5Does self-access language learning at the tertiary level really work?

Johanna Klassen, Champa Detaramani Eva Lui, Mrudula Patri, Jenny Wu (1998).

This research gives information about the independent language learning programmed

for part-time University learnersinvolved in taking a remedial English language

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programm at the language institute, in the University of Hong Kong. Achievement of

learners in the skills like listening, writing, reading, and usage between control

(51students in the classroom mode) and experimental (78 students in the self – access

mode) groups was compared.

Methodology:

To study the improvement made by CL and SA student there were two kinds of tests

conducted for students. At the beginning (Pre-test) and at the end (Post-test) was

conducted. The same test question paper was used for both tests in order to obtain a

reliable measure of learners’ improvement in their language skills. Although such a

design was not perfect, it was used to make the measurement of improvement more

reliable as our leaners are coming from two group part and full time learners and

receiving different treatment. The testing of oral skills was not conducted since testing

would have involved many part-time learners who had different work schedules.

2.10 Review of Previous Research

In this part there is the review of previous researches which has been conducted have

beenpresented by the researcher.

2.10.1 An Assessment of the Textbook of English for Class 6 by (A) The Subject

Experts, (B) The Teachers of English and (C) Educated Parents, with a view to

Restructuring the Same (Mangal Devang Mehta, 1984, M. Ed. Dissertation, S. P.

University)

The investigator undertook a systematic study of literature on materials production to

find out the important features of a textbook of English for the beginners. This also

included the study of the criteria for the assessment of a textbook. The study of the

criteria is undertaken keeping in mind the important developments in the area.

A questionnaire and opinionnaire, which included aspects such as language, language

exercises, content, etc., have been used to collect the responses of the subject experts.

The responses of the subject teachers and the educated parents have been collected

through questionnaires on various aspects of the textbook. They have been carefully

analyzed and are interpreted with reference to the criteria mentioned in the preceding

chapters.

Later the limitations of the present textbook are highlighted A sample of the textbook

restructuring is presented. The investigator hopes that his study can suggest some

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modifications to make it more effective, though it may not lead to a revolutionary

change in the present textbook.

2.10.2 A Study of the Course book, Communicative Skills in English, Introduced

by Osmania University for the First Year Degree Students (K. Jalaluddin,

Master of Letters in ELT Dissertation, 1985)

The researcher attempts to review the course material and book with reference to

communicative approach, its principles and procedures. The researcher presents in

brief the major principles of communicative approach, the theories of basic

communicative skills, principles of communicative syllabus design, communicative

methodology and teacher preparations, and testing communicative proficiency. He

also analyses and discusses the efforts made in the direction of communicative

teaching by the Bombay University, the autonomous Loyala College, Madras and the

Osmania University, Hyderabad. A questionnaire was administered for the teachers

teaching in the affiliated colleges to Osmania University to elicit their response

regarding the aims and objectives of the course book, the methodology to be

employed to teach the text, the authenticity and the usefulness of the text materials,

and testing communicative proficiency. At last, the researcher offers a few

suggestions to the practicing teachers, course-designers, evaluators in the light of the

principles of communicative teaching and the findings that he has received by means

of the questionnaire.

2.10.3 A study of the General English Courses at the Undergraduate Level in

Osmania University (S. Narayan, Ph. D. Thesis, Osmania University, 1986)

The major focus of the study is based on the General English Course at the

undergraduate level starting from the academic year 1949-50. The syllabuses,

teaching materials, teaching techniques and evaluation procedures of these courses

have been critically analyzed. The main techniques used for the study are: A survey of

university documents including archival records, the views and attitudes of the

classroom teachers and learners elicited through questionnaires, Observation of

classroom practices, and Survey of relevant literature and research findings.

In the Chapter Iof the thesis the researcher has stated the research problem, scope of

the study, methods and techniques adopted for conducting the study, hypotheses and

assumptions, constraints, and expected outcomes. It also makes a review of the

previous relevant studies.

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In chapter II, there is brief historical description on account of English education in

India. It is seen that a certain structure and philosophy of higher education has came

to us from the colonial rule.

Chapter III traces development of University Education in India, surveys the

dominant trends in ELT, evaluates the worth of a few traditional methods of English

language teaching, and it also assesses the role of the teacher in the language teaching

process.

Chapter IV surveys the genesis and the development of the Osmania University at the

undergraduate level right from its establishment in 1918.

Chapter V is devoted to the discussion of ‘Communicative Approach’ to teaching

language, its principles and practices. A detailed critical analysis of the course on

Communication Skills in English at the Osmania University has also been made.

Chapter VI gives the details of the fieldwork undertaken by the researcher, such as the

selection of the sample of teachers and learners, preparation of the questionnaires, and

data processing. It also presents interpretation of the data which have been gathered

from the field study.

The last chapter discusses the findings of the study and observations based on them

are presented along with some suggestions.

2.10.4 Instructional Materials for the ICSE English Course: An Evaluation

(SuchitraPratap, (1998), M. Phil Dissertation, CIEFL.

The study attempts a brief assessment of the syllabus and course materials which have

been prescribed for the teaching of English at the class 10th level on the Indian

Certificate of Secondary Education (ICSE) course. It is based on a comparative study

of the syllabuses prescribed for the CBSE and S. S. C. in Andhra Pradesh as well as

the responses to questionnaires given to students in class 10th and their teachers. The

researcher adopted the questionnaire method since teachers and learners are likely to

have different expectations about what should be learnt and how. The aim of the study

is to get a multi-dimensional view of the existing ICSE syllabus and materials from

learners and teachers point of view. The researcher offers a few suggestions that will

lead to an improvement of the syllabus and instructional materials used in class10 of

the ICSE stream.

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2.10.5 A Critical Evaluation of the Compulsory English Syllabus for+2 level in

Nepal , Chandreshwar Mishra, (1998), Ph.D. Thesis, CIEFL.

The present research appraises and evaluates the current Compulsory English

curriculum of +2 level in Nepal and its various constituents such as objectives of the

curriculum, textbook materials which are used to achieve objectives, teachers,

efficiency, and teacher training, and the evaluation of the Higher Secondary

Education Board (HSEB), Nepal. The chief objective of the present research work is

to discern problems and gaps in the curriculum and provide measures for

modifications to ensure its smoother and better functioning. In the implementation of

a curriculum, the role of the teacher is most crucial. Thus the present study is biased

to the thinking of the practicing teachers while involved in evaluating the curriculum

based activities. The recommendations of the study are based on the systematic data

collection, processing and interpretation of data received from the teachers for a

complete evaluation. To collect the opinions a survey method was adopted. Besides

receiving data through the questionnaire, interviews and discussions with teachers,

students, curriculum experts, and educational administrators were administered. The

main finding of the present research studyis that the curriculum lacks in sequencing,

coherence and integration. It is found to have too much coverage but too little

practice.

2.10.6. A Study of the Plus-two Level English Language Course Materials in

Relation to Learners’ Language Competence (Sunil K. E., 2003, M. Phil.

Dissertation, 2003)

The study analyses the English language textbooks used at the plus-two level in the

government stream schools in Kerala. The subjects of this study are the plus-two

learners who studied in the regional medium schools till class 10, and the teachers

who have taught the textbooks under discussion. The objective of the investigation is

to study the English textbooks in relation to the actual language competence of the

learners. The tools and methodology used in the present study are; Analysis of the

plus –two level syllabuses, Analysis of the textbooks, Analysis of the English

language test administered, Questionnaire for learners and the teachers and Semi -

structured interviews with the teachers and learners were conducted.

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2.10.7. Development & Tryout of Self-Learning Materials in English for Std. IX

Dr. Vijay K. Sevak, Quest in Education. Vol. XXVI No. 4, October, 2002

According to Dr. Vijay K. Sevak, the process of learning is very similar to the process

of drinking water. He said we can take the horse to the river but we cannot make it

drink water. Similarly, the process of learning will take place only if the learner is

ready to learn. Stevic in his study has also mentioned this idea clearly that, “Teachers

cannot learn for their learners and in order to increase independence and responsibility

of learner for learning, the traditional roles needs to be changed as need”.

The aim of the study is

(1) To develop the self – learning material on all the structures mentioned in the

textbook of English for std. IX.

(2) To try out the self – learning material on all the structures mentioned in the

textbook of std. IX.

(3) Try to know the opinions of learners of standard-IX with regard to self – learning

materials.

(4) Try to know the opinions of teachers teaching in standard-IX in terms of self –

learning materials.

Findings of the study

The self- learning tools and techniques can have great positive impact in the field of

education. It can make a major contribution to accelerating awareness, knowledge and

educational change.

2.10.8. Preparation of Communicative Task to Teach Certain Language Items in

the Subject of English at Std-IX. Pushpa T. Parmar (M. A., B. Ed)

The main objectives of the study were as under:

(1) To understand the merits of communicative approach in second language teaching.

(2) To examine the possibilities of preparing communicative tasks based on the

language items in the present text-book.

(3) To tryout these tasks in actual class- room situation.

(4) To find out the effectiveness of communicative tasks on pupils learning in relation

to certain variables.

(5) To observe pupils motivation, interest and liking for the subject learning through

communicative tasks.

Methodology:

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For the treatment, the investigator selected the language items she practiced in real

class. She selected five language items the practice of communicative language

teaching. They were as under:

Language Items:

1) ‘Can’ and ‘cannot’

2) Simple Future Tense, ‘Going to’

3) Preparation: In Front of, Behind, Over

4) Conjunction: Either...Or, Neither...Nor

5) Question Tag

Findings Based on the Observation Schedule:

In learning affective aspect plays a vital role. The learners’ motivation, readiness and

willingness to participate in an autonomous learner understand his/ her responsibility

to learn. Keeping this point of view, the investigator had developed a schedule to

observe the above – mentioned behavior of the learner.

1. Students participation:

The boys participated in each activity enthusiastically while the girl’s group was ok.

Overall, all the students participated in each activity.

2. Motivation:

All the students found activities interesting. They were motivated doing such

activities, which they never did before teacher use new techniques, so the students

were motivated more. They happily and enthusiastically participated in each activity.

The boy’s performance was better in comparison to girls.

The investigator selected the language items from standard IX textbook. She selected

the language items that can be practiced in the class using communicative tasks.

Findings:

Analysis and interpretations of the data led the investigator to reach following finding.

The investigator used t – test for the interpretation of the date. There ate two types of

findings:

1) Finding based on the teacher made achievement test.

2) Finding based on the observation scheduled.

(a) The attainment of low achiever boys was higher than that of the low achiever girls

in the experimental group.

(b) The girls who studied through communicative approach were higher than that of

the girls who studied through regular method.

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(c) The boys and girls of various achievement levels performed equally whether they

are from the experimental group or controlled group.

(d) Mean scores of boys, girls and mixed group students were compared but no

significant difference was found among them.

(e) It is observed that the number of learners isin high or medium achievement group

(on teacher made test) has increased as compared to the numbers in these groups

on marks in the subject in the last annual exam.

2.10.9 Enhancing Communicative Competence of Educationally Deprived

Learners of English at the Secondary Level in Gujarat by Sayarabanu I.

Durvesh, Pacific Academy of Higher Education and Research University

Udaipur, Rajasthan, 2015.

Present study was a case study for the educationally deprived learners at the

secondary level of 9th

Standard, learning English as a second language regarding their

enhancement in communicative competence. After identifying the needs of these

learners a syllabus was designed and thereafter the need-based teaching materials

were prepared and accordingly the try-out was carried out on the experimental group.

Pre and post-tests were conducted to evaluate significant difference in the learners’

performance in both the groups.

The tools used in the study are:

1. Diagnostic test to identify needs of the educationally deprived learners.

2. Pre-test before the try-out of the need-based teaching materials.

3. Post-test after the try-out of the need-based teaching materials.

Objectives of this Study

1. To prepare a diagnostic test for identifying the needs of the educationally

deprived learners

2. To prepare need-based teaching materials

3. To divide the learners in the experimental and controlled groups and conduct a

pre-test and post-test for both the groups

4. To try-out the designed need-based teaching materials with the experimental

group

The major findings were:

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• The results obtained from both the tests, the pre and the post-tests prove that the

new teaching materials are more effective and beneficial than the existing

teaching material for these educationally deprived learners.

• If the task-based activities are implemented with the techniques of pair and

group work, they can make the class interactive.

• The teaching modules based on different tasks fostered greater opportunities to

use language within the classroom context.

This study can guide the teachers of English in designing their own innovative

pedagogogic teaching materials keeping in the mind the learners’ level, their needs,

and background knowledge in order to enhance their communicative competence in

English.

2.10.10An Assessment of the Prevailing Teaching Methods for Teaching English

at the Secondary Level in the Central Gujarat Region by Imtiyaz M. Shaikh,

Pacific Academy of Higher Education and Research University Udaipur,

Rajasthan, 2015.

Present study aims to assess the prevailing teaching methods at the secondary level in

the Central Gujarat region regarding the assessment of their teaching methodology

accoerding to area like urban, semi-urban and rural area.

Research Tools

Survey based methods have been used by the researcher.

The Following tools have been used:

(i) Questionnaire for Secondary Teachers of English

(ii) Observation sheet for the classroom teaching observation

(iii) Structured Interview of the Secondary Teachers of English

Objectives of the present study

1. To assess and analyze present existing teaching methods of teaching in recent

time at the secondary level for teaching English in the Central Gujarat region.

2. To review the old and new English textbooks of 9th

and 10th

Std. prescribed by

the GSHSEB.

3. To prepare a questionnaire for the secondary teachers of English.

4. To prepare an observation sheet of the classroom teaching for the qualitative

analysis.

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5. To prepare questions of the structured interview for the secondary teachers of

English.

6. To administer the questionnaire for the data collection of the teachers teaching

at secondary level in schools.

7. To observe the classroom teaching of the secondary school teachers of English

for qualitative analysis.

8. To conduct structured interviews of the secondary teachers of English.

9. To analyze the data which has been collected through the research tools.

Major Findings were:

• The percentage of integrated way of teaching is high in urban, moderate in semi-

urban and low in the rural areas. The teachers do not follow a single method as

they teach the learners using different methods as and when found useful and

appropriate in the context of the topic.

• The percentage in the use of target language (English) is relatively high in

urban, moderate in semi-urban and very low in the rural areas.

• The percentage of mother tongue used by learners and dominance of the

grammar-translation method is high in the rural areas, moderate in semi-urban

and low in the urban areas.

• The frequency in the implementation of the CLT techniques viz: creating

meaningful situations relevant to the topic and providing functions, assigning

tasks, simulation, dramatization etc. is high in the urban areas, moderate in

semi-urban and very low in rural areas. The urban teachers use these techniques

because of greater awareness about them and their desire to make teaching-

learning process learner friendly and to remain updated with the latest

educational trends.

• Fluency in the use of English is missing in the class room teaching and in such

an environment the performance of most of the rural teachers may be termed as

below average. It is at an average level in the semi-urban areas. Only in the

urban areas, it is at a good level. This shows the deteriorating standard of the

teachers of English in providing an input rich environment for learning English.

• There is lack of conceptual clarity of CLT in the teachers, which create hurdles

in the learners’ development and progress. Irrespective of all the areas, the level

of teachers having conceptual clarity is very low.

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• Appropriate use of techniques in accordance with the learners’ needs and level

is also at an average level in the semi-urban and urban areas. It is at the poor and

very poor level in the rural areas that shows that learners are not facilitated in

the second language learning process resulting in poor results and not yielding

fruitful learning results. There is a vast difference seen in the implementation of

the teaching methodology taught at the training institutions and its execution in

schools. The teachers have proved to fail miserably in actual classroom

teaching. First and foremost the learners’ needs, their grey areas are not

diagnosed showing that remedial teaching is not done.

• Conclusively, it can be said that maximum number of the teachers teach English

at average or poor level with their inability to use the right and apt method for

identifying the diversified needs of their learners. The classroom teaching

observation done as regard to the implementation of CLT methods and

techniques is found to be hardly been followed in the actual classroom

situations. The mere talk of learner-centered classes cannot attain progress and

development of the learners. Hence, there is large scope of improvement in this

regard.

• Majority of the secondary school teachers of English are using the grammar

translation method to teach English. They hardly implement CLT methods and

techniques in the class. As they are not found well versed with the principles of

CLT, they are unable to follow the stages of (CLT) communicative language

teaching in classroom teaching. Thus, the secondary teachers of English should

be facilitated with the pedagogy of varied and effective teaching methods.

• It has been found that since the implementation of the (CLT) communicative

language teaching or (FELT) functional English language teaching, the learners’

knowledge of grammar has deteriorated as very few teachers teach the grammar

satisfactorily and therefore the traditional approach i.e. the Structural Approach

of teaching cannot be totally discarded.

• Use of Eclectic Approach can be the most suitable way for teaching English

language at secondary school level.

This study refers to the Assessment of the Prevailing Teaching Methods at the

Secondary level for teaching in the Central Gujarat region. It can be concluded on the

basis of the findings that in English language teaching there is no adhereence to a

particular method or technique. The teachers’ understanding of the methods and

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techniques is perfunctory. In view of the teachers prevailing attitudes and

competence, the focus of adopting CLT alone in the new textbooks cannot be

sufficient to enhance the ability of learners with linguistic and communicative

competence in the language. All the available methods are appropriate in different

contexts. Since the learners differ from one another, any single method cannot be

recommended forcefully in the teaching of English. So, awareness about the

successful implementation of different approaches and methods of teaching is

necessary for the teachers.

2.11Review of Prescribed Syllabuses and Materials in the Universities under

Study:

In this section, the syllabuses of different universities of Gujarat and materials

prescribed for the B.A. Semester-I to Semester VI (Compulsory English) learners in

Gujarat have been reviewed

2.11.1 Gujarat University

Analysis of the Textbook and Syllabus of Gujarat University

Semester: 1

In Gujarat University in Semester one, the textbook prescribed for General English is

‘Golden Leaves’ for Gujarati Medium students by Macmillan publishers. The book

has been published by Macmillan India Limited.

There are three short stories prescribed in Unit- 1 and in Unit-2 there are two essays

prescribed in the syllabus of Semester one. The three short stories in Unit-1are,‘A

Day’s Wait’ by Earnest Hemingway, ‘The last Leaf’ by O. Henry and‘The Boss came

to the Dinner’ by Bhisham Sahni.

The two essays prescribed in Unit-2 are, ‘On Doing Nothing’by J.B.Priestly and ‘Ram

Mohan Roy’ by Rabindranath Tagore

Unit-3 in Semester one is Grammar, where four items have prescribed are:

(a) Forms of verbs: Be, Have and Do as main verbs.

(b) Tenses, in tenses (1) Simple Present Tenses (2) Simple Past Tense (3) Simple

Future Tense (4) Present Continuous Tense (5) Past Continuous Tense (6) Present

Perfect tense (7) Past Perfect Tense (8) Present Perfect Continuous Tense.

Unit -4 in Semester One is (Comprehension and composition). In Composition there

is paragraph writing.

Topics prescribed for Paragraph Writing are:

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Personal:(a) My Ambition in Life (b) India of My Dream (c) My College (d) My

Favourite Game (e) Mobile Phone and My Life

State/ Nation/ Media:(a) My City/ Village (b) My Favourite National Hero (c) India-

Unity in Diversity (d) Importance of English in India (e) TV - a boon or curse?

Environment/ Social Life:(a) Pollution (b) Global Warming (c) Trees- Our Best

Friends (d) Water -The Elixir of Life (e) Women Empowerment

(b) Comprehension of a Passage

Note: The passage should be of about 200 words. Only threequestions will be asked.

Each question will carry twomarks.

Recommended Reading for Semester one is as below:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin - High School English Grammar and Composition

(4) Raymond Murphy- Intermediate English Grammar

(5) Martinet and Thomson - A Practical English Grammar

(www.gujaratuniversity.ac.in)

Analysis of the Textbook and Syllabus of Gujarat University

Semester: 2

In Gujarat University in Semester two the textbook prescribed for General English is

‘Golden Leaves’ (Gujarati Medium) by Macmillan publishersfor General English.

The book has been published by Macmillan India Limited.

There are twostories prescribed from the textbook forUnit- 1 and four poems are

prescribed for Unit- 2 from the textbook of Semester two. The two short stories are

‘The Child’ by Premchand, and ‘The Thief’s story’ by Ruskin Bond.The four poems

prescribed are ‘Break, Break, Break’ by Lord Tennyson, ‘How Do I Love Thee? Let

Me Count the Ways’ by Elizabeth B Browning, ‘Anthem for Doomed youth’ by

Wilfred Owen,and‘Life’ by Purushottam Lal.

Unit-3 in Semester two is Grammar, where four items have prescribed are:

(a) Fill in the blanks with appropriate modal auxiliary verbs.

(b) Insert appropriate prepositions.

(c)Fill in the blanks with appropriate articles.

(d) Identify the types of sentences

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(Note: Questions should aim at assessing only the students’ ability to identify the

types of sentences.)

Unit -4 in semester two is Composition. In Composition there are two things. They

are, (a) Dialogue Writing. List for dialogue writing is as given below:

1. A meeting of two friends

2. Whether to join NCC or NSS

3. Discussion about Examinations

4 A talk about a movie

5. A conversation on the uses and abuses of social media

6. A conversation about vacation plans

7. A conversation about students’ participation in politics

(b) Develop a story from the given points

Recommended Readingfor learners in Semester twois as below:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin - High School English Grammar and Composition

(4) Raymond Murphy-Intermediate English Grammar

(5) Martinet and Thomson-A Practical English Grammar

(www.gujaratuniversity.ac.in)

Analysis of the Textbook and Syllabus of Gujarat University

Semester: 3

In Gujarat University in Semester three the textbook prescribed is ‘Macmillan College

Prose’ (Gujarati Medium) Edited by T. Sriraman by Macmillan publishersfor General

English.

Twoshort stories have been prescribed from the textbook in Unit-1 and two stories

from Unit-2have been prescribed in the syllabus of Semester three. The two short

stories in unit-1 are ‘Letter to a Teacher’ by Nora, and ‘Spoken English and Broken

English’ by G.B.Shaw.The two short stories in Unit-2 are ‘A Snake in the Grass’ by

R.K. Narayan, and ‘With the Photographer’ by Stephen Leacock.

Unit-3 in Semester three is Grammar, where two items have prescribed are:

(a) Degrees of comparison: positive, comparative, and superlative

(b) Transformation of sentences: assertive/ declarative to interrogative, affirmative to

negative, exclamatory to assertive and vice-versa

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(Note: The original meaning of the sentence should not change while transforming

affirmative into negative or vice versa.)

In Unit -4 in Semester three is Composition and Comprehension. In Composition,

there are two things. They are:

(a) Paragraph writing (in about 100 words)

List of topics for Paragraph Writing:

Personal: (a) College Life (b) My Hobbies (c) If I Were the Chief Minister. (d)My

Favourite Book (e) the Most Memorable Moment of My Life

Heritage of Gujarat: (a) Mahatma Gandhi (b) Sardar Patel (c) Amul Dairy (d) The

Kite Festival (e) The Navratri Festival

Social Life /Miscellaneous: (a) Corruption (b) Save the Girl Child (c) Internet - Uses

and Abuses (d) Communication in English (e) Obesity – the Curse of Modern Life

(b) Comprehension of an advertisement in a newspaper (for job, product etc.)

Recommended Readingfor Semester three students is as below:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) J C Nesfield – English Grammar, Composition and Usage

(7) Oxford Living Grammar – Intermediate Level

(www.gujaratuniversity.ac.in)

Analysis of the Textbook and Syllabus of Gujarat University

Semester: 4

In Gujarat University in Semester four the textbook prescribed is ‘Macmillan College

Prose’ (Gujarati Medium) Edited by T. Sriraman by Macmillan publishersfor General

English.

There are twostories prescribed in Unit-1 and two stories in Unit-2 in the syllabus of

Semester four. The two short stories in Unit-1 are ‘Professions for Women’ by

Virginia Woolf, and ‘The Night the Ghost Got In’ by James Thurber.The twoshort

stories in Unit-2 are ‘The Donkey’ by R.K. Narayan, and ‘The Cup of Tea’ by

Katherine Mansfield.

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Unit-3 in Semester four is Grammar, where there items have been three items

prescribed:

(a) Active and Passive voice

(b) Synthesis (adverb clauses of time, contrast, and reason)

(c) Prepositions

In Unit-4, in semester four, there is Composition and Vocabulary. In Composition,

there are three things. They are:

(a) Letter writing (letters of greeting, invitation, congratulation, condolence)

(b) Writing an email (seeking information about educational programmes, jobs and

vacancies, travel programmes, and products)

(c) Idioms and phrasal verbs

Recommended Readingfor the student of semester fouris as below:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) J C Nesfield – English Grammar, Composition and Usage

(7) Oxford Living Grammar – Intermediate Level

(8) Modern Writing Skills – Rupa and Co.

(www.gujaratuniversity.ac.in)

Analysis of the Textbook and Syllabus of Gujarat University

Semester: V

In Gujarat University in Semester five the textbook prescribed is ‘Gems of Wisdom’

(Gujarati Medium) by Macmillan publishersfor General English.

(PartOne) -Stories – 1, 2, 3, 4, 5 in Unit-1 have been prescribed in the syllabus of

Semester five.

In Unit- 2Formal Lettersare prescribed, in which applications for job and official

letters are asked.

Note:Official Letters lodging complaints with - the Police Commissioner, the

MunicipalCommissioner and the Post Master

In Unit-3there is Composition.In composition there is - Essay Writing and the

suggested topics are:

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Modern Life/ Society:(a) Health is Wealth (b) Stress Management (c) Globalization

(d) Fashion Fever (e) Terrorism: a Modern Curse

Heritage of Gujarat: (a) Gujarat University (b) Lothal – the Cradle of Civilization

(c) The Ahmed Shahi Dynasty of Gujarat (d) The Sun Temple of Modhera

(e) Narsinh Mehta - a poet

Miscellaneous: (a) National Integration (b) India’s Struggle for Independence

(c) The Social Media – Uses and Abuses (d) A Visit to an Old Age Home

(e) My Plans after Graduation

In Unit – 4 Cloze Test (Intermediate Level with Multiple Choices) is prescribed

Note: The passage for Cloze Test should be of about 200 words aiming at testing the

students’ intermediate level of proficiency. It will contain six blanks each carrying

one mark. Options must be given below the passage.

Recommended Readingfor the students in Semester fiveis as below:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

(7) A. Ashley- A Handbook of Commercial Correspondence - OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti & Shintre - Communicative Competence in Business

English

(www.gujaratuniversity.ac.in)

Analysis of the Textbook and Syllabus of Gujarat University

Semester: VI

In Gujarat University in Semester six the textbook prescribed is ‘Gems of Wisdom’

(Gujarati Medium) by Macmillan publishersfor General English.

Fivestories in Unit-1 have been prescribed in the syllabus of Semester six. Stories no.

6, 7, 8, 9, 10 are prescribed from the text (Part Two)

In unit – 2 Report Writing(Press Reports) is prescribed for the learners. The

Suggested topics are: Accidents, Natural Calamities and the Celebration of Festivals.

In Unit – 3 Comprehension(Based on News Items) is prescribed for the learners

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Note: News items should be of about 225 words based on - sports events, events of

local interest, and international events. Four questions of factual and inferential nature

will be asked, each carrying two marks.

In Unit - 4 Grammar is prescribed for the learners. In grammar there is only one item

that is Reported Speech

Note: Turning the sentences into indirect speech of narration will be asked.

Recommended Readingfor semester sixstudents is as below:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

(7) A. Ashley- A Handbook of Commercial Correspondence - OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti & Shintre - Communicative Competence in Business

English

(www.gujaratuniversity.ac.in)

Scheme of Evaluation of Gujarat University

Semester-1Scheme of Evaluation

Paper Style for Semester-1 - General English

Question–1: (From Unit–I)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question–2: (From Unit–II)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question–3: (From Unit–III – Grammar)

(A) Fill in the blanks with appropriate forms of verbs: (09)

(B) Fill in the blanks with appropriate forms of Do, Be and Have: (05)

Question–4: (From Unit–IV Composition)

(A) Write a paragraph in about 80-100 words on any one the following topics: (08)

(B) Read the following passage and answer the questions given below: (06)

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Question–5: Unit–I to III–MCQs and Objective type questions only (14)

There will be 14 questions covering topics from Units I to III in form of multiple-

choice and objective type questions.

Semester-IIScheme of Evaluation

Paper Style for Semester-II - General English

Question–1: (From Unit–I)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question–2: (From Unit–II)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question–3: Unit–III Grammar

(A) Fill in the blanks with appropriate modal auxiliary verbs: (04)

(B) Insert appropriate prepositions: (04)

(C)Fill in the blanks with appropriate articles: (03)

(D) Identify the types of sentences given below: (03)

(Note: Questions should aim at assessing only the students’ ability to identify the

types of sentences.)

Question–4: Unit–IV Composition

(A) Develop a dialogue on any one in about80 to 100 words: (out of three): (07)

(B) Develop a story from the given points in about 100 to 125 words: (07)

Question–5: Unit–I to III–MCQs and Objective type questions only (14)

There will be 14 questions covering topics from Units I to III in form of multiple-

choice and objective type questions.

Semester-IIIScheme of Evaluation

Paper Style for Semester–III - General English

Question–1: (From Unit–I)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question–2: (From Unit–II)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

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Question-3: (From Unit – III)

(A) Change the degree: (9 out of 9) (09)

(B) Transform the sentence from assertive/ declarative to interrogative, affirmative to

negative, exclamatory to assertive and vice-versa (5 out of 5) (05)

Question-4 (From Unit – IV)

(A) Write a paragraph in about 100 words on any one the following topics: (07)

(B) Read the following ad and answer the questions given below it: (07)

Question-5 (From Unit – I to III)

There would be 14 questions covering topics from units I to III in form of multiple-

choice and objective type questions. (14)

Semester-4Scheme of Evaluation

Paper Style for Semester–IV - General English

Question–1: (From Unit–I)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question–2: (From Unit–II)

(A) Write brief answers of any three of the following: (out of five) (09)

(B) Write a short note on any one of the following: (out of three) (05)

Question-3: (From Unit – III)

(A) Change the voice (seven out of ten): (07)

(B) Join the sentences using adverb clauses of time, contrast, and reason: (04)

(C) Fill in the blanks with appropriate prepositions: (03)

Question-4: (From Unit-IV)

(A) Letter writing (letters of greeting, invitation, congratulation, condolence)

(07)

(B) Writing an email (seeking information about educational programmes, jobs and

vacancies, travel programmes, and products): (04)

(C) Idioms and phrasal verbs: (03)

Question-5: (From Unit – I to III)

There would be 14 questions covering topics from units I to III in form of multiple-

choice and objective type questions. (14)

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Semester-VScheme of Evaluation

Paper Style for Semester – VGeneral English

(Unit–I – Text)

Question–1 Answer any seven questions in brief: (out of ten): (14)

Question–2 Write short notes on any two: (out of four) (14)

(Unit – II Formal Letters)

Question–3 Application for job (14)

Or

Official Letter

(Units – III & IV Composition and Cloze test)

Question–4

(A). Write an essay of about 100 words on any one: (out of three) (08)

(B). Supply the missing words in the following passage by selecting appropriate

options given below it: (06)

N.B.: The cloze test will contain six blanks, each carrying one mark. Select a passage

requiring an intermediate level of proficiency. Give options below the passage as

mentioned in the specimen for Cloze Test.

Question–5 Do as directed: (14 Items x 1= 14 Marks) (14)

Note: There would be 14 multiple-choice and objective type questions covering the

text as well as questions intended to assess students’ understanding of the uses of

tenses, prepositions and degrees of comparison.

Semester-VIScheme of Evaluation

Paper Style for Semester – VI General English

(Unit–I – Text)

Question–1 Answer any seven questions in brief: (out of ten): (14)

Question–2 Write short notes on any two: (out of four) (14)

(Unit – II Report Writing (Press Reports)

Question–3 Write a press report on any one: (out of three) (14)

Units – III and IV Comprehension and Grammar

Question–4

(A) Read the following news item and answer the questions given below it: (08)

(Only Four questions will be asked)

(B).Turn the following sentences into indirect speech of narration: (06)

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(Only six sentences)

Question–5 Do as directed: (14 Items x 1= 14 Marks) (14)

Note: There would be 14 multiple-choice and objective type questions covering the

text, reported speech and the questions intended to assess students’ knowledge of

auxiliaries, articles, and transformation of words (noun, verb, adjective, and adverb).

Analysis of syllabus and Scheme of Evaluation:

By grouping the learners, the Gujarat University has tried to tackle one of the major

problems of the Indian classroom, that of large classes of learners are of mixed ability.

The university has tackled the problem of learners’ heterogeneity within the college

by grouping the learners into English medium Gujarati medium proficiency groups.

There are certain advantages in having a class of learners of one level of ability, for

this helps the teacher in gearing classroom activity to the needs of the group.

However, there are certain disadvantages in grouping classes. First, with grouping

only resource in the classroom is teacher whereas there will be several better learners

in a mixed ability class. Therefore, with grouping, the potential for learners’

interaction and participation, which could benefit the weaker learners, will not exist.

Moreover, the weaker learners will have fewer chances for exposure to language in

use, and therefore without group dynamics, less learning might take place. Second

and more importantly, with grouping, it is conceivable that the weaker learners might

be psychologically affected.

There is one single theme that binds all the textbooks of Gujarat University is that the

lessons relates people- children, men and women and their experiences in life. There

are life experiences of people from different cultures which are meant to provide the

learners with a new perspective of the world around them. This obviously creates

interest in the learners. Keeping in view learners’ cultural background, some prose

units written by Indian writers also been included. On the whole, the themes presented

have no adequate variety to create interest in the learners. The lessons are carefully

selected taking into account the fact that learners in general do not prefer to read long

lessons.

The learners are provided with a brief biographical sketch of the writer and the gist of

that particular lesson at the end of chapters. It is followed by a list of new words i.e.

the glossary, vocabulary exercises, comprehension questions and composition

questions. The grammar section contains explanation of a particular grammar topic

90

and grammatical exercises which include articles, prepositions, tenses, active-passive

voice, direct-indirect speech etc.The grammar portion deals with different

grammatical items in different chapters. In general, the textbook gives much

importance to vocabulary which provides a variety of practice exercises.

The analysis of the textbook shows that the textbook does not have enough exercises

which can train the learners in the various skills specified in the syllabus objectives,

for instance, two skills like listening and speaking. This is a clear indication that many

of the language learning objectives have not been translated into the textbook and

syllabus.

Gujarat University Revised Syllabus for the students of UGBA and BSc. (w. e. f.

Academic Year 2014-15)

Semester -I - General English

Unit-I (Text) (Golden Leaves - Gujarati Medium)

Stories: - ‘A Day’s Wait’ by Earnest Hemingway

- ‘The Last Leaf’ by O. Henry

- ‘The Boss came to Dinner’ by Bhisham Sahni

(Journey through Words - English Medium)

Lessons: 1 to 4

Unit-II (Text) (Golden Leaves - Gujarati Medium)

Essays: - ‘On Doing Nothing’ by J. B. Priestley

- ‘Ram Mohan Roy’ by Rabindranath Tagore

(Journey through Words - English Medium)

Poems: 1 to 4

Unit-III (Grammar)

(a) Forms and uses of Do, Be, and Have as main verbs

(b) Tenses:

(1) Simple Present Tense (2) Simple past Tense (3) Simple Future Tense

(4) Present Continuous Tense (5) Past Continuous Tense (6) Present Perfect Tense

(7) Past Perfect Tense (8) Present Perfect Continuous Tense

Unit — IV (Comprehension and Composition)

(a) Paragraph Writing (in about 80-100 words)

List of Topics for Paragraph Writing:

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Personal: (a) My Ambition in Life (b) India of My Dream (c) My College (d) My

Favourite Game (e) Mobile Phone and My Life,

State / Nation / Media: (a) My City/ Village (b) My Favourite National Hero (c)

India- Unity in Diversity (d) Importance of English in India (e) TV - a boon or curse?

Environment / Social Life: (a) Pollution (b) Global Warming (c) Trees- Our Best

Friends (d) Water -The Elixir of Life (e) Women Empowerment

(b) Comprehension of a Passage

Note: The passage should be of about 200 words. Only Threequestions will be asked.

Each question will carry Twomarks.

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin — High School English Grammar and Composition

(4) Raymond Murphy — Intermediate English Grammar

(5) Martinet and Thomson — A Practical English Grammar

(www.gujaratuniversity.ac.in)

Semester- II - General English

Prescribed Texts:

Journey through Words - An Anthology of Prose and Poetry (English Medium) by

Orient Longman

Unit -I (Text) (Golden Leaves - Gujarati Medium)

Stories: - ‘The Man with the Scar’ by W. S. Maugham

‘The Child’ by Premchand

‘The Thief’s Story’ by Ruskin Bond

(Journey through Words - English Medium)Lessons: 5, 7, 8, 10

Unit-II (Text) (Golden Leaves - Gujarati Medium)

Poems: ‘Break, Break, Break’ by Lord Tennyson

‘How Do I Love Thee? Let Me Count the Ways’ by Elizabeth B. Browning

‘Anthem for Doomed youth’ by Wilfred Owen

‘Life’ by Purushottam Lal

(Journey through Words - English Medium)Poems: 5, 7, 8, 9

Unit-III (Grammar)

(A) Modal Auxiliaries (can, could, shall, should, will, would, may, might, must)

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(B) Prepositions (indicating Place, Time, and Direction only)

(C) Articles

(D) Types of Sentences: Assertive (Declarative), Interrogative, Imperative and

Exclamatory (Note:

Questions should aim at assessing only the students' ability to identify the types of

sentences.)

Unit-IV (Comprehension and Composition)

(A) Dialogue writing (in about 80 to 100 words)

List:

1. A meeting of two friends

2. Whether to join NCC or NSS

3. Discussion about Examinations

4 A talk about a movie

5. A conversation on the uses and abuses of social media

6. A conversation about vacation plans

7. A conversation about students’ participation in politics

(B) Developing a story from the given points in about 100 to 125 words

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin — High School English Grammar and Composition

(4) Raymond Murphy — Intermediate English Grammar

(5) Martinet and Thomson — A Practical English Grammar

(www.gujaratuniversity.ac.in)

Semester-III - General English

(Revised w. e. f. Academic Year 2014-15)

Prescribed Texts: Macmillan College Prose (Gujarati Medium) Edited by T.

Sriraman (Macmillan Publishers)

Gulliver’s Travels, Stories to Remember – Junior Series (English Medium) by

Macmillan Pub.

Unit - I - Text

(Macmillan College Prose -Gujarati Medium)

Stories: - ‘Letter to a Teacher’

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- ‘Spoken English and Broken English

(Gulliver’s Travels -English Medium)

Chapters 1, 2, 3 (Part – One)

Unit – II - Text

Macmillan College Prose -Gujarati Medium)

Stories: - ‘A Snake in the Grass’

- ‘With the Photographer’

(Gulliver’s Travels -English Medium)Chapters 4, 5, 6 (Part – One)

Unit – III - Grammar

(a) Degrees of comparison: positive, comparative, and superlative

(b) Transformation of sentences: assertive/ declarative to interrogative, affirmative to

negative, exclamatory to assertive and vice-versa

(Note: The original meaning of the sentence should not change while transforming

affirmative into negative or vice versa.)

Unit – IV Composition and Comprehension

(a) Paragraph writing (in about 100 words)

List of topics for Paragraph Writing:

Personal Experience: (a) College Life (b) My Hobbies (c) If I Were the Chief

Minister. (d)My Favourite Book (e) the Most Memorable Moment of My Life

Heritage of Gujarat: (a) Mahatma Gandhi (b) Sardar Patel (c) Amul Dairy (d) The

Kite Festival (e) The Navratri Festival

Social Life / Miscellaneous: (a) Corruption (b) Save the Girl Child (c) Internet - Uses

and Abuses (d) Communication in English (e) Obesity – the Curse of Modern Life

(b) Comprehension of an advertisement in a newspaper (for job, product etc.)

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) J C Nesfield – English Grammar, Composition and Usage

(7) Oxford Living Grammar – Intermediate Level

(www.gujaratuniversity.ac.in)

94

Semester- IV - General English

Prescribed Texts:

Macmillan College Prose (Gujarati Medium) Edited by T. Sriraman (Macmillan

Publishers)

Gulliver’s Travels,Stories to Remember – Junior Series (English Medium) by

Macmillan Pub.

Unit-I - Text

(Macmillan College Prose - Gujarati Medium)

Stories: - ‘Professions for Women’

- ‘The Night the Ghost Got In’

(Gulliver’s Travels – English Medium)

Chapters 1, 2, 3, 4 (Part – Two)

Unit-II - Text

(Macmillan College Prose - Gujarati Medium)

Stories: - ‘The Donkey’

- ‘The Cup of Tea’

(Gulliver’s Travels – English Medium)

Chapters 5, 6, 7, 8 (Part – Two)

Unit-III - Grammar

(a) Active and Passive voice

(b) Synthesis (adverb clauses of time, contrast, and reason)

(c) Prepositions

Unit-IV - Composition and Vocabulary

(a) Letter writing (Letters of Greeting, Invitation, Congratulation, Condolence)

(b) Writing an email (Seeking Information about Educational Programmes, Jobs and

Vacancies, Travel Programmes, and Products)

(c) Idioms and phrasal verbs

List of idioms and phrasal verbs:

1. To give up 2. To go into action 3. To turn off 4. To keep well

5. Ups and downs 6. Out of question 7. To go well 8. In full swing

9. To wake up 10. Off and on 11. To look into 12. Up to the mark

13. To make a mark 14. To pass away 15. To bring up 16. To stand by

17. To carry on 18. To cast off 19. To fall in love with 20. To bring to light

21. To get through 22. To pass through 23. At the spur of the moment

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24. To turn a deaf ear to 25. To drop in

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) J C Nesfield – English Grammar, Composition and Usage

(7) Oxford Living Grammar – Intermediate Level

(8) Modern Writing Skills – Rupa and Co

(www.gujaratuniversity.ac.in)

Semester- V - General English

Prescribed Text:Gems of Wisdom by Macmillan Publishers (For Gujarati and

English Medium)

Unit-I Text

(Part One) – Stories – 1, 2, 3, 4, 5

Unit-II Formal Letters

Applications for job and Official Letters

Note: Official Letters lodging complaints with - the Police Commissioner, the

Municipal Commissioner and the Post Master

Unit-III Composition

Essay Writing (Suggested topics)

Modern Life/Society: (a)Health is Wealth (b) Stress Management (c)

Globalization(d) Fashion Fever (e) Terrorism: a Modern Curse

Heritage of Gujarat: (a) Gujarat University (b) Lothal – the Cradle of Civilization(c)

The Ahmed Shahi Dynasty of Gujarat (d) The Sun Temple of Modhera(e) Narsinh

Mehta - a Poet

Miscellaneous: (a) National Integration (b) India’s Struggle for Independence

(c) The Social Media – Uses and Abuses (d) A Visit to an Old Age Home

(e) My Plans after Graduation

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Unit- IV Cloze Test (Intermediate Level with Multiple Choices)

Note: The passage for Cloze Test should be of about 200 words aiming at testing the

students’ intermediate level of proficiency. It will contain six blanks each carrying

one mark. Options must be given below the passage.

Note: A specimen for Cloze Test is given on the next page.

A Specimen for Cloze Test

Q-Supply the missing words in the following passage by selecting appropriate

options given below it:

Abraham Lincoln says, “As I would not be a slave, so I would not be a master. This

expresses Dr. Ambedkar’s idea of democracy. A relentless champion of human rights

and staunch believer in democracy, Dr. Ambedkar says,“Democracy is not a form of

government, but a form of social organization.” Dr. Ambedkar viewed democracy as

an instrument (1) bringing about change peacefully. Democracy does not merely (2)

rule by the majority or government by the representatives of the people. This is a

formalistic and limited (3) of democracy. We would understand the meaning of

democracy in a better fashion if we view it as a way of realizing drastic changes in the

social and economic spheres of society. Dr. Ambedkar’s idea of democracy is much

(4) than just a scheme of government. He emphasized (5) the function of democracy

is to bring about change in the society. A scheme of government does not exist in

vacuum; it operates within the society. Its usefulness depends upon its relationship

with the other spheres of society. Democratic government, therefore, should be an

extension of a democratic society. Success of democracy in India can be (6) only by

establishing a truly democratic society. In short, Dr. Ambedkar supported the idea of

all-round democracy.

Blank 1: (A) of (B) within (C) by (D) on

Blank 2: (A) meant (B) mean (C) means (D) will mean

Blank 3: (A) crew (B) new (C) few (D) view

Blank 4: (A) fore (B) more (C) matter (D) bore

Blank 5: (A) there (B) this (C) that (D) their

Blank 6: (A) ensured (B) ensures (C) will ensure (D) shall ensure

Note: The students are advised to write the answers in the following manner instead

of reproducing the whole passage in the examination.

Answers:

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Blank 1: (A) of Blank 2: (B) mean Blank 3: (D) view Blank 4: (B) more Blank 5: (C)

that Blank 6: (A) ensured

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

(7) A. Ashley- A Handbook of Commercial Correspondence –– OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti & Shintre - Communicative Competence in Business English

(www.gujaratuniversity.ac.in)

Semester-VI - General English

Prescribed Text:Gems of Wisdom by Macmillan Publishers

Unit-I - Text

(Part II) – Stories – 6, 7, 8, 9, 10

Unit-II - Report Writing (Press Reports)

Suggested topics: Accidents, Natural Calamities and the Celebration of Festivals

Unit- III - Comprehension (Based on News Items)

N.B.: News items should be of about 225 words based on – sports events, events of

local interest, and international events. Four questions of factual and inferential nature

will be asked, each carrying two marks.

Unit- IV - Grammar

Reported Speech

N.B.: Turning the sentences into indirect speech of narration will be asked)

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

98

(7) A. Ashley- A Handbook of Commercial Correspondence –– OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti & Shintre - Communicative Competence in Business English

(www.gujaratuniversity.ac.in)

2.11.2 North Gujarat University

Analysis of the Textbook and Syllabus of Hemchandracharya North Gujarat

University:

Semester-I

Analysis of the Textbook

In Hemchandracharya North Gujarat University in Semester one the textbook

prescribed in the syllabus is ‘Fantasy’a collection of short stories edited by V.

Sasikumar(Orient Black Swan)

In Unit 1,lesson no. 1 to lesson no. 5 has been prescribed from the given textbook for

the studentsof Semester one.

In Unit 2 of syllabus, vocabulary based on the text is prescribed.

Unit-3 in Semester one is Grammar, where three items have been prescribed for the

students. Theyare:Tenses, Primary Auxiliaries and Articles.

Unit -4, in Semester oneis comprehension of an unseen Passage.

Recommended Reading for Semester one students is as below:

(1) High School English Grammar – Wrenn & Martin

(2) Contemporary English Grammar – David Green

(www.hngu.ac.in)

Semester-II

Analysis of the Textbookof Hemchandracharya North Gujarat University:

InHemchandracharya North Gujarat University, the textbook prescribed for Semester

two students is ‘Fantasy’a collection of short stories edited by V Sasikumar (Orient

Black Swan)

In Unit-1 lesson no.6 to lesson no.10has been prescribed from the given textbook for

the students in the syllabus of Semester two.

In Unit-2 vocabulary based on text has been prescribed for the students.

99

In Unit-3 Semester two items of grammar has been prescribed for the students. The

items prescribed in grammar are:Preposition of time, place andaction, Concord

(subject verb agreement), and Pronouns.

In Unit-4 in Semester twothe item prescribed is Composition. In composition

exercises (Paragraph Writing) has been given for the students.

Recommended Reading for Semester two for the students is as below:

1 High School English Grammar-Wrenn & Martin

2 Contemporary English Grammar-David Green

(www.hngu.ac.in)

Semester-III

Analysis of the Textbookof Hemchandracharya North Gujarat University

InHemchandracharya North Gujarat University the textbook prescribed for the

students of Semester three is ‘Glimpses of Life- An Anthology of Short

Stories’published by Orient Blackswan.

In Unit-1 lesson no. 3 to lesson no.7 has been prescribed in the syllabus of Semester

three for the students from the given textbook.

In Unit 2 of syllabus, vocabulary base on the text is prescribed.In this, the syllabus

item is: Use of Idioms and Phrases in meaningful sentences.

In Unit-3 in Semester three is Grammar.The items prescribed in grammar are:

Change the Voice, Modal Auxiliaries, Fill in the blanks with Adjectives and Adverbs.

In Unit-4, letter writing has been prescribed for the students. The types of letters

which have prescribed are:Personal,Complimentary, Request, Regret andInvitation.

Recommended Reading for Semester three is as below:

(1) High School English Grammar – Wrenn & Martin

(2) Contemporary English Grammar – David Green

(www.hngu.ac.in)

Semester-IV

Analysis of the Textbookof Hemchandracharya North Gujarat University

InHemchandracharya North Gujarat University, the textbook prescribed for Semester

four students is ‘Glimpses of Life- An Anthology of Short Stories’ published

byOrient Blackswan.

In Unit-1 lesson no.8 to lesson no.12 has been prescribed from the given textbook.

100

In unit 2 vocabulary base on the text is prescribed.In this section the syllabus item is

Use of Idioms and Phrases in meaningful sentences.

In Unit-3 items from grammar has been prescribed. In grammar the items prescribed

are: Identification of Clauses, Non – Finite Verbs and Prefix and Suffix.

In Unit -4 Application for Jobs has been prescribed for the learners.

Recommended Readingfor Semester four studentsis as below:

1 High School English Grammar – Wrenn & Martin

2 Contemporary English Grammar – David Green

(www.hngu.ac.in)

Semester-V

Analysis of the Textbookof Hemchandracharya North Gujarat University

In Hemchandracharya North Gujarat Universitythe textbook prescribed for the

students in Semester-V is ‘The Joy of Reading- Selected Prose & Poetry.

From Unit-1 lesson no’s. 1, 5, 6 has been prescribed and from poems, poem no’s 11,

12, 13 has been prescribed for the students.

In unit 2 of syllabus, Grammar has been prescribed.In grammar items the followings

items has been prescribed:Indirect Narration, Conjunction, Use of Phrasal Preposition

and Verbs. The list of phrasal verbs is given below:

1 Inspite of 2 Instead of 3 Owing to 4 Due to

5 Because of 6 With a view to 7 On account of 8According to

9 In order to 10 Account for 11 Abide by 12 Look for

13 Wind up 14 Come across 15 Break into 16 Give in

17 Keep up 18 Look forward to 19 Put off 20 Set out

21 Run into 22 Look after 23 Bring up 24 Get off

25 Cut down 26 Fall through 27 Work out 28 Shut down

29 Hand over 30 Pull Down

In Unit-3 Translation has been prescribed for the students. The students are supposed

to translate given passage from English to Gujarati or Hindi.

In Unit-4, Dialogue Writing has been prescribed for the students.

Recommended Reading for Semester fivestudentsis as below:

(1) High School English Grammar – Wrenn & Martin

(2) Contemporary English Grammar – David Green

(www.hngu.ac.in)

101

Semester-VI

Analysis of the Textbookof Hemchandracharya North Gujarat University

In Hemchandracharya North Gujarat University, the textbook prescribed for the

students in the syllabus is ‘The Joy of Reading-Selected Prose & Poetry’.

In Unit-1lesson no. 2, 7, and 8 has been prescribed from the textbook and poem no.

14, 15 and 16 has also been prescribed from the same textbook.

In unit- 2 of syllabus, Grammar has been prescribed for the students.In the grammar

items foolowing items has been prescribed:Transformation of sentences, Correction in

Articles, Preposition, Tenses and Concord and Synthesis of sentences.

In Unit-3 item prescribed is developing a Story. The students are supposed to develop

an idea from the given point into story.

In Unit - 4 the syllabus item prescribed is Speech Writing. The topics givento the

students are:Introducing Chief Guest, Farewell Speech, Speech on Annual Function

Mourning the Death of a VIP, Vote of Thanks, Speech on Re-Public Day.

Recommended Reading for Semester three for learners are as below:

1 High School English Grammar – Wrenn & Martin

2 Contemporary English Grammar – David Green

(www.hngu.ac.in)

Scheme of Evaluationof Hemchandracharya North Gujarat University

Paper Style for Semester-I - General English

Question–1: (From Unit–I)

Write brief answers of any seven of the following: (out of Nine) (14)

Question–2: (From Unit–II)

(A) Match the following words given in Column-A with their meanings given in

Column B: (07)

(B) Write the meaning of the following word and use them in sentences of your own

(07)

Question–3: (From Unit–III – Grammar)

(A) Fill in the blanks with appropriate forms of verbs: (07)

(B) Fill in the blanks with Primary Auxiliaries: (04)

(C) Fill in the blanks with appropriate articles: (03)

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Question–4: (From Unit–IV Comprehension)

Read the following passage and answer the questions given below: (06)

Question–5: Unit–I to III–MCQs and Objective type questions only (14)

There will be 14 questions covering topics from Units I to III in form of multiple-

choice and objective type questions.

(www.hngu.ac.in)

Scheme of Evaluation of Hemchandracharya North Gujarat University

Paper Style for Semester-II - General English

Question–1: (From Unit–I)

Write brief answers of any seven of the following: (out of Nine) (14)

Question–2: (From Unit–II)

(A) Match the following words given in Column-A with their meanings given in

Column B: (07)

(B) Write the meaning of the following word and use them in sentences of your own

(07)

Question–3: (From Unit–III – Grammar)

(A) Fill in the blanks with appropriate prepositions: (07)

(B) Fill in the blanks with Concords: (04)

(C) Fill in the blanks with appropriate forms of pronouns: (03)

Question–4: (From Unit–IV Composition)

Write a paragraph on any one of the following topics: (14)

Question–5: Unit–I to III–MCQs and Objective type questions only (14)

There will be 14 questions covering topics from Units I to III in form of multiple-

choice and objective type questions.

(www.hngu.ac.in)

Scheme of Evaluation of Hemchandracharya North Gujarat University

Paper Style for Semester–III - General English

Q-1(From Unit–I)Short questions (Five out of Eight) (20)

Q-2(From Unit–II)

(A) Match the following idiomatic usage given in Column-A with their

meanings given in Column B: (05)

(B) Write the meaning of the following idiomatic usage and use them in

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Sentences of your own (05)

Q-3(From Unit – III)Grammar (18)

Change the Voice (Six out of seven)

Modal Auxiliaries (Fill in the blanks with multiple choice (Six out of seven)

Adjectives /Adverbs – (Six out of seven)

Q-4(From Unit – IV)

Letter Writing on a given topic (One out of two) (08)

Q.5Unit–I to III–MCQs and Objective type questions only (14)

There will be 14 questions covering topics from Units I to III in form of multiple-

choice and objective type questions.

(www.hngu.ac.in)

Scheme of Evaluationof Hemchandracharya North Gujarat University

Paper Style for Semester–IV - General English

Q-1 (From Unit–I)Short questions (Five out of Eight) (20)

Q-2 (From Unit–II)

(A) Match the following idiomatic usage given in Column-A with their

meanings given in Column B: (05)

(B) Write the meanings of the following idiomatic usage and use them in

Sentences of your own (05)

Q-3(From Unit – III)Grammar (18)

Identification of Clauses (Six out of seven)

Non Finite verbs (Fill in the blanks with multiple choice– Six out of seven)

Prefix and Suffix – (Six out of seven)

Q-4 (From Unit – IV)

Application for Jobs (One out of two) (08)

Q.5Unit–I to III–MCQs and Objective type questions only (14)

There will be 14 questions covering topics from Units I to III in form of multiple-

choice and objective type questions.

(www.hngu.ac.in)

104

Scheme of Evaluationof Hemchandracharya North Gujarat University

Paper Style for Semester–V - General English

Q-1 One very long question from prose section with an internal option from poetry

section of unit-I (15)

Q-2 Short questions (Five out of Eight) from unit-I (20)

Q-3 Translation from English to Gujarati / Hindi (10)

Q-4 Grammar (18)

Indirect Narration (Six out of seven)

Conjunction (Fill in the blanks with multiple choice– Six out of seven)

Use of Phrasal prepositions & Verbsin meaningful sentences – Six out of seven

Q-5 Dialogue writing on a given topic (One out of two) (07)

(www.hngu.ac.in)

Scheme of Evaluationof Hemchandracharya North Gujarat University

Paper Style for Semester–VI - General English

Q-1 One very long question from prose section with an internal option from poetry

section of unit-I (15)

Q-2 Short questions (Five out of Eight) from unit-I (20)

Q-3 Develop a story using the points (10)

Q-4 Grammar (18)

Transformation (Six out of seven)

Correction of sentences (Six out of seven)

Synthesis of Sentences

Q-5 Prepare a Speech on the given topic (One out of Two) (07)

(www.hngu.ac.in)

Analysis of the syllabus and scheme of Evaluationof Hemchandracharya North

Gujarat University:

There is one single theme that binds all the lessons which is people- children, men and

women and their experiences in life. There are life experiences of people from

different cultures which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

mind and view learners’ cultural background some prose units written by Indian

writers also been included. On the whole, the themes presented have adequate variety

105

to create interest in the learners. The lessons are carefully selected taking into account

the fact that learners in general do not prefer to read long lessons.

The learners are provided with new words i.e. the glossary, vocabulary exercises,

comprehension questions and composition questions. The grammar section contains

explanation of a particular grammar topic and grammatical exercises which include

articles, prepositions, tenses, active-passive voice, direct-indirect speech, concord,

adjectives and adverbs, identification of clauses, prefix and suffix etc. The grammar

portion deals with different grammatical items in different syllabus units. In general,

the textbook gives much importance to vocabulary exercises. In writing there is letter

writing, developing a story, introducing people and different situation in order to

remove fear in learners and attract towards speaking.

The analysis of the textbook shows that the textbook does not have exercises which

can train the learners in the various skills specified in the syllabus objectives, for

instance, two major skills like listening and speaking skills there is not enough

exercises. This is a clear indication that many of the language learning objectives have

not been prescribed into the textbook and syllabus.

North Gujarat University (Detailed Syllabus)

Semester -1

C – 106 English Compulsory

Unit: 1

Lesson 1 to 5

Fantasy a collection of short stories edited by V Sasikumar (Orient Black Swan)

Unit 2 Vocabulary (Text Based)

Unit 3 Grammar

Tenses, Primary Auxiliaries, Articles

Unit 4 Comprehension of an unseen Passage

Recommended Reading

1 High School English Grammar – Wrenn & Martin

2 Contemporary English Grammar – David Green

(www.hngu.ac.in)

106

Semester -II

C – 116 English Compulsory

Unit: 1

Lesson 6 to 10

Fantasy a collection of short stories edited by V Sasikumar (Orient Black swan)

Unit 2 Vocabulary (Text Based)

Unit 3 Grammar

Preposition (Time/ Place/ Action), Concord (Subject verb agreement), Pronouns

Unit 4 Composition (Paragraph Writing)

Recommended Reading

1 High School English Grammar – Wrenn & Martin

2 Contemporary English Grammar – David Green

(www.hngu.ac.in)

Semester - III

C – 206 English Compulsory

Unit 1

Lesson 3 to 7 Text

Glimpses of Life- An Anthology of Short Stories

(Orient Black Swan)

Unit 2 Vocabulary (Text based)

Use of Idioms and Phrases in meaningful sentences

Unit 3

Grammar

Change the Voice - Modal Auxiliaries -Adjectives / Adverbs (Fill in the Blanks)

Unit 4

Letter Writing

Personal, Complimentary, Request, Regret, Invitation

Recommended Reading

1 High School English Grammar – Wrenn & Martin

2 Contemporary English Grammar – David Green

(www.hngu.ac.in)

107

Semester - IV

C – 216 English Compulsory

Unit 1 LessonText

8 to 12 Glimpses of Life- An Anthology of Short Stories (Orient Black Swan)

Unit 2 Vocabulary (Text based)

Use of Idioms and Phrases in meaningful sentences

Unit 3

Grammar

Identification of Clauses, Non – Finite Verbs, Prefix and Suffix

Unit 4, Application for Jobs

Recommended Reading

1 High School English Grammar – Wrenn & Martin

2 Contemporary English Grammar – David Green

(www.hngu.ac.in)

Semester-V Foundation Compulsory(Compulsory English)

Unit 1: Text (The Joy of Reading – Selected Prose & Poetry)

Lesson 1, 5, 6

Poems 11, 12, 13

Unit 2: Grammar

Indirect Narration, Conjunction, Use of Phrasal Preposition and Verbs

1 Inspite of 2 Instead of 3. Owing to 4. Due to

5. Because of 6. With a view to 7. On account of 8.According to

9. In order to 10. Account for 11. Abide by 12. Look for

13. Wind up 14. Come across 15. Break into 16. Give in

17. Keep up 18. Look forward to 19. Put off 20. Set out

21. Run into 22. Look after 23. Bring up 24. Get off

25. Cut down 26. Fall through 27. Work out 28. Shut down

29. Hand over 30. Pull Down

Unit 3 Translation (From English to Gujarati / Hindi)

Unit 4 Dialogue Writing

(www.hngu.ac.in)

108

Semester – VI Foundation Compulsory (Compulsory English)

Unit – 1: Text (The Joy of Reading – Selected Prose & Poetry) (Orient Longman)

Lesson 2, 7, 8 and Poems 14, 15, 16

Unit 2 Grammar

Transformation, Correction (Articles, Preposition, Tenses, Concord), Synthesis of

sentences

Unit 3 Developing a Story

Note: Point should be given

Unit 4Speech writing

Introducing chief guest, farewell speech, speech on annual function, mourning the

death of a VIP, vote of thanks, speech on republic day

(www.hngu.ac.in)

2.11.3 South Gujarat University

Analysis of the Textbook and Syllabus of Veer Narmad South Gujarat

University:

Semester-I

Analysis of the Syllabus Textbook

In South Gujarat University in Semester one the textbook prescribed is ‘Visionary

Gleam’.The book has been published by Orient Blackswan.

In Unit- 1 there are three stories prescribed for the learners. The names of the stories

are, ‘An Astrologer Day’, ‘Our Urgent Need for Self Esteem, and ‘The Gift of Magi’.

In Unit- 2 there are two poems which have been prescribed for the learners. The

names of the poems are, ‘A Red, Red Rose’ and ‘Upon Westminster Bridge’.

In Unit-3, in Semester one Communicative Skills has been prescribed for the students.

The two items prescribed are: (a)Dialogue Writing, (b) Paragraph Writing

In Unit-4, the grammar items have been prescribed for the learners.The items of the

grammar are: Prepositions, Synonyms with nearest meanings, Antonyms with nearest

words, and Prefix� Suffix.The items prescribed in grammar are textual based only.

Recommended Reading for Semester one, is not prescribed.

(www.vnsgu.ac.in)

109

Semester-II

Analysis of the Syllabus Textbookof Veer Narmad South Gujarat University

In South Gujarat University in Semester two the textbook prescribed is ‘Visionary

Gleam’. The book has been published by Orient Blackswan.

In Unit- 1, there are three stories prescribed for the learners. The names of the stories

are, ‘Karma’, ‘Youth and the Tasks Ahead’, and ‘The Eyes are not here’.

In Unit- 2 two poems have been prescribed for the learners. They are, ‘An Old

Woman’ and ‘Success is Counted Sweetest’.

In Unit -3 in Semester two Communicative Skills has been prescribed.There are two

items prescribed in communication skills: (a)Comprehension (b) Formal Letters In

formal letters request by students to the principal was supposed to be asked.

In Unit-4, Grammar has been prescribed for learners. The grammar items prescribed

are, Articles, Question tags, Active passive voice. The items of grmmar are based on

text only.

Recommended Reading for Semester two is not prescribed.

(www.vnsgu.ac.in)

Semester-III

Analysis of the Syllabus Textbookof Veer Narmad South Gujarat University

In South Gujarat University in Semester three the textbook prescribed is ‘Silver

Lining’. The book has been published by Orient Blackswan.

In Unit - 1, there are two short stories prescribed. Only two stories have been

prescribed for the learners.

In Unit - 2, two prose pieces have been prescribed for the learners.

In Unit-3, in there is poetry, where two poems have been prescribed.

In Unit-4,writing skills have been prescribed for learners.

Recommended Reading for Semester three is not prescribed.

(www.vnsgu.ac.in)

Semester-IV

Analysis of the Syllabus Textbookof Veer Narmad South Gujarat University

In South Gujarat University in Semester four the textbook prescribed is ‘Silver

Lining’. The book has been published by Orient Blackswan.

110

In Unit - 1, there are two short stories prescribed. Only two stories have been

prescribed for the learners.

In Unit - 2, two prose pieces have been prescribed for the learners.

In Unit – 3, in there is poetry, where two poems have been prescribed.

In Unit – 4, writing skills have been prescribed for learners.

Recommended Reading for Semester four is not prescribed.

(www.vnsgu.ac.in)

Semester-V

Analysis of the Syllabus TextbookVeer Narmad South Gujarat University

In South Gujarat University in semester five the textbook prescribed is ‘Literary

Pinnacles’. The book has been published by Orient Blackswan.

In Unit- 1 there are three prose pieces prescribed to the students. The title of the prose

pieces are, ‘How Wealth Accumulates and Men Decay’, ‘A Retrieved Reformation’

and ‘On the Rule of the Road’.

In Unit- 2 there are three poems prescribed for the students. The poems prescribed for

learners are‘All the World’s a Stage’, ‘La Belle Dame sans Merci’ and ‘How Do I

Love Thee’.

In Unit -3 in there areSkills prescribed for the learners. The two skills prescribed for

the students are:(1)Questionnaire (2) Essay writing on current issues prevailing in the

recent time.

In Unit-4, Grammar, Communication Skills and Soft Skillsare prescribed for the

learners.

Recommended Reading for Semester five is not prescribed.

(www.vnsgu.ac.in)

Semester-VI

Analysis of the Syllabus Textbook Veer Narmad South Gujarat University

In South Gujarat University in semester three the textbook prescribed is ‘Literary

Pinnacles’. The book has been published by Orient Blackswan.

In Unit-1, there are three prose pieces prescribed for the students. The title of the

prose pieces are, ‘The Pleasures of Ignorance’, ‘The Selfish Giant’ and ‘The Diamond

Necklace’.

111

In Unit-2, there are three poems prescribed for the students. The poems prescribed for

learners are, ‘Afterwards’, ‘The Ballad of Father Gilligan’ and ‘A Psalms of Life’.

In Unit-3, there are Skills prescribed for the students. The two skills prescribed in the

syllabus are:(1) Application with CV (2) Comprehension.

In Unit-4, Grammar is prescribed for the learners. Two items prescribed in grammar

are: (1) Conjunction (2) Degrees of comparison.

Appendix: Topics for Questionnaire.

(1) NSS/NCC Activities (2) Women Empowerment (3) Semester System

(1) Beneficiary Habits

(2) Popularity of Branded Things

(3) Economic Condition of Farmers/ Working Women/ Labourers / and Nurses.

(4) Soft Skill Literacy, Importance of Sports

(5) Unemployment

Recommended Reading for Semester six is not prescribed.

(www.vnsgu.ac.in)

Semester-1

Analysis of the Question Papers of Veer Narmad South Gujarat University

Scheme of Examination

Q 1Answer the following questionsbriefly -5/7- (10)

From unit 1 & 2

Q 2Answer in detail -A/B- (13)

One from each unit- 1 & 2

Q 3(A) Dialogue Writing ½ (06)

(B) Paragraph1/2 (07)

Q 4– Grammar. 7/8 (14)

-------------- --------------

Total-50

(www.vnsgu.ac.in)

112

Semester-2

Analysis of the Question Papers Veer Narmad South Gujarat University

Scheme of Examination

Q 1Answer the following questionsbriefly -5/7 (10)

From unit 1 & 2

Q 2Answer in detail-A/B- (13)

One from each unit- 1 & 2

Q 3(A) Comprehension (06)

(B) Letter ½ (07)

Q 4 Grammar 7/8 (14)

Note:In question no.4 (Semester 1 &2 both) each sentence should carry two blanks or

there should be a pair of sentences.

-------------- --------------

Total-50

(www.vnsgu.ac.in)

Semester- III

Analysis of the Question Papers Veer Narmad South Gujarat University

Q 1Answer the questions briefly-5/6 (10)

From units 1, 2 and 3

Q 2Long Answer questions A/B (13)

From units 1and 2

Q 3Answer in detail the following questions- A/B (13)

From units 2 and 3

Q 4 (A)Interview/Report (07)

(B)Text based grammar 7/8 (07)

--------------- ---------

Total 50

(www.vnsgu.ac.in)

113

Semester- IV

Analysis of the Question Papers Veer Narmad South Gujarat University

Q 1 Answer the questions briefly-5/6 (10)

From units 1, 2 and 3

Q 2Long Answer questions A/B (13)

From units 1 and 2

Q 3Long Answer questions A/B (13)

From units 2 and 3

Q 4 (A) Summarizing / Narration (07)

(B)Text based grammar--7/8 (07)

--------------- ---------

Total 50

(www.vnsgu.ac.in)

Semester- V

Analysis of the Question Papers Veer Narmad South Gujarat University

Q 1Answer the question briefly-5/7- (10)

From unit 1 & 2

Q 2Long answer questions-A/B (13)

One from each unit- 1 & 2

Q 3 Questionnaire -A/B (13)

Q 4 (A) Paragraph Writing-A/B (07)

(B)Grammar 7/8(07)

----------------- -----------------

Total 50

(www.vnsgu.ac.in)

Semester- 6

Analysis of the Question Papers Veer Narmad South Gujarat University

Q 1Answer the question briefly-5/7 (10)

From unit 1 & 2

Q 2Long answer question--A/B (13)

One from each unit- 1 & 2

Q 3Application with CV-A/B (13)

114

Q 4(A) Comprehension (07)

(B) Grammar 7/8 (07)

----------------- -----------------

Total 50

(www.vnsgu.ac.in)

Analysis of the syllabus and scheme of Evaluationof Veer Narmad South Gujarat

University:

There is one single theme that binds all the lessons, which people- children, men and

women and their experiences in life. There are life experiences of people from

different cultures, which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

mind and view of learners’ cultural background some prose units written by Indian

writers also been included. On the whole, the themes presented have adequate variety

to create interest in the learners. The lessons are carefully selected taking into account

the fact that learners in general do not prefer to read long lessons.

The learners are provided with a list of new words i.e. the glossary, vocabulary

exercises, comprehension questions and composition. In comprehension there is

unseen passage prescribed for the learners to develop there understanding. In

composition there is paragraph writing, letter writing, dialogue writing. There is

communication skills also prescribed to the learners. In this portion the items are

Interview, Group Discussion, Presentation skills, Questionnaire, application with C.V.

It will really help the learners to develop their speaking and writing skills. The

grammar section contains explanation of particular grammar categories, which

include articles, conjunction, degree of comparison, prepositions, tenses, active-

passive voice, direct-indirect speech, etc. The grammar portion deals with different

grammatical items in different chapters. In general, the textbook gives much

importance to vocabulary exercises.

The analysis of the textbook shows that the textbook does not have exercises which

can train the learners in the various skills specified in the syllabus objectives, for

instance, listening skills. This is a clear indication that many of the language learning

objectives have not been prescribed into the textbook and syllabus. The university has

some variety in syllabus as they have prescribed communication skills,

115

Semester-1(Detailed syllabus of Veer Narmad South Gujarat University)

Text-Many Coloured Glass (Macmillan)

Section����1����Prose

1�The Rocking horse winner

2� Father’s Help

3�The Town Week

Section 2����Poetry

1�The Seven Ages of Man, 2� Virtue, 3�The Education of Nature

Section 3���� Functional Writing

A� Paragraph Writing, B� Letter Writing

(www.vnsgu.ac.in)

Semester- II(Deatiled Syllabus of Veer Narmad South Gujarat University)

Text-Many Coloured Glass (Macmillan)

Section����1����Prose

4�The Ghost in the Garden

5� Knowledge and Wisdom

6� Job Hunting.

Section 2����Poetry

4�On Frame

5� Break, Break, Break

6�The Last of the Princes

Section 3���� Functional Writing

A� Report Writing.

B� English in Situations (Dialogue Writing)

(www.vnsgu.ac.in)

Language Through Literature

Semester- I(Detailed syllabus of Veer Narmad South Gujarat University)

Text-Visionary Gleam (Orient Blackswan)

Semester-1 Topics Prescribed

Unit 1, Prose

1� An Astrologer’s Day�2� Our Urgent Need for Self� Esteem�3�The Gift of the Magi

116

Unit 2, Poetry

9�A Red, Red Rose�, 12�Upon Westminster Bridge

Unit 3, Communication Skills

A� Dialogue Writing, B� Paragraph Writing

Unit 4, Grammar

Prepositions, Synonyms (nearest), Antonyms (nearest), and Prefix� Suffix.

(Based on textual grammar only.)

(www.vnsgu.ac.in)

Semester II(Detailed syllabus of Veer Narmad South Gujarat University)

Text-Visionary Gleam (Orient Blackswan)

Semester-1, Topics Prescribed

Unit 1 Prose

4� Karma�6� Youth and the Tasks Ahead�8� The Eyes are not here.

Unit 2 Poetry

13�An Old Woman�14� Success is Counted Sweetest

Unit 3 Communication Skills

A�Comprehension�B� Formal letters (Request by students to the principal)

Unit 4 Grammar

Articles, Question tags, Active passive voice, (Based on textual grammar only)

(www.vnsgu.ac.in)

Semester III (‘Odd Semester’)(Detailed syllabus of Veer Narmad South Gujarat

University)

Paper-Foundation Course in English

Written and Spoken Communication Skills

Text- Images (Orient Blackswan)

Unit 1-Prose---------- 1, 2 and 3

Unit 2-Poetry---- 1, 2 and 3

Unit 3-Communication Skills 1& 2

(www.vnsgu.ac.in)

117

Semester IV ('Even Semester’)

Unit 1-Prose----------1, 2 & 3

Unit 2-Poetry---------1, 2 & 3

Unit 3-Communication Skills 1& 2

Language through Literature

Semester III, (‘Odd Semester)(Detailed syllabus of Veer Narmad South Gujarat

University)

Text- Silver Lining(Orient Blackswan)

Unit 1-Short Stories- 1 & 2

Unit 2-Prose---------- 1 & 2

Unit 3-Poetry---------1 & 2

Unit 4-Writing Skills 1& 2

Question paper style and distribution of marks

Semester III

Marks

Q 1-Short answer questions-5/6 (10)

From units 1, 2 & 3

Q 2-Long answer questions. A/B (13)

From units 1 & 2

Q 3-Long answer questions A/B (13)

From units 2 & 3

Q 4- 14

A-Interview/Report (07)

B-Text based grammar 7/8 (07)

--------------- ---------

Total 50

(www.vnsgu.ac.in)

Semester IV (‘Even Semester')

Unit 1-Short Stories—1 & 2

Unit 2-Prose----------1 & 2

Unit 3-Poetry---------1 & 2

Unit 4-Writing Skills 1 & 2

(www.vnsgu.ac.in)

118

Paper—Writtenand Spoken Communication Skills

Text����Literary Vistas (Orient Blackswan)

Semester���� V (Detailed Syllabus of Veer Narmad South Gujarat University)

Topics Prescribed

Unit-1 Prose

1� The Sun, the Planets and the stars

2�The Scientific Point of View

Unit-2 Poetry

6� Purdah (1)

7�A Psalm of Life

8� Ozymandias

Unit-3 Communication Skills

1� Interview2� Group Discussion3� Presentation

(www.vnsgu.ac.in)

Semester����VI(Detailed syllabus of Veer Narmad South Gujarat University)

Text����Literary Vistas (Orient Blackswan)

Topics Prescribed

Unit-1 Prose

3� TV as Babysitter4�A Cup of Tea5�With the Photographer

Unit-2 Poetry

9�If 10� Daffodils

Unit-3 Communication Skills

1 Report Writing2 Essay3 Review

(www.vnsgu.ac.in)

Paper-Language Through Literature

Semester V(Detailed syllabus of Veer Narmad South Gujarat University)

Text-Literary Pinnacles (Orient Blackswan)

Topics Prescribed

Unit-1 Prose

2� How Wealth Accumulates and Men Decay

3 A Retrieved Reformation

119

5�On the Rule of the Road

Unit-2 Poetry

9� All the World’s a Stage

10� La Belle Dame sans Merci

12� How Do I Love Thee?

Unit-3 Skills

1� Questionnaire (See Appendix)

2� Essay writing on current issues

Unit-4 Grammar, Communication Skillsand Soft Skills

1� Transformation of Sentences (Q�4 B should be from this chapter only)

(www.vnsgu.ac.in)

Semester VI(Detailed syllabus of Veer Narmad South Gujarat University)

Text-Literary Pinnacles (Orient Blackswan)

Topics Prescribed

Unit-1 Prose

6�The Pleasures of Ignorance7�The Selfish Giant8�The Diamond Necklace

Unit-2 Poetry

13� Afterwards14�The Ballad of Father Gilligan16�A Psalm of Life

Unit-3 Skills

1� Application with CV2� Comprehension

Unit-4 Grammar

1� Conjunction2� Degrees

Appendix: Topics for Questionnaire.

NSS/NCC Activities: Women Empowerment,Semester System, Beneficiary Habits,

Popularity of Branded Things,Economic Condition of Farmers/ Working Women/

Labourers / and Nurses, Soft Skill Literacy, Importance of Sports, Unemployment

(www.vnsgu.ac.in)

120

2.11.4 Sardar Patel University

Analysis of the Syllabus Textbook: Analysis of the Question Papers

Choice based syllabus for the subject of Functional English: 2

Semester: I

In Sardar Patel University, in Unit- 1 following items have been prescribed for the

learners.

Parts of Speech, Transitive and Intransitive verbs, Verbs, Regularand IrregularVerbs,

Articles.

In Unit- 2, the following syllabus items have been prescribed for the learners, tenses,

and helping verbs.

In Unit-3,the following syllabus items have been prescribed for the learners:

Nouns, Singular and Plural,Negative Verbs, Question Tags

In Unit-4,the following syllabus items have been prescribed for the learners:

Adverbial use of ‘no’, ‘not, ‘none’ Use of ‘still’ and ‘yet’ Confusion of Adverbs and

Adjectives

Recommended Reading for Semester one is not prescribed

(www.spuvvn.edu)

Semester: II

In Sardar Patel University, in Unit- 1 following items have been prescribed for the

learners:

Prepositions, Adverbs

In Unit- 2, the following syllabus items have been prescribed for the learners:

Present participle and gerund, Redundant pronouns and Preposition

In Unit -3, the following syllabus items have been prescribed for the learners:

Dates and times, Greetings and salutations

In Unit-4, the following syllabus items have been prescribed for the learners:

Use of ‘much’, and ‘many’, Use of ‘who’ and ‘whom’, Negative sentences

Reference Book:

‘A Remedial Grammar for Foreign Students’ by F.T.Wood

(www.spuvvn.edu)

121

Semester: III

Code of the Paper: UA03FENG03

Total Credits: 3

Title of the Paper: General English

In Sardar Patel University,the textbook which has been prescribed for the learners is

‘Selections from English Prose’ published by (OUP). The following chapters have

been prescribed for the study. They are as follows:

‘A Chat with Mrs. Smile’,‘Lovers’ Reunion’,‘Blood,Toil,Tears and Sweat’ and ‘A

snake in the Grass’.

The second part consists of Grammar and Language prescribed for the learners:

Tenses, Vocabulary Building, Composition, Comprehension

Basic Text and Reference Books:

(www.spuvvn.edu)

Semester: IV

Code of the Paper: UA04FENG04

Title of Paper: General English

Total Credits: 3

In Sardar Patel University, the textbook which has been prescribed for the learners is

‘Selections from English Prose’ published by (OUP). The following chapters have

been prescribed for the study. They are as follows:

(1) ‘A Chat with Mrs. Smile’, (2) ‘Lovers’ Reunion’, (3) ‘Blood, Toil, Tears and

Sweat’ and (4) ‘A snake in the Grass’.

The second part consists of Grammar and Language prescribed for the learners:

(1) Tenses

(2) Vocabulary Building

(3) Composition

(4) Comprehension

Basic Text and Reference Books:

(www.spuvvn.edu)

122

Semester: V

Code of the Paper: UA05FENG05

Title of Paper: General English

Total Credits: 3

In Sardar Patel University, the textbook which has been prescribed for the learners is

‘An Anthology of Popular Essays and Poems’ by A.G.Xavierpublished by Macmillan.

The following chapters have been prescribed for the study. They are as follows:

(1) ‘The Golden Touch’ by Nathaniel Hawthorne

(2) ‘Sweets for Angels’ by R. K.Narayan

(3) ‘The Post Master’ by Rabindranath Tagore

The second part consists of Grammar and Composition prescribed for the learners:

Collocations (Do, Make, Have, Give)

Phrasal Verbs (Come, Get, Look, Make)

Vocabulary

Paragraph Writing

Precis Writing

Basic Text and Reference Books:

(www.spuvvn.edu)

Semester: VI

Code of the Paper: UA06FENG06

Title of Paper: General English

Total Credits: 3

In Sardar Patel University, the textbook, which has been prescribed for the learners is

‘An Anthology of Popular Essays and Poems’ by A.G.Xavierpublished by Macmillan

publications. The following chapters have been prescribed for the study. They are as

follows:

(1) ‘The Selfish Giant’ by Oscar Wilde

(2) ‘Travel by Train’ by J.B. Priestley

(3) ‘Lalajee’ by Jim Corbett

The second part consists of Grammar and Composition prescribed for the learners:

Collocations (Do, Make, Have, Give), Phrasal Verbs (Come, Get, Look, Make)

Translation (paragraph), Comprehension, Vocabulary

123

Basic Text and Reference Books:

(www.spuvvn.edu)

Format of the Question Paper (Sardar Patel University)

Semester: I

Q.1(FromUnit-1)

Identify the following parts of speech (05)

Fill in the blanks with transitive and intransitive verbs (04)

Fill in the blanks with regular and irregular verbs (03)

Fill in the blanks with articles (03)

Q.2 (From Unit-2)

Fill in the blanks with proper forms of verbs given in the brackets (10)

Fill in the blanks with helping verbs (05)

Q.3 (From Unit-3)

Fill in the blanks with singular and plural forms of Nouns (05)

Fill in the blanks with negative verbs (03)

Add question tags in the following statements (03)

Q.4 (From unit-4)

Fill in the blanks with ‘no’, ‘not’, ‘none’ (03)

Fill in the blanks with the use of ‘still’, and ‘yet’ (03)

Use proper forms of Adverbs and Adjectives (03)

(www.spuvvn.edu)

Format of the Question Paper (Sardar Patel University)

Semester: II

Q.1 (From Unit-1)

Fill in the blanks with prepositions (05)

Fill in the blanks with proper adverbs (05)

Q.2 (From Unit-2)

Fill in the blanks with proper forms of present participle and gerund (10)

Fill in the blanks with pronouns and prepositions (05)

Q.3 (From Unit-3)

Write dates and times (05)

Write greetings and salutations notes (05)

124

Add question tags in the following statements (03)

Q.4 (From Unit-4)

Fill in the blanks with ‘much’ and ‘many’ (05)

Fill in the blanks with the use of ‘who’, and ‘whom’ (05)

Make negative sentences (05)

(www.spuvvn.edu)

Format of the Question Paper (Sardar Patel University)

Semester: III

Q.1 Answer in brief (Any five) Text based questions (10)

Q.2 Write short notes (Any two) Text based questions (10)

Q.3 (A) Match the words in Group ‘A’ with their meanings in Group ‘B’ (10)

(B) Fill in the blanks with proper forms of verbs (Any ten) (10)

Q.4 Read the following Passage carefully and answers the questions given below (10)

(www.spuvvn.edu)

Format of the Question Paper (Sardar Patel University)

Semester: IV

Q.1 Answer in brief (Any five) Text based questions (10)

Q.2 Write short notes (Any two) Text based questions (10)

Q.3 (A) Match the words in Group ‘A’ with their meanings in Group ‘B’ (10)

(B) Fill in the blanks with proper forms of verbs.(Any ten) (10)

Q.4 Read the following passage carefully and answers the questions given below (10)

(www.spuvvn.edu)

Format of the Question Paper (Sardar Patel University)

Semester: V

Q.1 Answer in brief (Any five) Text based questions (10)

Q.2 (A) Fill in the blanks with Collocations (Do, Make, Have, Give) (05)

(B) Fill in the blanks with proper phrasal verbs given in the brackets. (05)

Q.3 Vocabulary based questions (10)

Q.4 Write a paragraph on any one of the given points (10)

Q.5 Read the given passage and write the main points of the paragraph (10)

(www.spuvvn.edu)

125

Format of the Question Paper (Sardar Patel University)

Semester: 6

Q.1 Answer in brief (Any five) Text based questions (10)

Q.2 (A) Fill in the blanks with Collocations (Do, Make, Have, Give) (05)

(B) Fill in the blanks with proper phrasal verbs given in the brackets. (05)

Q.3Translate the given paragraph (10)

Q.4 Read the following Passage carefully and answers the questions given below (10)

Q.5 Vocabulary: (10)

(www.spuvvn.edu)

Analysis of the syllabus and scheme of Evaluation (Sardar Patel University):

There is one single theme that binds all the lessons, which people- children, men and

women and their experiences in life. There are life experiences of people from

different cultures which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

mind and view of learners’ cultural background some prose units written by Indian

writers also been included. On the whole, the themes presented have adequate variety

to create interest in the learners. The lessons are carefully selected taking into account

the fact that learners in general do not prefer to read long lessons.

The learners are provided with a particular lesson. It is followed by a list of new

words i.e. the glossary, vocabulary exercises, comprehension, and composition. The

grammar section contains explanation of particular grammar topics which include

parts of speech, articles, prepositions, helping verb, tenses, question tags, use of

adjectives and adverbs, etc. The grammar portion deals with different grammatical

items. The syllabus gives much importance to vocabulary by prescribing variety of

exercises. In writing there is comprehension and compostion. In comprehension there

is unseen comprehension prescribed for the learners. In compostion there is paragraph

writing.

The analysis of the textbook shows that the textbook does not have exercises which

can train the learners in the various skills specified in the syllabus objectives, for

instance, two important skills, listening and speaking skills have not been given

proper attention for practice. This is a clear indication that many of the language

learning objectives have not been prescribed into the textbook and syllabus.

126

Sardar Patel University (Detailed Syllabus)

Choice based syllabus for the subject of Functional English: 2

Semester –1

Unit – 1

Parts of speech, Transitive and intransitive verbs, Regular and Irregular verbs,

Articles

Unit-2

Tenses, Helping Verbs

Unit-3

Nouns, Singular or plural, Negative Verbs, Question Tags

Unit 4

Adverbial use of ‘no’, ‘not’, ‘none’, Use of ‘still’ and ‘yet’, Confusion of Adverbs and

Adjectives

(www.spuvvn.edu)

Semester-2

Unit – 5

Prepositions, Adverbs

Unit – 6

Present participle and gerund, Redundant pronouns and Preposition

Unit – 7

Dates and times, Greetings and salutations

Unit – 8

Use of ‘much’ and ‘many’, Use of ‘who’ and ‘whom’, Negative sentences

The Students must prepare journals for the exercises on the above mentioned topics,

Reference book:

‘A Remedial Grammar for Foreign Students’ by F.T.Wood

(www.spuvvn.edu)

Semester: III Syllabus

Paper Code: UA03FENG03Title of Paper: Total Credits: 3 General English

Unit Description in detail Weightage (%)

Textbook: Selections from English Prose (OUP)

127

Chapters:

A Chat with Mrs. Smile, Lovers’ Reunion, Blood, Toil, Tears and Sweat, A Snake in

the Grass

Grammar and Language:

Tenses, Vocabulary Building, Composition, Comprehension

Basic Text & Reference Books

(www.spuvvn.edu)

Programme: BA (English Literature)

Semester: IV

Paper Code: UA04FENG04

Title of Paper: General English, Total Credits: 3

Unit Description in detail Weightage (%)

(1)Text book:Selections from English Prose (OUP)

(1) A Chat with Mrs. Smile, (2) Lovers’ Reunion, (3) Blood, Toil, Tears and Sweat,

(4) A Snake in the Grass

(2) Grammar and Language:

(1) Tenses, (2) Vocabulary Building, (3) Composition, (4) Comprehension

Basic Text & Reference Books

(www.spuvvn.edu)

Programme: BA (English)

Semester: V

Code of the Paper: UA05FENG05

Title of Paper: General English

Total Credits: 3

(1) ‘An Anthology of Popular Essays and Poems’ by A.G.Xavier, Macmillan

Publications. ‘The Golden Touch’ by Nathaniel Hawthorne, ‘Sweets for Angels’ by

R.K. Narayan, and ‘The Post Master’ by Rabindranath Tagore

(2) Grammar and Composition:

Collocations (Do, Make, Have, Give), Phrasal Verbs (Come, Get, Go, Look, Make),

Vocabulary, Paragraph Writing, Precie Writing

Basic Text & Reference Book

(www.spuvvn.edu)

128

Programme: BA (English)

Semester: VI

Code of the Paper: UA06FENG06

Title of Paper: General English

Total Credits:3

(1) ‘An Anthology of Popular Essays and Poems’by A.G.Xavier, Macmillan

publications.‘The Selfish Giant’ by Oscar Wilde, ‘Travel by Train’ by J.B.Priestly,

and ‘Lalajee’ by Jim Corbett.

(2) Grammar and Composition

Collocations (Do, Make, Have, Give) 5 marks

Phrasal Verbs (Come, Get, Go, Look, Make): 5 marks

Translation (paragraph): 10 marks

Comprehension: 10 marks

Vocabulary: 10 marks

Basic Text & Reference Books: -

(www.spuvvn.edu)

2.11.5 Saurastra University

Analysis of the Syllabus Textbook: Analysis of the Question Papers

Analysis of the Syllabus Textbook

Semester: I

In Saurastra University in Semester one the textbook prescribed for students is ‘Bliss:

An Anthology of Short Stories’Edited by The Board of Editors. The book has been

published by Macmillan India Publishers Limited, New Delhi.

In Part- 1 there are five Units prescribed for the learners to learn.The five units are

from the above mentioned textbook from Unit no. 1 to Unit no.5.

In Part-2Grammar and Composition has been prescribed for the learners. In grammar

the prescribed items are: (a)Parts of Speech (b) Tenses (c) Word formation-Forming

noun, forming adjective.

Recommended Reading for Semester one is not prescribed

(www.saurastrauniversity.co.in)

129

Analysis of the Syllabus Textbook Saurastra University

Semester: II

In Saurastra University in Semester two the textbook prescribed is ‘Bliss: An

Anthology of Short Stories’edited by The Board of Editors. The book has been

published by Macmillan Publishers India Limited, New Delhi.

In Part-1 there are five units prescribed from the given textbook. The Units from the

textbook are from Unit-6 to Unit-10.

In Part-2 Grammar and Composition has been prescribed for learners. In grammar the

items prescribed are: (a)Modal Auxiliaries (b) Tenses (c) Word formation-Forming

noun, forming adjective.

Recommended Reading for Semester twois not prescribed.

(www.saurastrauniversity.co.in)

Analysis of the Syllabus TextbookSaurastra University

Semester: III

In Saurastra University in Semester three the textbook prescribed is ‘Silver Lining: A

Textbook for College Students’publishhed by Orient Blackswan.

In Part- 1 there are three Units prescribed for the learners. The prescribed Units are

Unit-1 to Unit-3 from the prescribed textbook.

In Part-2 Grammar and Composition has been prescribed for learners.The prescribed

item for grammar are: (a)Change the Voice and (b) Phrasal verbs. For this

grammatical category list of appendix-I is provided to the learners. The items

prescribed for compositionis Short Composition. In composition the learners are

supposed todescribing an object or Narration on a Given Topic.

Recommended Reading for Semester three is not prescribed.

(www.saurastrauniversity.co.in)

Analysis of the Syllabus TextbookSaurastra University

Semester: IV

In Saurastra University in Semester four the textbook prescribed is ‘Silver Lining: A

Textbook for College Students’which was published by Orient Blackswan.

In Part- 1 there are three Units prescribed for the learners.The prescribed units are

from the above mentioned textbook and the units are from Unit no. 4 to Unit-6.

130

In Part-2 Grammar and Composition has been prescribed for learners. The

itemprescribed in grammar is: (a)Direct Speech and Indirect Speech. The items

prescribed for composition are: (a) Expansion of an Idea and (b) Resume writing and

Application writing for the students.

Recommended Reading for Semester four is not prescribed.

(www.saurastrauniversity.co.in)

Analysis of the Syllabus TextbookSaurastra University

Semester: V

In Saurastra University in Semester five the textbook prescribed is ‘Essays and One-

Act Plays (One-Act Play section) edited by Board of Editors and published by

OxfordUniversity Press (OUP).

In Part- 1,only essay section from the book has been prescribed for the learners.

In Part-2,Comprehension & Compositionhas been prescribed for the learners.

(a)Idioms (List in annexure I is given for thestudents) The students are supposed to

match the idioms and makes sentences, In (b) Essay Writing current topics has been

prescribed, and in (c) Questionnaire related to socio-economic and educational

matters are prescribed.

Recommended Reading for Semester one for learners is not prescribed

(www.saurastrauniversity.co.in)

Analysis of the Syllabus TextbookSaurastra University

Semester: VI

In Saurastra University in Semester six the textbook prescribed is ‘Essays and One-

Act Plays (One-Act Play section)edited by board of editors and published by

OxfordUniversity Press (OUP).

In Part- 1 only one-act play section has been prescribed for the students from the

above mentioned book.

In Part-2 Comprehension & Composition has been prescribed for the learners.

(a)Letter Writing (Personal letters and letters to municipal authorities

(b) Reshaping the Story

(c) Translation (Gujarati to English & English to Gujarati)

Recommended Reading for Semester one for learners is not prescribed

(www.saurastrauniversity.co.in)

131

Scheme of Evaluation in Saurastra University:

Semester-IScheme of Evaluation

Paper Style for Semester-I - General English

Q.1(a) Write answers in brief on any five of the following(out of seven) (05)

(b) Write short notes on any two of the following: (out of three) (15)

Q.2Write brief answers on any five of the following(out of seven) (20)

Q.3Objective questions (10)

(a) Fill in the blanks with parts of speeches: (05)

(b) Fill in blanks with appropriate forms of verbs given in the brackets (05)

Q.4 Make noun and adjective in the following words (10)

(www.saurastrauniversity.co.in)

Semester-IIScheme of EvaluationinSaurastra University

Paper Style for Semester-II - General English

Q.1(a) Write answers in brief on any five of the following(out of seven) (05)

(b) Write short notes on any two of the following (out of three) (15)

Q.2Write brief answers on any five of the following(out of seven) (20)

Q.3Objective questions (10)

(a) Fill in the blanks with modal auxiliaries: (05)

(b) Fill in blanks with (synonyms, antonyms and one word substitutes)(05)

Q.4 Make noun and adjective in the following words (10)

(www.saurastrauniversity.co.in)

Semester-IIIScheme of EvaluationinSaurastra University

Paper Style for Semester-III - General English

Q.1(a) Write answers in brief on any five of the following(out of seven) (05)

(b) Write short notes on any two of the following: (out of three) (15)

Q.2Write brief answers on any five of the following(out of seven) (20)

Q.3(A) Change the voice: (10)

B (i) Match the phrasal verbs given in column A with their meanings given in

Column B: (05)

B(ii) Use the phrasal verbs in your own sentences (05)

Q.4 Describe the given objects in your own sentences (10)

132

Semester-IVScheme of EvaluationinSaurastra University

Paper Style for Semester-IV - General English

Q.1(a) Write answers in brief on any five of the following(out of seven) (05)

(b) Write short notes on any two of the following: (out of three) (15)

Q.2Write brief answers on any five of the following(out of seven) (20)

Q.3(A) Change the Narration (10)

B (i) Match the phrasal verbs given in column A with their meanings given in

Column B: (05)

B (ii) Use the phrasal verbs in your own sentences (05)

Q.4 Describe the given objects in your own sentences (10)

(www.saurastrauniversity.co.in)

Semester-5 Scheme of EvaluationinSaurastra University

Paper Style for Semester-5 - General English

Q.1(a) Write answers in brief on any five of the following(out of seven) (05)

(b) Write short notes on any two of the following: (out of three) (15)

Q.2Write brief answers on any five of the following(out of seven) (20)

Q.3(a) Match A with B (05)

(b)Use the phrasal verbs in your own meaningful sentences (05)

Q.4 (a) Write an essay on any one of the following (10)

Q.4 (b) Frame questionnaire on any one of the following topics (10)

(www.saurastrauniversity.co.in)

Semester-6 Scheme of Evaluationof Saurastra University

Paper Style for Semester-6 - General English

Q.1(a) Write answers in brief on any five of the following(out of seven) (05)

(b) Write short notes on any two of the following: (out of three) (15)

Q.2Write brief answers on any five of the following(out of seven) (20)

Q.3Write a letter (10)

Q.4 (a) Reshape the story on the main points given below (10)

Q.4 (b) Translate the following paragraph from English to Gujarati (10)

(www.saurastrauniversity.co.in)

133

Analysis of the syllabus and scheme of Evaluation (Saurastra University)

There is one single theme that binds all the lessons which is people- children, men and

women and their experiences in life. There are life experiences of people from

different cultures which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

view learners’ cultural background, some prose units written by Indian writers also

been included. On the whole, the themes presented have adequate variety to create

interest in the learners. The lessons are carefully selected taking into account the fact

that learners in general do not prefer to read long lessons.

The learners are provided with a list of new words i.e. the glossary, vocabulary

exercises, comprehension questions and composition. The grammar section contains

explanation of a particular grammar topic and grammatical exercises, which include

parts of speech, articles, prepositions, tenses, active-passive voice, direct-indirect

speech, word formation, phrasal verbs etc. The grammar portion deals with different

grammatical items in different chapters. In general, the textbook gives much

importance to vocabulary of exercises. In writing there is expansion of idea, resume/

application, rephrasing the story, and translation (Gujarati to English and English to

Gujarati) has been prescribed.

The analysis of the textbook shows that the textbook does not have exercises which

can train the learners in the various skills specified in the syllabus objectives, for

instance, two important skills, listening and speaking skills have not been properly

focused. This is a clear indication that many of the language learning objectives have

not been prescribed into the textbook and syllabus. Expansion of ideas and

Resume/Application has been prescribed in the syllabus.

Saurastra University (Detailed syllabus)

Foundation Course in English (FCE 1)

Text: Bliss: An Anthology of Short Stories (unit 1 to 5)

Edited by Board of Editors.

Published by Macmillan Publishers India Limited, New Delhi.

40 Marks

Grammar & Composition

Parts of Speech 10 marks

Tenses 10 marks

Word formation – Forming noun, forming adjective 10 marks

(www.saurastrauniversity.co.in)

134

Saurastra University Detailed syllabus:

Foundation Course in English (FCE 2)

Text: Bliss: An Anthology of Short Stories (unit 6 to 10)

Edited by Board of Editors.

Published by Macmillan Publishers India Limited, New Delhi.

40 Marks

Grammar & Composition

Modal Auxiliaries 10 marks

Vocabulary (Synonyms, antonyms and one word substitution) 10 marks

Information transfer from visual to verbal 10 marks

(www.saurastrauniversity.co.in)

Sauratra University (Course Content)

Foundation Course in English (FCE 3)

Text: Silver Lining: A Textbook for College Students (Odd

Semester Unit 1 to 3) –– Orient Black Swan

40 Marks

Grammar & Composition 30 Marks

Voice 10 marks

Phrasal verbs (List in the appendix -I) 10 marks

Short Composition (Describing an object / Narration on a Given

Topic)

10 marks

(www.saurastrauniversity.co.in)

Saurastra University (Course Content)

Foundation Course in English (FCE 4)

Text: Silver Lining: A Textbook for College Students (Even

Semester Unit 1 to 3) –– Orient Black Swan

40 Marks

Grammar & Composition 30 Marks

Direct Speech and Indirect Narration 10 marks

Expansion of an Idea 10 marks

Resume/Application 10 marks

(www.saurastrauniversity.co.in)

135

Saurastra University (Course content)

Foundation Course in English (FCE 5)

Text: Essays and One-Act Plays (Essay section) – Board of Editors

– Oxford

40 Marks

Comprehension & Composition

Idioms (List in annexure I) 5 Marks matching, 5 Marks use in

sentences

10 Marks

Essay Writing (Current Topic) 10 Marks

Questionnaire (Socio-Economic and Educational Matters) 10 Marks

(www.saurastrauniversity.co.in)

Saurastra University (Course content)

Foundation Course in English (FCE 6)

Text: Essays and One-Act Plays (One-Act Play section) – Board of

Editors – Oxford

40 Marks

Comprehension & Composition

Letter Writing (Personal letters and letters to municipal authorities 10 Marks

Reshaping the Story 10 Marks

Translation (Gujarati to English & English to Gujarati) 10 Marks

(www.saurastrauniversity.co.in)

2.11.6 Bhavnagar University

Analysis of the Syllabus Textbook: Analysis of the Question Papers

Analysis of the Syllabus Textbook

Semester: I

There are two book prescribed as textbook in Bhavnagar University. They are:

1. Twelve Short Stories, ed. C. S. Sharma, OUP, New Delhi.

2. Contemporary English Grammar Structures and Composition by David Green,

Macmillan India Publishers, 1971.

In Unit- 1,three stories have been prescribed for the learners from the first textbook

from the above given list of books. The following stories have been prescribed: ‘A

136

Cup of Tea’, by Katherine Mansfield, ‘The Postmaster’ by R. Tagore and ‘How much

Land does a Man Need?’ by Leo Tolstoy

In Unit -2,Grammar has been prescribed. The items in Grammar are: Articles, Tenses,

Concord. The grammar book has been prescribed by the university. The name of the

book is ‘The Contemporary English Grammar’ by David Green.

In Unit-3, is Comprehension has been prescribed. The comprehension of an unseen

passage is prescribed.

In Unit-4, is Composition.In composition students has been prescribed paragraph

writing. The topics prescribed for paragraph writing are as follows:

(1) Save the Girl Child, (2) Global Warming or Save Environment, (3) Reforms in

Education Systems, (4) Books: My Best Friend, (5) Computer Education or Youth

and Technology, (6) India in 21st Century, (7) Youth and Cinema, (8) Role of Media

in 21st Century, (9) National Integration, (10) Corruption

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Textbooks / Additional Reading:

ParagraphWriting: http://esl.about.com/od/writingintermediate/a/paragraphs.htm

Paragraph Writing: http://www.time4writing.com/writing-resources/paragraph-

writing-secrets/

Raj, Dominic. (Ed.) A Variety of Modern Stories, Macmillan, 2009.

Sahu, S., Pati, M. S., (Ed.) A Bouquet of Short Stories. (Eds.), Orient BlackSwan.

Sheshadri, Meenakshi. (Ed.) Let’s Go Home and Stories, Orient BlackSwan.

Sinha, K.K. Business Communication, Galgotia Publishing Company, New Delhi.

www.mkbhavnagaruniversity.com

Analysis of the Syllabus Textbookin Bhavnagar University

Semester: II

In Bhavnagar University in Semester two there are two textbook prescribed for the

students.They are :

(1) Twelve Short Stories, ed. C. S. Sharma, O.U.P, New Delhi, 2002.

(2) Contemporary English Grammar Structures and Composition by David

Green,Macmillan India, 1971.

137

In Unit- 1, three stories have been prescribed for the learners. The following stories

have been prescribed: ‘A True Story’, by Mark Twain, ‘Blow up with Ship’ byWilkie

Collinsand ‘Mother’ by Somerset Maugham.

In Unit -2 Grammar has been prescribed. The items in Grammar are: Prepositions,

Question –Tags, Degrees of Comparison.

Unit-3 is there is Comprehension based on unseen passages for the students.

In Unit-4 there is Composition. In composition the stdents have been prescribed

expansion of idea. The topics prescribed under expansion of idea are as follows:

(1) Where there is will there is way

(2) Honesty is the best policy

(3) Necessity is the mother of all inventions

(4) Adversity is the touchstone of character

(5) Every cloud has a silver lining

(6) Winners don’t do different things, they do things differently

(7) When the going gets tough, the tough gets going

(8) Work is worship

(9) Service to humanity is service to god

(10) Education is the chief defense of a nation.

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

Expansion of Idea:

http://komarrajuvenkatavinay.wordpress.com/2009/07/10/how-to-write-do-

proverbexpansion-

or-expansion-of-an-idea/

Expansion of Idea: http://proverbs101.blogspot.in/

Raj, Dominic. (Ed.) A Variety of Modern Stories. Macmillan. 2009

Sahu, S.,Pati, M. S., (Ed.) A Bouquet of Short Stories, (Eds.), Orient BlackSwan.

Sheshadri, Meenakshi,(Ed.) Let’s Go Home and Stories, Orient BlackSwan.

Sinha, K.K. Business Communication. Galgotia Publishing Company, New Delhi.

www.mkbhavnagaruniversity.com

138

Analysis of the Syllabus Textbookin Bhavnagar University

Semester: III

In Bhavnagar University in Semester three the textbook prescribed are:

(1) Masks: One Act Plays: (Ed) D. S. Maini, Macmillan

(2) Contemporary English Grammar Structures and Composition by David Green,

Macmillan.

In Unit- 1, twoone act plays have been prescribed for the learners. The following one

act plays have been prescribed. They are, ‘The Proposal’ by Anton Chekhov,and ‘The

Boy Comes Home’ by A. A. Milne.

In Unit -2,Grammar has been prescribed. The items prescribed in Grammar are verb

patterns. The grammar book has been prescribed by the university. The name of the

reference book for grammar for learners is ‘The Contemporary English Grammar’ by

David Green.

Unit-3 is Press Releaseon College Activities, Natural Calamities and AccidentsUnit-4

is Vocabulary: Synonym, Antonym, One word substitute, Prefix-Suffix.The grammar

book has been prescribed by the university. The name of the book is ‘The

Contemporary English Grammar’ by David Green.

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Lewis, Norman. Word Power Made Easy. Goyal Publisher

2.PressRelease: http://www.prlog.org/tips/1016-how-to-write-a-press-release.html

3. Press Release: http://www.publicityinsider.com/release.asp

4. Press Release: http://www.wikihow.com/Write-a-Press-Release

5. Rai, Urmila, S. M. Rai, Business Communication, Himalaya Pub. Housing, New

Delhi, 2009.

www.mkbhavnagaruniversity.com

Analysis of the Syllabus Textbookin Bhavnagar University

Semester: IV

In Bhavnagar University in Semester four the textbook prescribed are:

(1) Masks: One Act Plays: Ed by D. S. Maini, Macmillan.

(2) Contemporary English Grammar Structures and Composition by David Green.

139

(3) Business Communication: UrmilaRai, S. M. Rai, Himalaya Publisher Housing

New Delhi 2009

In Unit- 1, two one act plays have been prescribed for the learners. The following

stories have been prescribed: ‘The Monkey’s Paw’ by W.W. Jacobs, and ‘Reunion’

by W. St. John Taylor.

In Unit -2,Grammar item has been prescribed. The item in Grammar is reported

speech &passive construction. The grammar book has been prescribed by the

university. The name of the book is ‘The Contemporary English Grammar’ by David

Green.

Unit-3 is dialogue writing.

Unit-4 is Official Letters,Letters to Municipal Corporation, College, University,

Editors of News Papers / Magazines etc.

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Kudcherdkaar, Shirin, Basic Course in Spoken English, SNDT Uni. Pub. Mumbai.

2. Letter Writing:

http://www.letterwritingguide.com/

3. Letters to Editors:

http://www.preservearticles.com/2012041930799/write-a-letter-to-the-editor-

of-anewspaper-about-the-insanitary-condition-of-the-street-and-bad-state-of-

roads.html

4.Lettersto municipality:http://www.preservearticles.com/2012041330428/regardi

ng-repair-of-roads-ndlights.html

5. Raman, M., Sangeeta Sharma, Technical Communication: OUP, 2008.

6. Taylor, Grant, English Conversation Practice: Tata McGraw Hill Education Pvt.

Ltd. 2005.

7. Tiko, Champa, Jaya Sasikumar, Writing with a Purpose: OUP. New Delhi,

1979.

8. Monipally, M.M. Business Communication Strategies: Tata Macgraw Hill.

www.mkbhavnagaruniversity.com

140

Analysis of the Syllabus Textbookin Bhavnagar University

Semester: V

In Bhavnagar University in semester five the textbook prescribed is:

‘Learning English-A Communicative Approach’ edited by Orient Blackswan.

‘Astronomy: Our Picture of the Universe’, In Unit- have been prescribed for the

learners.

In Unit-2,Information Technology: A Very Short History of Computer Ethics

In Unit-3 is ‘Travel & Transport: The Climb to Annapurna.’

Unit-4 is Humour: The Gold Frame

Unit-5 Health & Medicine: Save Your Liver

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Green, David, Contemporary English Grammar Structures and Composition.

2. Lewis, Norman. Word Power Made Easy. Goyal Publisher

3. Rai, Urmila, S. M. Rai, Business Communication. Himalaya Publishers Housing,

New Delhi, 2009.

4. Raju, Yadava& C. Muralikrishna. ‘Advantage English.’Hyderabad, Orient

Blackswan,2009.

5. Raman, M. &Sangeeta Sharma. ‘Technical Communication.’ OUP,2008.

6. Tiko, Champa & Jaya Sasikumar. ‘Writing with a Purpose.’ OUP, New Delhi.

1979.

www.mkbhavnagaruniversity.com

Analysis of the Syllabus Textbookin Bhavnagar University

Semester: VI

In Bhavnagar University in semester six the textbook prescribed is:

(1)‘Learning English - A Communicative Approach’ published by Orient BlackSwan

2009.

(2) Business Communication: UrmilaRai, S. M.Rai, Himalaya Pub. Housing New

Delhi 2009

In Unit- 1,‘Environment: Water: The Elixir of Life’, has been prescribed for the

learners.

In Unit -2,Inspiration: Reaching for the Stars

141

Unit-3 is ‘Human Interest: A Service of Love.’

Unit-4 is ‘Media: Freedom of the Press’

Unit-5 Job Application: C.V., Resume, Bio-Data.

Break up of continuous internal evaluation

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Green, David. Contemporary English Grammar Structures and Composition.

2. Lewis, Norman. Word Power Made Easy. Goyal Publisher

3. Rai, Urmila, S. M.Rai. Business Communication, Himalaya Pub. Housing New

Delhi, 2009.

4. Raju, Yadava, C. Muralikrishna, Advantage English: Hyderabad, Orient

BlackSwan, 2009.

5. Raman, M. Sangeeta, Sharma, Technical Communication:OUP., 2008

6. Tiko, Champa, Jaya Sasikumar, Writing with a Purpose: OUP., New Delhi, 1979.

www.mkbhavnagaruniversity.com

Scheme of Evaluation in Bhavnagar University

Semester-I

Paper Style for Semester-I - General English

Q.1(A) Write answers of any sevenof the following questions(out of nine) (14)

(B) Write short notes on any two of the following: (out of three) (14)

Q.2(A) Fill in the blanks with appropriate articles (05)

(B) Fill in blanks with appropriate forms of verbs given in the brackets (05)

(C) Fill in the blanks with appropriate concords (04)

Q.3Read the passage carefully and answer the questions given below: (14)

Q.4 Write a paragraph on any one of the following topics: (14)

www.mkbhavnagaruniversity.com

Semester-II

Scheme of Evaluation of Bhavnagar University

Paper Style for Semester-II - General English

Q.1(A) Write answers of any seven of the following questions (out of nine) (14)

(B) Write short notes on any two of the following: (out of three) (14)

Q.2(A) Fill in the blanks with Prepositions (05)

142

(B) Fill in blanks with questions tags(05)

(C) Change the degree to positive, comparative and superlative forms (04)

Q.3Read the passage carefully and answer the questions given below:(14)

Q.4 Expand the ideas on any one of the following topics: (14)

www.mkbhavnagaruniversity.com

Semester-III

Scheme of Evaluation of Bhavnagar University

Paper Style for Semester-III - General English

Q.1(A) Write answers of any seven of the following questions (out of nine) (14)

(B) Write short notes on any two of the following: (out of three) (14)

Q.2Fill in the blanks with Verb Patterns (14)

Q.3Write the press report on any one of the following (14)

Q.4 (A) Give the synonyms (03)

(B) Give antonyms (03)

(C) Give one word substitutefor the following sentences (04)

(D) Make new words by prefix and suffix (04)

www.mkbhavnagaruniversity.com

Semester-IV

Scheme of Evaluation of Bhavnagar University

Paper Style for Semester-IV - General English

Q.1(A) Write answers of any seven of the following questions (out of nine) (14)

(B) Write a short note on any two of the following: (out of three) (14)

Q.2Change the narration (14)

Q.3Write the dialogue on any one of the followingsubjects (14)

Q.4 Write official letters to Municipal Corporation, College, University, Editors of

News Papers / Magazines etc. (14)

www.mkbhavnagaruniversity.com

Semester-V

Scheme of Evaluation of Bhavnagar University

Paper Style for Semester-V - General English

Q.1Astronomy: Our Picture of the Universe (14)

143

Q.2Information Technology: A Very Short History of Computer Ethics (14)

Q.3Travel & Transport: The Climb to Annapurna (14)

Q.4 Humour: The Gold Frame (14)

Q.5 Health & Medicine: Save Your Liver (14)

www.mkbhavnagaruniversity.com

Semester-VI

Scheme of Evaluation of Bhavnagar University

Paper Style for Semester-VI - General English

Q.1Environment: Water: The Elixir of Life (14)

Q.2Inspiration: Reaching for the Stars (14)

Q.3Human Interest: A Service of Love (14)

Q.4 Media: Freedom of the Press (14)

Q.5 Write job application by using CV, Resume, Bio-Data (14)

www.mkbhavnagaruniversity.com

Analysis of the syllabus and scheme of Evaluation:

There is one single theme that binds all the lessons, which is people- children, men

and women and their experiences in life. There are life experiences of people from

different cultures, which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

view learners’ cultural background, some prose units written by Indian writers also

been included. On the whole, the themes presented have adequate variety to create

interest in the learners. The lessons are carefully selected taking into account the fact

that learners in general do not prefer to read long lessons.

The learners are provided with a brief gist of that particular lesson. It is followed by a

list of new words i.e. the glossary, vocabulary exercises, comprehension questions

and composition. The grammar section contains explanation of a particular grammar

topic and grammatical exercises, which include articles, prepositions, concord, tenses,

active-passive voice, direct-indirect speech, questions tags, degree of comparison etc.

The grammar portion deals with different grammatical items in different chapters. In

general, the textbook gives much importance to vocabulary exercises only and all

other syllabus items have not been given more importance.

144

The analysis of the textbook shows that the textbook does not have exercises which

can train the learners in the various skills specified in the syllabus objectives.In

writing there is composition. In compostion there is paragraph writing, expansion of

ideas, press release, dialogue writing, and official letter. In semester V and VI there is

communicative approach prescribed which is more helpful for learners in developing

there skills of writing and speaking at some level.There is a clear indication that many

of the language learning objectives have not been prescribed into the textbook and

syllabus as far as need of the learners are concerned.

Bhavnagar University (Detailed Sylllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

Semester – I

Compulsory English Credit: 03

Paper 1: Compulsory English

Total Marks: 100

Marks:Semester End Examination: 70

Continues Internal Evaluation: 30

Prescribed Textbook:

1. Twelve Short Stories, ed. C. S. Sharma, OUP, New Delhi.

2. Contemporary English Grammar Structures and Composition by David Green,

Macmillan India Limited.

Unit Detailed Syllabus Teaching

Hours

Marks

Weightage

1 ‘Twelve Short Stories’, Edited by C.S. Sharma,

OUP.

1.A Cup of Tea - Katherine Mansfield

2.The Postmaster- R. Tagore

3. How much Land does a Man Need?-Leo

Tolstoy

09 14

2 09 14

3 Grammar: Articles, Tenses, Concord (David

Green)

09 14

4 Comprehension (Unseen passages) 09 14

5 Composition/ paragraph writing 09 14

145

1. Save the Girl Child

2. Global Warming Or Save Environment

3. Reforms in Education Systems

4. Books : My Best Friend

5.Computer Education Or Youth andTechnology

6. India in 21st Century

7. Youth and Cinema

8. Role of Media in 21st Century

9. National Integration

10. Corruption

Total marks 45 Hours 70 Marks

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Textbooks / Additional Reading:

ParagraphWriting: http://esl.about.com/od/writingintermediate/a/paragraphs.htm

Paragraph Writing: http://www.time4writing.com/writing-resources/paragraph-

writing-secrets/

Raj, Dominic. (Ed.) A Variety of Modern Stories, Macmillan, 2009.

Sahu, S., Pati, M. S., (Ed.) A Bouquet of Short Stories. (Eds.), Orient BlackSwan.

Sheshadri, Meenakshi. (Ed.) Let’s Go Home and Stories, Orient BlackSwan.

Sinha, K.K. Business Communication, Galgotia Publishing Company, New Delhi.

(www.mkbhavnagaruniversity.com)

Semester – II

Analysis of the Syllabus Textbook: Analysis of the Question Papers in

Bhavnagar University

Paper 2: Compulsory English Credit: 03

Total Marks: 100

Marks: Semester End Examination: 70

Continues Internal Evaluation: 30

Prescribed Textbook:

(1) Twelve Short Stories, ed. C. S. Sharma, O.U.P., New Delhi, 2002

146

(2) Contemporary English Grammar Structures and Composition by David Green,

Macmillan India Limited, 1971

Unit Detailed Syllabus Teaching

Hours

Marks

Weightage

1 ‘Twelve Short Stories’, Edited by C.S. Sharma,

OUP.

1.A True Story –Mark Twain

2. Blow up with Ship-Wilkie Collins

3.Mother -Somerset Maugham

09 14

2 09 14

3 Grammar: Prepositions , Question –Tags ,

Degrees of Comparison

09 14

4 Comprehension (unseen paragraph) 09 14

5 Composition(Expansion of Idea)

Where there is will there is way

Honesty is the best policy

Necessity is the mother of all inventions

Adversity is the touchstone of character

Every cloud has a silver lining

Winners don’t do different things, they do things

differently

When the going gets tough, the tough gets going

Work is worship.

Service to humanity is service to god.

Education is the chief defense of a nation.

09 14

Total marks 45 Hours 70 Marks

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

Expansion of Idea: http://komarrajuvenkatavinay.wordpress.com/2009/07/10/how-to-

write-do-proverbexpansion-or-expansion-of-an-idea/

Expansion of Idea: http://proverbs101.blogspot.in/

Raj, Dominic. (Ed.) ‘A Variety of Modern Stories.’ Macmillan. 2009

147

Sahu, S.,Pati, M. S., (Ed.) A Bouquet of Short Stories, (Eds.), Orient BlackSwan

Sheshadri, Meenakshi,(Ed.) Let’s Go Home and Stories, Orient BlackSwan

Sinha, K.K. Business Communication. Galgotia Publishing Company, New Delhi

(www.mkbhavnagaruniversity.com)

Semester – III

Analysis of the Syllabus Textbook: Analysis of the Question Papers in

Bhavnagar University

Paper 3: Compulsory English Credit: 03

Total Marks: 100

Marks:Semester End Examination: 70

Continues Internal Evaluation: 30

Prescribed Texts:

1. Masks: One Act Plays: (Ed) D. S. Maini, Macmillan

2. Contemporary English Grammar Structures and Composition – David Green,

Macmillan.

Unit Detailed Syllabus Teaching

Hours

Marks

Weightage

1 Masks: One Act Plays:

The Proposal: Anton Chekhov

The Boy Comes Home: A. A. Milne

09 14

2 09 14

3 Verb Patterns (David Green’s Grammar) 09 14

4 Press Release on College Activities, Natural

Calamities and Accidents

09 14

5 Vocabulary: Synonym, Antonym, One word

substitute, Prefix-Suffix

(David Green’s Grammar)

09 14

Total 45 Hours 70 Marks

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Lewis, Norman. Word Power Made Easy. Goyal Publisher

148

2.Press Release:http://www.prlog.org/tips/1016-how-to-write-a-press-release.html

3. Press Release: http://www.publicityinsider.com/release.asp

4. Press Release: http://www.wikihow.com/Write-a-Press-Release

5. Rai, Urmila, S. M. Rai, Business Communication, Himalaya Publishing Housing,

New Delhi, 2009.

6. Raman, M., Sangeeta Sharma, Technical Communication: OUP. 2008

7. Tiko, Champa & Jaya Sasikumar, Writing with a Purpose: OUP. New Delhi. 1979.

(www.mkbhavnagaruniversity.com)

Semester – IV

Analysis of the Syllabus Textbook: Analysis of the Question Papers in

Bhavnagar University

Paper 4: Compulsory English Credit: 03

Total Marks: 100

Marks:Semester End Examination: 70

Continues Internal Evaluation: 30

Prescribed Texts:

1. Masks: One Act Plays: Ed by D. S. Maini, Macmillan.

2. Contemporary English Grammar Structures and Composition – David Green.

3. Business Communication: UrmilaRai, S. M. Rai, Himalaya Pub. Housing New

Delhi 2009

Unit Detailed Syllabus Teaching

Hours

Marks

Weightage

1 Masks: One Act Plays

The Monkey’s Paw: W.W. Jacobs

Reunion: W. St. John Taylor

09 14

2 09 14

3 Reported Speech & Passive Construction

(David Green’s Grammar)

09 14

4 Dialogue Writing 09 14

5 Official Letters: Letters to Municipal

Corporation, College, University, Editors of

News Papers / Magazines etc

09 14

Total 45 Hours 70 Marks

149

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Kudcherdkaar, Shirin, Basic Course in Spoken English, SNDT University

Publishers Mumbai

2. Letter Writing: http://www.letterwritingguide.com/

3. Letters to Editors: http://www.preservearticles.com/2012041930799/write-a-letter-

to-the-editor-of-anewspaper-about-the-insanitary-condition-of-the-street-and-bad-

state-of-roads.html

4.LettertoMunicipality: http://www.preservearticles.com/2012041330428/regarding-

repair-of-roads-ndlights.html

5. Raman, M., Sangeeta Sharma, Technical Communication:OUP, 2008

6. Taylor, Grant, English Conversation Practice: Tata McGraw Hill Education Pvt.

Ltd. 2005

7. Tiko, Champa, Jaya Sasikumar, Writing with a Purpose: OUP. New Delhi, 1979

8. Monipally, M.M. Business Communication Strategies: Tata Macgraw Hill.

(www.mkbhavnagaruniversity.com)

Semester – V

Analysis of the Syllabus Textbook: Analysis of the Question Papers in

Bhavnagar University

Paper 5: Compulsory English Credit: 03

Total Marks: 100

Marks: Semester End Examination: 70

Continues Internal Evaluation: 30

Prescribed text:

Learning English- A Communicative Approach published by Orient BlackSwan.

Unit Detailed Syllabus Teaching

Hours

Marks

Weightage

Unit – I Astronomy: Our Picture of the Universe 09 14

Unit – II Information Technology: A Very Short History 09 14

150

of Computer Ethics

Unit–III Travel & Transport: The Climb to Annapurna 09 14

Unit– IV Humour: The Gold Frame 09 14

Unit – V Health & Medicine: Save Your Liver 09 14

Total 45 Hours 70 Marks

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Green, David, Contemporary English Grammar Structures and Composition.

2. Lewis, Norman. Word Power Made Easy. Goyal Publisher

3. Rai, Urmila, S. M. Rai, Business Communication. Himalaya Publishers Housing

New Delhi 2009

4. Raju, Yadava& C. Muralikrishna. ‘Advantage English.’ Hyderabad, Orient

BlackSwan, 2009

5. Raman, M. &Sangeeta Sharma. ‘Technical Communication.’ OUP. 2008

6. Tiko, Champa & Jaya Sasikumar. ‘Writing with a Purpose.’ OUP. New Delhi. 1979

(www.mkbhavnagaruniversity.com)

Semester – VI

Analysis of the Syllabus Textbook: Analysis of the Question Papers in

Bhavnagar University

Paper 6: Compulsory English Credit: 03

Total Marks: 100

Marks: Semester End Examination: 70

Continues Internal Evaluation: 30

Prescribed text:

1. Learning English-A Communicative Approach published by Orient BlackSwan

2009.

2. Business Communication: UrmilaRai, S. M.Rai, Himalaya Pub. Housing New

Delhi 2009

151

Unit Detailed Syllabus Teaching

Hours

Marks

Weightage

Unit – I Environment:- Water: The Elixir of Life 09 14

Unit – II Inspiration:- Reaching for the Stars 09 14

Unit–III Human Interest:- A Service of Love 09 14

Unit– IV Media:- Freedom of the Press 09 14

Unit – V Job Application: C.V., Resume, Bio-Data. 09 14

Total 45 Hours 70 Marks

Break up of continuous internal evaluation:

Assignment 30 marks

Reference / Text –Books / Additional Reading:

1. Green, David. Contemporary English Grammar Structures and Composition

2. Lewis, Norman. Word Power Made Easy. Goyal Publisher

3. Rai, Urmila, S. M.Rai. Business Communication, Himalaya Pub. Housing New

Delhi, 2009

4. Raju, Yadava, C. Muralikrishna, Advantage English: Hyderabad, Orient

BlackSwan, 2009

5. Raman, M. Sangeeta, Sharma, Technical Communication: OUP. 2008

6. Tiko, Champa, Jaya Sasikumar, Writing with a Purpose: OUP. New Delhi, 1979

(www.mkbhavnagaruniversity.com)

2.11.7 Kachch University

Analysis of the Syllabus Textbook: Analysis of the Question Papers

Semester: IAnalysis of the Syllabus Textbook

Core Compulsory Course / Course Code: CCEN101

Course Title: General English

In Kachch University in Semester one prescribed textbook is ‘White Desert: A

Textbook for college Students’ Edited by the Members of the Board of Studies for

English, KSKV Kachch University and published by Macmillan India Publishers

Limited.

152

Unit 1 is text

In unit 2,Remedial Grammar has been prescribed in the syllabus of Semester I. The

three items in grammar are Determiners, Uses of Primary and Modal Auxiliary Verbs,

and Tense

Unit-3 in Semester one two items has been prescribed. They are: (a) Developing

Speaking Skills, Greeting, and Introducing persons, Making Requests, Making

Suggestions, and Asking for and offering help.

(b) Comprehension of a prose passage, Paragraph writing / Article writing

(www.kskvku.digitlaluniversity.ac)

Semester: II

Analysis of the Syllabus Textbook: Analysis of the Question Papers in Kachch

University

Core Compulsory Course / Course Code: CCEN202

Course Title: General English

In Kachch University in Semester II, the textbook prescribed is ‘Ascent: A Textbook

for College Students’ Edited by The Members of the Board of Studies in English

KSKV Kachch University and published by Macmillan India Publishers Limited.

In Unit 1 the lessons from the textbook mentioned above is prescribed.

In unit 2,Remedial Grammar has been prescribed in the syllabus of Semester two. The

three items in grammar are Prepositions and Conjunctions, Degree of Comparison,

and Indirect Speech

In Unit-3 in Semester two there are two items prescribed. They are: (a) Developing

Speaking Skills. Asking and showing direction on places, giving suggestions,

expressing agreement or disagreement, making an apology, and expressing wish and

pleasure.

(B) Developing Reading and writing skills. Comprehension of a prose passage,

thought expansion, and data interpretation

(www.kskvku.digitlaluniversity.ac)

Semester: III

Analysis of the Syllabus Textbook: Analysis of the Question Papers in Kachch

University

Core Compulsory Course / Course Code: CCEN303

Course Title: General English

153

In Kachch University in Semester three prescribed textis is ‘Flamingo: A Textbook

for College Students’ Edited by The Members of the Board of Studies for English,

KSKV Kachch University and published by Macmillan India Publishers Limited.

In Unit 1 lessons from the textbook has been prescribed for the students.

In unit 2 Developing Writing Skills has been prescribed for the students. In the

developing writing skills the items prescribed are, Word Formation, Idioms and

phrases, Subordination and co-ordination, one word substitution has been prescribed

Unit-3 in Semester three Composition has been prescribed. In this there is describing

of a place and person, writing a biographical sketch and narrating an event and

experience has been prescribed.

(www.kskvku.digitlaluniversity.ac)

Semester: IV

Analysis of the Syllabus Textbook: Analysis of the Question Papers in Kachch

University

Core Compulsory Course / Course Code: CCEN404

Course Title: General English

In Kachch University, in Semester IV,prescribed text is ‘Harmony: A Textbook for

College Students’ Edited by The Members of the Board of Studies for English, KSKV

Kachch University, and published by Macmillan India Publishers Limited.

In Unit 1 lessons from the above mentioned textbook has been prescribed.

In Unit 2,Developing Writing Skills has been prescribed for the students. The items

prescribed in developing writing skills are, Word Formation, Concord, Relative

Clauses, and Connective devices/ Connectors/ Linkers has been prescribed

Unit-3 inSsemester four is Composition, Resume or C.V., Press Reports, and Writing

Letters to Media.

(www.kskvku.digitlaluniversity.ac)

Semester- V

Analysis of the Syllabus Textbook: Analysis of the Question Papers in Kachch

University

Core Compulsory Course / Course Code: CCEN505

Course Title: General English

154

In Unit-1 in Semester fivethe prescribed textbook is ‘Black Hills: A Textbook for

College Students’ has been prescribed for the students.

In unit 2 two items has been prescribed for the students they are (a) Questionnaire on

launching a new product and reviewing an existing product, Socio-economic analysis

and Survey on habits and educational interests, and in (b) Summarizing has been

prescribed.

In Unit-3 in Semester fivethere are two items prescribed for the students. They are, (a)

Drafting Speech and (b)Comprehension

(www.kskvku.digitlaluniversity.ac)

Semester- VI

Analysis of the Syllabus Textbook: Analysis of the Question Papers in Kachch

University

Core Compulsory Course / Course Code: CCEN606

Course Title: General English

The textbook prescribed for Semester six students is ‘Brocade: A Textbook for

College Students’ Edited by The Members of the Board of Studies for English, KSKV

Kachch University, and published by Macmillan India Publishers limited.

In Unit 1 there are lessons prescribed from the above mentioned textbook.

In unit 2 there Communication Skillshas been prescribed for the students. In this unit

meaning and definition of communication, the process of communication: the

communication cycle, the sender of the message, channel, feedback, Communication

environment, essentials of effective communication,Levels of Communication: extra

personal, intrapersonal, intrapersonal, organizational mass

Verbal and Non-verbal Communication, Launching a new product and reviewing an

existing product, Socio-economic analysis, and Survey on habits and educational

interests

In Unit-3 in Semester six is Professional Communication.The items prescribed in

professional skills are Soft Skills, Interviewing, and Group Discussion.

(www.kskvku.digitlaluniversity.ac)

155

Scheme of Evaluation of KrantiguruShyamji Krishna Verma Kachch University:

B.A. (CBCS) Semester-IScheme of Evaluation

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

Q.1(A) Write short notes on any two of the following: (out of four) (10)

(B) Write answers of any five of the following questions (out of seven) (10)

Q.2(A) Fill in the blanks with appropriate Determiners (05)

(B) Fill in blanks with appropriate Uses of Primary and Modal Auxiliary

Verbs (05)

(C) Fill in the blanks with appropriate tense forms (05)

Q.3 (A) Write a dialogueor / complete the dialogue based on various functions

specified as Developing Speaking Skills. (05)

Q.3(B)Read the passage carefully and answers the questions given below: (10)

Q.3 (C) Paragraph writing / Article writing (One out of three) (10)

Q.4 Multiple Choice Questions, True –False choice questions, One-line answer

questions(ten questions to be asked) (10)

(www.kskvku.digitlaluniversity.ac)

B.A. (CBCS) Semester-II

Scheme of Evaluation of KrantiguruShyamji Krishna Verma Kachch University:

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

156

University Examination Format

Note:

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

Q.1(A) Write short notes on any two of the following: (out of four) (10)

(B) Write answers of any five of the following questions (out of seven) (10)

Q.2(A) Fill in the blanks with Prepositions and Conjunctions (05)

(B) Degree of Comparison (05)

(C) Change the narration (05)

Q.3 (A) Write a dialogue or / complete the dialogue based on various functions

specified as Developing Speaking Skills. (05)

Q.3(B)Read the passage carefully and answers the questions given below: (10)

Q.3 (C) Paragraph writing / Article writing (One out of three) (10)

Q.4 Multiple Choice Questions, True or False questions, One-line answer

type questions(ten questions to be asked) (10)

(www.kskvku.digitlaluniversity.ac)

B.A. (CBCS) Semester III

Scheme of Evaluation of KrantiguruShyamji Krishna Verma Kachch University:

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (ForRegular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

157

Q.1(A) Write short notes on any two of the following: (out of four) (10)

(B) Write answers of any five of the following questions (out of seven) (10)

Q.2(A) Form new words (05)

(B) Idioms and phrases (05)

(C) Subordination and co-ordination) (05)

(D) One word substitution (05)

Q.3 (A) Describe a place/person (one out of two) (10)

Q.3(B)Write a biographical sketch/narrating an event/experience

(One out of two) (10)

Q.4 Multiple Choice Questions, True or False questions, One-line answer

type questions(ten questions to be asked) (10)

(www.kskvku.digitlaluniversity.ac)

B.A. (CBCS) Semester IV

Scheme of Evaluation of KrantiguruShyamji Krishna Verma Kachch University:

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

Q.1(A) Write short notes on any two of the following: (out of four) (10)

(B) Write answers of any five of the following questions (out of seven) (10)

Q.2(A) Form new words (05)

(B) Fill in the blanks with concords (05)

(C) Fill in the blanks with relative clauses (05)

(D) Connective devices / Connectors / Linkers (05)

Q.3 (A) Write a Resume / C.V. (one out of two) (10)

Q.3(B)Write a Press Reports / Writing Letters to Media

158

(One out of two) (10)

Q.4 Multiple Choice Questions, True or False questions, One-line answer

type questions(ten questions to be asked) (10)

(www.kskvku.digitlaluniversity.ac)

B.A. (CBCS) Semester V

Scheme of Evaluation of KrantiguruShyamji Krishna Verma Kachch University:

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

(1) Section-A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

Q.1(A) Write short notes on any two of the following: (out of four) (10)

(B) Write answers of any five of the following questions (out of seven) (10)

Q.2(A) Prepare a Questionnaire on given situation (10)

(B) Summarizing the given event (05)

Q.3 (A) Draft a speech (Any one out of three) (10)

Q.3(B)Read the passage carefully and answers the questions given below: (10)

Q.4 Multiple Choice Questions, True or False questions, One-line answer

type questions(ten questions to be asked) (10)

(www.kskvku.digitlaluniversity.ac)

B.A. (CBCS) Semester VI

Scheme of Evaluation of KrantiguruShyamji Krishna Verma Kachch University:

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

159

Note:

(1) Section-A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

Q.1(A) Write an essay type answer to the question (15)

OR

Write short notes on any two of the following: (out of four)

Q.1 (B) Write answers of any five of the following questions (out of seven) (15)

Q.2 Write answers of any five of the following questions (out of seven) (15)

Q.3 Write answers of any five of the following questions (out of seven) (15)

Q.4 Multiple Choice Questions, True or False questions, One-line answer

type questions(ten questions to be asked) (10)

(www.kskvku.digitlaluniversity.ac)

Analysis of the syllabus and scheme of Evaluation of Kachch University:

There is one single theme that binds all the lessons, which is people- children, men

and women and their experiences in life. There are life experiences of people from

different cultures, which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

view learners’ cultural background, some prose units written by Indian writers also

been included. On the whole, the themes presented have adequate variety to create

interest in the learners. The lessons are carefully selected taking into account the fact

that learners in general do not prefer to read long lessons.

At the end of each chapter, the learners are provided with a list of new words i.e. the

glossary, vocabulary exercises, comprehension questions and composition. The

grammar section contains explanation of a particular grammar topic and grammatical

exercises which include articles, prepositions and conjunctions, tenses, active-passive

voice, direct-indirect speech, degree of comparison, etc. The grammar portion deals

with different grammatical items in different chapters. In general, the textbook gives

much importance to vocabulary providing a variety of exercises for reading skill.

The analysis of the textbook shows that the textbook does not have exercises, which

can train the learners in the various skills specified in the syllabus objectives, for

160

instance, listening skills. This is a clear indication that many of the language learning

objectives have not been prescribed into the textbook and syllabus. In composition

describing a place/person, writing biographical sketch/ narrating an event/experience,

Resume/Reports, writing letters to the Media have been prescribed.

Kachch University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

B. A. (CBCS)Semester 1

Core Compulsory Course / Course Code: CCEN101

Course Title: General English

Unit I Prescribed Text

White Desert: A Textbook for college Students

Edited by the Members of the Board of Studies for English, KSKV

Kachch University and published by Macmillan Publishers India

Limited.

Unit II Remedial Grammar

Determiners

Uses of Primary and Modal Auxiliary Verbs

Tense

Unit III (A) Developing Speaking Skills

Greeting

Introducing persons

Making Requests

Making Suggestions

Asking for and offering help

(B) Comprehension of a prose passage

Paragraph writing / Article writing

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

161

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

(www.kskvku.digitlaluniversity.ac)

Kachch University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

B.A. (CBCS) Semester II

Core Compulsory Course / Course Code: CCEN202

Course Title: General English

Unit I Prescribed Text:

Ascent: A Textbook for College Students

Edited by the Members of the Board of Studies

English KSKV Kachch University and published by

Macmillan Publishers India Limited

Unit II Remedial Grammar

Prepositions and Conjunctions

Degree of Comparison

Indirect Speech

Unit III (A) Developing Speaking Skills

Asking and showing direction on places

Giving suggestions

Expressing agreement or disagreement

Making an apology

Expressing wish and pleasure

(B) Developing Reading and Writing Skills

Comprehension of a prose passage

Thought Expansion

Data Interpretation

162

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

(www.kskvku.digitlaluniversity.ac)

Kachch University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

B.A. (CBCS) Semester III

Core Compulsory Course / Course Code: CCEN303

Course Title: General English

Unit: I Prescribed Text:

Flamingo: A Textbook for College Students

Edited by the Members of the Board of Studies for English, KSKV

Kachch University and published by Macmillan Publishers India LTD

Unit II Developing Writing Skills:

Word Formation

Idioms and phrases (as per list A)

Subordination and co-ordination)

One word substitution

Unit III Composition

Describing a place / person

Writing a biographical sketch / Narrating an event / experience

163

List A

1) To give up 2) Too look into 3) To bring to light

4) To go into 5) To break down 6) To call on

7) To break into 8) Daggers drawn 9) To carry out

10) To feel at home 11) At wits end 12) Reading between

the lines

13) To rain cats and

dogs

14) To keep in touch

with

15) To keep up

16) In full swing 17) To go through 18) To stand by

somebody

19) To call for 20) To run out 21) To bring up

22) To fuss about 23) To find the fault

with

24) To get rid of

25) To live in a fool’s

paradise

26) Nip in the bud 27) Out of question

28) To drop into 29) To take to task 30) To turn a deaf ear

to

31) To blow one’s own

trumpet

32) A bird’s eye view 33) A cry in wilderness

34) To fall flat 35) To leave no stone

unturned

36) To make both ends

meet

37) Through thick and

thin

38) To make a

mountain of

molehill

39) To put in a nutshell

40) To cut jokes 41) To lend a hand 42) To hold one’s

tongue

43) To cast stone at 44) To listen one’s

music

45) To come to terms

46) To take into

account

47) To eat one’s words 48) To look down upon

49) In black and white 50) Off and on

164

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

(www.kskvku.digitlaluniversity.ac)

Kachch University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

B.A. (CBCS) Semester IV

Core Compulsory Course / Course Code: CCEN404

Course Title: General English

Unit: I Prescribed Text:

Harmony: A Textbook for College Students

Edited by the Members of the Board of Studies for English, KSKV

Kachch University, and published by Macmillan Publishers India

Limited

Unit II Developing Writing Skills:

Word Formation

Concord

Relative Clauses

Connective devices / Connectors / Linkers

Unit III Composition

Resume / CV

Press Reports

Writing Letters to Media

165

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

(www.kskvku.digitlaluniversity.ac)

Kachch University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

B.A. (CBCS) Semester V

Core Compulsory Course / Course Code: CCEN505

Course Title: General English

Unit: I Prescribed Text:Black Hills: A Textbook for College Students,

Unit II (A) Questionnaire

• Launching a new product and reviewing an existing product

• Socio-economic analysis

• Survey on habits and educational interests

(B) Summarizing

Unit III (A) Drafting Speech

(B) Comprehension

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

166

Note:

(1)Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2)Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

(www.kskvku.digitlaluniversity.ac)

Kachch University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

B.A. (CBCS) Semester VI

Core Compulsory Course / Course Code: CCEN606

Course Title: General English

Unit: I Prescribed Text:

Brocade: A Textbook for College Students

Edited by the Members of the Board of Studies for English, KSKV

Kachch University, and published by Macmillan Publishers India Ltd.

Unit II Communication Skills

• Communication – meaning definition

• Process of Communication : the communication cycle, the sender

of the message, channel, feedback

• Communication environment, essentials of effective

communication,

• Levels of Communication : extra personal, intrapersonal,

intrapersonal, organizational mass

• Verbal and Non-verbal Communication

Unit III Professional Communication

• Soft Skills

• Interviewing

• Group Discussion

Testing Pattern

Semester End University Examination

Max. Marks: 70 Time: 2 Hours 15 Minutes (For Regular Students)

167

Max. Marks: 100 Time: 3 Hours (For External Students)

University Examination Format

Note:

(1) Section A is for both the Regular and External students. The duration of

examination for the Regular students will be 2.15 hrs.

(2) Section B is only for the External Students. The duration of examination for the

External students will be 3 hrs.

(www.kskvku.digitlaluniversity.ac)

2.11.8 Shri Govind Guru University

Semester: I

Analysis of the Syllabus Textbook: Analysis of the Question Papers

In Shri Govind Guru University in semester one Prescribed Textis ‘New Dimensions-

Macmillan Publishers for Gujarati Medium students and‘Journey through Words -

An Anthology of Prose and Poetry’ by Orient Longman for English Medium students.

In Unit 1 the textbook prescribed is prose text in which four prose pieces have been

prescribed for the learners. The four prose pieces are ‘The Secret of Work’ by Swami

Vivekananda,‘Bores’ by E.V. Lucas,‘The Book of Nature’ by Jawaharlal Nehru, and

‘Maintaining Democracy’ by Dr. B. R. Ambedkar.

In unit 2 is poetryin which three poems have been prescribed for the learners. The

three poems are ‘How Soon Hath Time’ by John Milton,‘The Village School Master’

by Oliver Goldsmith and ‘The Education of Nature’ by William Wordsworth

Unit-3 in semester one is grammar. There have been four grammatical items

prescribed in the syllabus. They are:

(a) Parts of Speech -Identification of Nouns/Verbs/ Adjective /adverbs

(b) Forms of Be, Do and Have

(c) Subject-Verb Agreement

(d) Tense- Simple Present Tense; Simple Past Tense; Simple Future Tense

In Unit-4 Composition & Comprehension have been prescribed for the learners. In the

composition part paragraph writing has been prescribed. The learners are supposed to

prepare and write the paragraph in 80 to 100 words only. The list of paragraphs has

been also provided to the learners

List of Topics for Paragraph Writing:

168

Personal: (a) A Visit to Bazar(Haat); (b) My Town; My Family; My College; (c) Our

Festivals; (d) My Favourite Teacher/ Leader/ Actor/Actress; (e) My Favourite TV

Serial/ Film/ Game;(f) My Ambition in Life

State/ Nation/ Media: (a) India-Unity in Diversity; (b) Importance of Studying

English (c) TV-a boon or curse?,(d) Mobile Phone and Our Life

Environment/ Social Life: (a) Pollution (b) Global Warming (c) Trees- Our Best

Friends (d) Water -The Elixir of Life (e) Women Empowerment

In Unit-4(b) Comprehension of a Passage has been prescribed for the learners.

Unit-5 is multiple choice questions. In this questions objective type questions will be

asked from Unit-1 to Unit-3.

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M. L. Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin — High School English Grammar and Composition

(4) Raymond Murphy — Intermediate English Grammar

(5) Martinet and Thomson -A Practical English Grammar

(www.sggu.ac.in)

Semester: 2

Analysis of the Syllabus Textbook: Analysis of the Question Papers

In Shri Govind Guru University in Semester two prescribed text is ‘New Dimensions’

Macmillan Publishers for Gujarati Medium students and‘Journey through Words - An

Anthology of Prose and Poetry’ by Orient Longman for English Medium students.

Unit 1 is text that is prosein which four prose pieces have been prescribed for the

learners. The four prose pieces are ‘On Shaking Hands’ by A.G. Gardiner,‘Father’s

Help’ by R.K. Narayan,‘Students and Their Duties’ by Gopal Krisha Gokhale, and

‘The Owl who was God’ by James Thurber.

In unit 2 is poetryin which three poems have been prescribed for the learners. The

three poems are ‘Nothing Gold Can Stay’ by Robert Frost,‘Obituary’ by A.K.

Ramanujan and ‘On killing a tree’ by Gieve Patel

In Unit-3 in Semester two is grammar. There has been four grammatical items

prescribed in the syllabus for the students. They are:

(a) Modal Auxiliaries

(b) (i) Revision of Simple Tenses as is prescribed in the Semester-I.

169

(ii) Continuous Tense- Present, Past and Future

(c) Articles

(d) Types of Sentences: Assertive, Interrogative, Imperative and Exclamatory

Note: Questions should aim at assessing only the students' ability to identify the types

of sentences.

In Unit-4 Composition & Comprehension have been prescribed for the learners. In the

composition part Dialogue writing has been prescribed. The learners are supposed to

prepare and write the dialogues in 100 words only. The list of paragraphs has been

also provided to the learners (A) Dialogue writing (in about 100 words)

Topics:

1. A meeting of two friends

2. NCC/ NSS

3. Discussion about preparation of Examination

4. A talk about the popular TV serial

5. A conversation on the uses and abuses of mobile phones

6. A conversation about vacation plans

In Unit-4(b) Comprehension of a Passage has been prescribed for the learners.

Unit-5 is multiple choice questions. In this questions objective type questions will be

asked from Unit-1 to Unit-3.

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M. L. Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin — High School English Grammar and Composition

(4) Raymond Murphy — Intermediate English Grammar

(5) Martinet and Thomson — A Practical English Grammar

(www.sggu.ac.in)

Semester: 3

Analysis of the Syllabus Textbook: Analysis of the Question Papers

In Shri Govind Guru University in Semester threeprescribed text is ‘Singing Rivers

and Speaking Stones’ edited by Shanta Rameshwar Rao, Orient Longman.

Unit 1 is text that is prosein which four prose pieces have been prescribed for the

learners. The four prose pieces are ‘Pret in the House’ by Ruskin Bond ‘I prepare to

170

go to Coimbatore’ byKasturi Sreenivasan,‘My Muscles Froze’ byRichard Wright, and

‘No Witchcraft For Sale’byDoris Lessing.

In unit 2 is poetry, in which three poems have been prescribed for the learners. The

three poems are ‘The Listeners’byWalter de la Mare,‘Who Are You’ byPasuvayya

(Sundara Ramaswamy)and ‘The Village Schoolmaster’by Oliver Goldsmith

Unit-3 in Semester three is grammar. There have been two grammatical items

prescribed in the syllabus. They are:

(A) Perfect Tense (Present, Past& Future) Perfect Continuous Tense (Present& Past)

(B) Word Building (Prefix& Suffix)

(C) Active& Passive Voice

In Unit-4 (A) Text Based Comprehensionhas been prescribed for the learners. (B)

Letter Writing(Personal Letters of Invitation, Congratulation and Condolence)

Unit-5 is multiple choice questions. In this questions objective type questions will be

asked from Unit-1 to Unit-3.

Reference Books

(1) David Green, Contemporary English Grammar Structure and Usage

(2) M. L. Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin High School English Grammar and Composition

(4) Raymond Murphy Intermediate English Grammar

(5) Martinet and Thomson A Practical English Grammar

(www.sggu.ac.in)

Semester: 4

Analysis of the Syllabus Textbook: Analysis of the Question Papers

In Shri Govind Guru University in Semester four prescribed text is ‘Singing Rivers

and Speaking Stones’ ed. by Shanta Rameshwar Rao, Orient Longman.

Unit 1 is text that is prosein which four prose pieces have been prescribed for the

learners. The four prose pieces are ‘The Night the Policemen Came’ by Shashi

Deshpande, ‘The Story of Balder’ byShanta Rameshwar Rao, ‘Not Just Oranges’

Translated by Kamakshi Balasubramanian, and ‘A Different Kind of Learning’byJade

Snow Wong.

In unit 2 there is poetryin which three poems have been prescribed for the learners.

The three poems are ‘The Tiger’byWilliam Blake,‘No Men are Foreign’ byJames

Kirkup and ‘The Quality of Mercy’ by William Shakespeare.

171

In Unit-3 in Semester four there is grammar item for the students. There have been

three grammatical items prescribed in the syllabus. They are:

(A) Revision of Tenses (Prescribed in Sem.-I, II & III)

(B) Degrees of Comparison

(C) Word Formation – (Noun, Verb, Adjective, Adverb)

In Unit-4 is reading and writing. In this unit two items have been prescribed for

learners. They are:

(A) Comprehension: Job Advertisements

(B) Job Application

Unit-5 is multiple choice questions. In this questions objective type questions will be

asked from Unit-1 to Unit-3.

Reference Books

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin High School English Grammar and Composition

(4) Raymond Murphy Intermediate English Grammar

(5) Martinet and Thomson A Practical English Grammar

(www.sggu.ac.in)

Semester: 5

Analysis of the Syllabus Textbook: Analysis of the Question Papers

In Shri Govind Guru University in Semester five prescribed text is ‘A Book of Plays’,

Compiled by ‘A Group of Editors’ and published by Orient Blackswan.

In Unit 1 there is text that is one act playin which three one act plays have been

prescribed for the learners. The three one act plays are ‘A Marriage Proposal’ by

Anton Chekhov, ‘Refund’ by FritzKarinthy,and ‘The Risingofthe Moon’byLady

Gregory.

In unit 2 two items have been prescribed. They are as below:

(A) Comprehension of unseen passage

(B) Vocabulary based on text (Word and Meaning)

Unit-3 in Semester five is grammar. There have been two grammatical items

prescribed in the syllabus. They are:

(A) Conditionals

172

(B) Translation (Based on Text from English to Gujarati/Hindi)

In Unit-4 is writing. In this unit two items have been prescribed for learners. They are:

(A) Letter Writing (Formal, Complaint Letters)

(B) Synonymsand Antonyms

Unit-5 is multiple choice questions. In this questions objective type questions will be

asked from all the above units.

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin -High School English Grammar and Composition

(4) Raymond Murphy -Intermediate English Grammar

(5) Martinet and Thomson-A Practical EnglishGrammar

6. Homai Pradhan & N. S. Pradhan- Business Communication

7. A. Ashley- A Handbook of Commercial Correspondence- OUP, New Delhi

8. Norman Lewis & Goyal Saab - Word Power Made Easy

9. Robinson, Netrakanti &Shintre - Communicative Competence in Business English

10. Board of Editors- Vibrant English-Orient Blackswan

(www.sggu.ac.in)

Semester: 6

Analysis of the Syllabus Textbook: Analysis of the Question Papers

In Shri Govind Guru University in Semester six prescribed text is ‘A Book of Plays’,

Compiled by ‘A Group of Editors’ published by Orient Blackswan.

Unit 1 is text that is one act playin which three one act plays have been prescribed for

the learners. The three one act plays are ‘Reunion’ by W. St. John Tayleur, ‘The

Never-Never Nest’ by Ceclric Mount and ‘Othello, The Moor of Venice’ Act -V by

Shakespeare.

In unit 2 two items have been prescribed. They are as below:

(A) Reference to Context from the Prescribed Text

(B) Vocabulary based on text

Unit-3 in Semester six is grammar items have been prescribed. There have been two

grammatical items prescribed in the syllabus. They are:

(a) Report Writing(Press Reports)

173

Suggested topics: Accidents, Natural Calamities and the Celebration of Festivals

(b) E-mail writing(seeking information about educational programmes, jobs and

Vacancies and travel programmes,)

In Unit-4 (a) is One Word Substitute. In this unit One Word Substitute has been

prescribed for learners. List of 50 One-word Substitutes have been given.

In Unit 4 (B) Cloze Test (Intermediate Level with Multiple Choices) has been

prescribed for the learners.

Note: The passage for Cloze Test should be of about 200 words aiming at testing the

Students’ intermediate level of proficiency. It will contain six blanks each carrying

one mark. Three options for each blank must be given below the passage.

Unit-5 is multiple choice questions. In this questions objective type questions will be

asked from all the above units.

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

(7) A. Ashley- A Handbook of Commercial Correspondence –– OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti & Shintre - Communicative Competence in Business English

(10) Board of Editors- Vibrant English-Orient Blackswan

(www.sggu.ac.in)

Scheme of Evaluation of Shri Govind Guru University:

Semester-IScheme of Evaluation:

Paper Style for Semester-I - General English

Question–1: (From Unit–I)

(A) Short Answer Questions (Five out of Eight) (10)

(B) A Short Note (One out of Three) (04)

Question–2: (From Unit–II)

(A) Short Answer Questions (Four out of Six) (08)

(B) Questions from the Text Based Vocabulary: (06)

174

Note:Refer to the glossary given after each lesson

Question–3: (From Unit–III)

(A) Identification of Parts of Speech (05)

(B) Fill in the blanks with appropriate forms of Be, Do& Have (06)

(C) Fill in the blanks/ Change the sentences from one tense to another. (03)

Question–4: (From Unit–IV)

(A) Comprehension, Unseen passage (08)

Note: The passage should be of about 100 words. Only Four questions will be asked.

Each question will carry Twomarks.

(B) A Short Composition on any one topic (06)

Question–5: MCQs (From Unit–I to III) (14)

There will be 14 MCQs

(www.sggu.ac.in)

Semester-IIScheme of Evaluation:

Paper Style for Semester-II - General English

Question–1: (From Unit–I)

(A) Short Answer Questions (Five out of Eight) (10)

(B) A Short Note (One out of three) (04)

Question–2: (From Unit–II)

(A) Write brief answers of any Three (Out of five) (09)

(B) Questions on the Text based Vocabulary (05)

Question–3: Unit–III (Grammar)

(A) Fill in the blanks with appropriate modal auxiliary verbs (04)

(B) Insert appropriate articles (04)

(C)Fill in the blanks with appropriate verb forms (03)

(D) Identify the types of sentences (03)

(Note: Questions should aim at assessing only the students’ ability to identify the

types of sentences.)

Question–4: Unit–IV Composition & Comprehension

(A) Develop a dialogue on any one in about 150 words: (Out of three) (06)

(B) Comprehension (08)

Question–5: Unit–I to III–MCQs (14)

There will be 14 MCQs

175

(www.sggu.ac.in)

Semester-IIIScheme of Evaluation:

Paper Style for Semester–III - General English

Question: 1

(A) Write five short answers (Out of Seven from Unit-I) (10)

(B) Write a short note (Out of Three from Unit-I) (04)

Question: 2

(A) Write five short answers (Out of Seven from Unit II) (10)

(B) Vocabulary based questions [Matching words with their meanings from Unit II)

(04)

Question: 3

(i) Fill in the blanks from Unit III – Part-A (04)

(ii) Making new words with Prefixes and Suffixes -Part- B (04)

(iii) Change the Voice [From Active to Passive and vice versa] - Part-C (06)

Question: 4

(A) Comprehension: A Short Paragraph of about 150 words (07)

(From the prescribed text)

(B) Letter- Writing: (Personal Letters of Invitation, Congratulations and Condolence)

(07)

Question: 5

MCQs(From Unit One to Three) (14)

There will be 14 MCQs carrying 01 mark each.

(www.sggu.ac.in)

Semester-IVScheme of Evaluation:

Paper Style for Semester–IV - General English

Question: 1

(A) Write Short Answers (Five out of Seven from Unit I) (10)

(B) Write a Short note (One out of Three from Unit I) (04)

Question: 2

(A) Write Short Answers (Five out of Seven from Unit II) (10)

(B) Vocabulary based questions (Matching words with their meanings from unit-II)

(04)

176

Question: 3

(A) Fill in the blanks from Unit III – Part-A (04)

(B) Change the Degree from Unit-III - Part-B (06)

(C) Word formation – (Fill in the Blanks with appropriate forms)-Part-C (04)

Question: 4

(A) Comprehension of a Job Advertisement (07)

(B) Application Writing for Jobs (07)

Question: 5

MCQS (From Unit One to Three) (14)

There will be 14 MCQs carrying 01 mark each.

(www.sggu.ac.in)

Semester-VScheme of Evaluation:

Paper Style for Semester – V General English

Question-1 (Unit-I)

Write Short Answer (Any Sevenout of Ten) (14)

Question-2 (Unit-II)

(A) Comprehension of unseen passage (10)

(Five Questionsshould be asked)

(B) Vocabulary based on text (Word Meaning) (04)

Question-3 (Unit-III)

(A) Fill in the blanks based on Conditionals (07)

(B) Translation ofsentences from English to Gujarati/Hindi (07)

(From the text only, only seven sentences will be asked)

Question-4 (Unit-IV)

(A) Letter Writing or Letter Writing (08)

(B) Synonyms, Antonyms (Objective type of questions will be asked) (06)

Question-5

MCQsfrom Unit-1 toUnit-4 (14)

(www.sggu.ac.in)

177

Semester-VIScheme of Evaluation:

Paper Style for Semester – VI General English

Question-1 (Unit-I)

Write Short Answer (Any Sevenout of Ten) (14)

Question-2 (Unit-II)

(A) Reference to Context based on prescribed text (08)

(B) Vocabularybased on text (Word Meaning) (04)

Question-3 (Unit-III)

(A)Report Writing (Any one out of three) (08)

(B) EMAIL Writing (Any one out of two) (06)

Question-4 (Unit-IV)

(A) One Word Substitute (08)

(B) Cloze Test (06)

Question-5

MCQsfrom Unit-1 toUnit-4 (14)

(www.sggu.ac.in)

Analysis of the syllabus and scheme of Evaluation Shri Govind Guru University:

There is single theme that binds all the textual (prose pieces) is children, men and

women and their experiences in life. There are life experiences of people from

different cultures, which are meant to provide the learners with a new perspective of

the world around them. This obviously creates interest in the learners. Keeping in

view learners’ cultural background, some prose units written by Indian writers also

been included. On the whole, the themes presented have adequate variety to create

interest in the learners. The lessons are carefully selected taking into account the fact

that learners in General English text do not prefer to read long lessons.

The learners are provided with brief particular lesson. It is followed by a list of new

words i.e. the glossary, vocabulary exercises, comprehension questions and

composition. The grammar section contains explanation of a particular grammar topic

and grammatical exercises which include parts of speech, articles, prepositions,

subject-verb –Agreement, tenses, active-passive voice, direct-indirect speech, degree

of comparison, word formation etc. The grammar portion deals with different

grammatical items in different chapters. In general, the textbook gives much

importance to vocabulary, which provides a variety of exercises.

178

The analysis of the textbook shows that the textbook does not have exercises which

can train the learners in the various skills specified in the syllabus objectives, for

instance, two important skills listening and speaking are not given more priority. This

is a clear indication that many of the language learning objectives have not been

prescribed into the textbook and the syllabus.

Shri Govind Guru University (Detailed Syllabus)

Analysis of the Syllabus Textbook: Analysis of the Question Papers

General English Syllabus for B. A. Semester- I

(Effective Frim June 2017 untilfurther Notification)

Objectives:

(i) To enhance students’ understanding of grammatical items

(ii) To eradicate their grammatical errors

(iii) To improve their grammatical competence

Prescribed Texts:

New Dimensions- Macmillan Publishers (Gujarati Medium)

Journey through Words - An Anthology of Prose and Poetry (English Medium)

by Orient Longman (English Medium)

Unit — I: (Prose) 14

1. The Secret of Work- Swami Vivekananda

2. Bores- E.V. Lucas

3. The Book of Nature- Jawaharlal Nehru

4. Maintaining Democracy- Dr. B. R. Ambedkar

Unit-II (Poetry) 14

1. How Soon Hath Time- John Milton

2. The Village School Master- Oliver Goldsmith

3. The Education of Nature- William Wordsworth

Unit-III (Grammar) 14

(a) Parts of Speech -Identification of Nouns/Verbs/ Adjective /adverbs

(b) Forms of Be, Do and Have

(c) Subject-Verb Agreement

(d) Tense- Simple Present Tense; Simple Past Tense; Simple Future Tense

179

Unit-IV Composition & Comprehension 14

(A) Paragraph Writing (about 80-100 words)

List of Topics for Paragraph Writing:

Personal: A Visit to Bazar(Haat); My Town; My Family; My College; Our

Festivals;My Favourite Teacher/ Leader/ Actor/Actress; My Favourite TV Serial/

Film/ Game;My Ambition in Life

State/ Nation/ Media: India-Unity in Diversity; Importance of Studying English TV-

a boon or curse?, Mobile Phone and Our Life

Environment/Social Life: (a) Pollution (b) Global Warming (c) Trees — Our Best

Friends (d) Water -The Elixir of Life (e) Women Empowerment

(b) Comprehension of a Passage

Unit-V- Multiple Choice Questions (From Unit-I to III) 14

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M. L. Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin — High School English Grammar and Composition

(4) Raymond Murphy — Intermediate English Grammar

(5) Martinet and Thomson — A Practical English Grammar

(www.sggu.ac.in)

General English Syllabus for B. A. Sem. II

Prescribed Texts:

New Dimensions- Macmillan Publishers (Gujarati Medium)

Journey through Words - An Anthology of Prose and Poetry (English Medium)

by Orient Longman (English Medium)

Unit-I: (Prose) 14

(i) On Shaking Hands- A.G. Gardiner

(ii) Father’s Help –R.K. Narayan

(iii) Students and Their Duties- Gopal Krisha Gokhale

(iv)The Owl who was God- James Thurber

Unit-II (Poetry) 14

(i) Nothing Gold Can Stay- Robert Frost

(ii) Obituary- A.K. Ramanujan

180

(iii) On killing A tree- Gieve Patel

Unit-III (Grammar) 14

(A) Modal Auxiliaries (can, could, shall, should, will, would, may, might, must)

(B) (i) Revision of Simple Tenses (as prescribed in the Semester-I.)

(ii) Continuous Tense- Present, Past and Future

(C) Articles

(D) Types of Sentences: Assertive (Declarative), Interrogative, Imperative and

Exclamatory (Note: Questions should aim at assessing only the students' ability to

identify the types of sentences.)

Unit-IV (Composition & Comprehension) 14

(A) Dialogue writing (in about 100 words)

Topics:

1. A meeting of two friends

2. NCC/ NSS

3. Discussion about preparation of Examination

4. A talk about the popular TV serial

5. A conversation on the uses and abuses of mobile phones

6. A conversation about vacation plans

(B) Unseen passage

Note: The passage should be of about 150 words. Only four questions will be asked.

Each question will carry two marks.

Unit-V- Multiple Choice Questions (From Unit-I to III) 14

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M. L. Tickoo and Subramanian,Intermediate Grammar: Usage and Composition.

(3) Wren and Martin — High School English Grammar and Composition

(4) Raymond Murphy — Intermediate English Grammar

(5) Martinet and Thomson — A Practical English Grammar

(www.sggu.ac.in)

181

B.A.Sem. - III General English Syllabus

Text: Singing Rivers and Speaking Stones ed. by Shanta Rameshwar Rao, Orient

Longman

Unit I: Prose 14

Lesson 1: ‘Pret in the House’ Ruskin Bond

Lesson 2: ‘I prepare to go to Coimbatore Kasturi Sreenivasan

Lesson 3: ‘My Muscles Froze’ Richard Wright

Lesson 4: ‘No Witchcraft for Sale’ Doris Lessing

Unit II: Poetry 14

1. ‘The Listeners’: Walter de la Mare

2. ‘Who Are You?’ Pasuvayya Sundara Ramaswamy

3. ‘The Village Schoolmaster’: Oliver Goldsmith

Unit III: Grammar 14

(A) Perfect Tense (Present, Past& Future)

Perfect Continuous Tense (Present& Past)

(B) Word Building (Prefix& Suffix)

(C) Active& Passive Voice

Unit IV: Readingand Writing 14

(A) Text Based Comprehension

(B) Letter Writing (Personal Letters: Invitation, Congratulationand Condolence)

Unit-V- Multiple Choice Questions (From all the above Three units) 14

Reference Books

(1) David Green, Contemporary English Grammar Structure and Usage

(2) M. L. Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin High School English Grammar and Composition

(4) Raymond Murphy Intermediate English Grammar

(5) Martinet and Thomson A Practical English Grammar

(www.sggu.ac.in)

B.A.Semester - IV General English Syllabus

Text: Singing Rivers and Speaking Stones, ed. by Shanta Rameshwar Rao,

Orient Longman

Unit I: Prose 14

Lesson 5: “The Night the Policemen Came” - Shashi Deshpande

182

Lesson 6: “The Story of Balder” - Shanta Rameshwar Rao

Lesson 7: “Not Just Oranges” -Translated by Kamakshi Balasubramanian

Lesson 8: “A Different Kind of Learning” - Jade Snow Wong

Unit II: Poetry 14

4. “The Tiger” - William Blake

5. “No Men are Foreign” - James Kirkup

6. “The Quality of Mercy” - William Shakespeare

Unit III: Grammar 14

(A) Revision of Tenses (Prescribed in Sem.-I, II & III)

(B) Degrees of Comparison

(C) Word Formation – (Noun, Verb, Adjective, Adverb)

Unit IV: Reading& Writing 14

(A) Comprehension: Job Advertisements

(B) Job Application

Unit V: Multiple Choice Questions (From all the above Three units) 14

Reference Books

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin High School English Grammar and Composition

(4) Raymond Murphy Intermediate English Grammar

(5) Martinet and Thomson A Practical English Grammar

(www.sggu.ac.in)

General English Syllabus for B.Sc. Sem. V & VI

Semester-V

Unit-IText: A Bookof Plays, (Compiled by ‘A Groupof Editors) Published by

Orient Blackswan

1. A Marriage Proposal -Anton Chekov

2. Refund– FritzKarinthy

3. The Risingofthe Moon -Lady Gregory

Unit-II

(a) Comprehension of Unseen Passage

(b) Vocabularybasedon text (Word and Meaning)

183

Unit-III

(a) Conditionals

(b) Translation (Basedon Textfrom Englishto Gujarati /Hindi)

Unit-IV

(a) Letter writing (Formal, Complaint Letters)

(b) Synonymsand Antonyms

Unit-V MCQs fromalltheabove units

Recommended Reading:

(1) David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson-A Practical EnglishGrammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

(7) A. Ashley- A Handbook of Commercial Correspondence –– OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti &Shintre - Communicative Competence in Business English

(10) Board of Editors- Vibrant English -Orient Blackswan.

(www.sggu.ac.in)

Semester-VI

Unit-I

Text: A Book of Plays, (Compiled by ‘A Group of Editors)

Published by Orient Black Swan

4. Reunion -W.St.JohnTayleur

5. The Never- Never Nest

6. Othello, The Moor of Venice, Act -V

Unit-II

(a) Reference toContextfromthe Prescribed Text

(b) Vocabularybased on Text

Unit-III

(a) Report Writing (Press Reports)

184

Suggested topics: Suggested topics: Accidents, Natural Calamities and the

Celebration of Festivals

(b) E-mail writing (seeking information about educational programmes, jobs and

Vacancies and travel programmes,)

Unit-IV

(a) One Word Substitute 8

List of One-word Substitutes

1. Amicable

5. Biography

2. Anonymous

6. Contagious

3. Autobiography

7. Contemporary

4. Bakery

8. Dialysis

9. Ecology 10. Edible 11. Emigrant 12. Equanimous

13. Eternal 14. Extempore 15. Fable 16. Fatalist

17. Flexible 18. Glutton 19. Gullible 20. Honorarium

21. Hydrography 22. Illegal 23. Illegible 24. Illiterate

25. Immigrant 26. Impossible 27. Inaudible 28. Incredible

29. Inevitable 30. Invincible 31. Irritable 32. Maiden

33. Manuscript 34. Martyr 35. Meteorologist 36. Netiquette

37. Notorious 38. Obsolete 39. Octogenarian 40. Optimist

41. Ornithology 42. Pessimist 43. Pseudonym 44. Smuggling

45. Teenager 46. Teetotaler 47. Timid 48. Unanimous

49. Vegetarian 50. Volunteer

185

(b) Cloze Test of Intermediate Level with Multiple Choices

Note: The passage for Cloze Test should be of about 200 words aiming at testing the

Students’ intermediate level of proficiency. It will contain six blanks each carrying

one mark.

Three options for each blank must be given below the passage.

Unit-V MCQs

Recommended Reading:

(1). David Green: Contemporary English Grammar Structure and Usage

(2) M L Tickoo and Subramanian: Intermediate Grammar, Usage and Composition

(3) Wren and Martin – High School English Grammar and Composition

(4) Raymond Murphy – Intermediate English Grammar

(5) Martinet and Thomson – A Practical English Grammar

(6) Homai Pradhan & N. S. Pradhan- Business Communication

(7) A. Ashley- A Handbook of Commercial Correspondence –– OUP, New Delhi

(8) Norman Lewis & Goyal Saab - Word Power Made Easy

(9) Robinson, Netrakanti & Shintre - Communicative Competence in Business English

(10) Board of Editors- Vibrant English-Orient Blackswan.

(www.sggu.ac.in)

2.12Conclusion:

In this chapter, the researcher has presented a review of related literature. The

syllabuses and materials prescribed for the study in compulsory English at the B. A.

Semester I to B.A.Semester-6 Undergraduate level of learners in different Universities

of Gujarat have been reviewed.

In this chapter, five major syllabus types have been discussed. Very clearly all the

types of syllabus have their merits and demerits. There is no syllabus which can be

termed asthe best syllabus yet. Therefore it is very important to find the best points

from all the types of syllabus, and try to attempt and synthesize all of them into a

dynamic syllabus for the learners. The researcher has tried to talk about material

development with reference to syllabus, with all of the best ideas elevating and

reaching into a new ‘innovative practices’ in syllabus for it can be tested and

evaluated upon in the classrooms.

186

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