APPRECIATION OF ENGLISH LITERARY TEXTS NIE

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APPRECIATION OF ENGLISH LITERARY TEXTS,NEW SYLLBUS. from 2015 onwards,1 Introduction,i National Goals,ii Basic Competencies. 2 General Objectives of the syllabus,3 Significant Changes. 4 Teaching Methodology,5 Performance Evaluation,6 Supportive Materials. 7 Proposals for Breakdown of the Syllabus for teaching and learning. 8 Recommended Extra Events to Develop Literary and Language Skills. 9 Syllabus Content,Introduction, This new syllabus for Appreciationof English Literary Texts for the GCE O L year10 11 was undertaken.
with a team of experts in the field of English Literature who were teachers teacher trainers syllabus. designers poets and novelists The syllabus includes a wider range of material taken from diverse ethno. cultural social backgrounds with the intention of introducing students to an array of metaphors meanings. and experiences The material also transcends time by actively blending past and present in its selection of. material In short the syllabus attempts to disseminate a rich experience of the diversity of life through. carefully selected material,National Goals, i Nation building and the establishment of a Sri Lankan identity through the promotion of. national cohesion national integrity national unity harmony and peace and recognizing. cultural diversity in Sri Lanka s plural society within a concept of respect for human. ii Recognizing and conserving the best elements of the nation s heritage while responding to. the challenges of a changing world, iii Creating and supporting an environment imbued with the norms of social justice and a. democratic way of life that promotes respect for human rights awareness of duties and. obligations and a deep and abiding concern for one another. iv Promoting the mental and physical well being of individuals and a sustainable life style. based on respect for human values, v Developing creativity initiative critical thinking responsibility accountability and other. positive elements of a well integrated and balanced personality. vi Human resource development by educating for productive work that enhances the quality of. life of the individual and the nation and contributes to the economic development of Sri. vii Preparing individuals to adapt to and manage change and to develop capacity to cope with. complex and unforeseen situations in a rapidly changing world. viii Fostering attitudes and skills that will contribute to securing an honorable place in the. international community based on justice equality and mutual respect. Basic Competencies, The following Basic Competencies developed through education will contribute to achieve the above. National Goals,i Competencies in Communication, Competencies in communication are based on four subsets Literacy Numeracy Graphics and IT.
proficiency, Literacy Listen attentively speak clearly read for meaning write accurately and lucidly. and communicate ideas effectively, Numeracy Use numbers for things space and time count calculate and measure. systematically, Graphics Make sense of line and form express and record details instructions and ideas. with line form and colour, IT proficiency Computer literacy and the use of information and communication technologies. ICT in learning in the work environment and in personal life. ii Competencies relating to personality Development. Generic skills such as creativity divergent thinking initiative decision making problem. solving critical and analytical thinking team work inter personal relations discovering and. Values such as integrity tolerance and respect for human dignity. Emotional intelligence,iii Competencies relating to the Environment.
These competencies relate to the environment social biological and physical. Social Environment Awareness of the national heritage sensitivity and skills. linked to being members of a plural society concern for distributive justice. social relationships personal conduct general and legal conventions. rights responsibilities duties and obligations,Biological Environment. Awareness sensitivity and skills linked to the living world people and the. ecosystem the trees forests seas water air and life plant animal and. human life,Physical Environment, Awareness sensitivity and skills linked to space energy fuels matter. materials and their links with human living food clothing shelter health. comfort respiration sleep relaxation rest wastes and excretion. Included here are skills in using tools and technologies for learning working and living. iv Competencies relating to preparation for the World of Work. Employment related skills to maximize their potential and to enhance their capacity. To contribute to economic development, To discover their vocational interests and aptitudes. To choose a job that suits their abilities and, To engage in a rewarding and sustainable livelihood. v Competencies relating to Religion and Ethics, Assimilating and internalizing values so that individuals may function in a manner consistent with.
the ethical moral and religious modes of conduct in everyday living selecting that which is most. appropriate,vi Competencies in Play and the Use of Leisure. Pleasure Joy emotions and such human experiences as expressed through aesthetics literature. play sports and athletics leisure pursuits and other creative modes of living. vii Competencies relating to learning to learn, Empowering individuals to learn independently and to be sensitive and successful in responding to. and managing change through a transformative process in a rapidly changing complex and. interdependent world,General Objectives of the syllabus. Gains new knowledge and experience, Develops critical reading and organized writing skills. Develop skills to express communicate defend and share opinions. Stimulate imagination and cultivate insight into human affairs. Develop an awareness about creative writing and learn the basics of creative writing. Objectives, Be aware of the theme and various aspects of it globally and discretely.
Be sensitive to other human beings,Be familiar with the various genres of literature. Appreciate language, Learn to recite and dramatize poems with the help of CDs. Learn to understand a meaning from the context infer meaning. Summarize meaning in one s own words, Respond to texts with feelings of empathy and detachment. Develop and enhance humanity and human experience,Think critically. Learnto respect other cultures,Distinguish of different styles genres of writing.
Encourage further study of literature,Write critical essays. Literature because of its ability to freeze on a text ethno social cultural economic and gendered. experiences of human beings is able to match the given list of objectives in a teaching learning. situation Literature transcends competencies in its textual resistance and representation of human. experience As a result any teacher who sensitively grasp and disseminate the human experience in a. poem and a prose would automatically be addressing the specified objectives Therefore we have. deliberately avoided restricting the syllabus material into a series of competencies. Significant changes, The thematic approach for literature design is accepted after the experience of the previous syllabuses. However we have expanded the scope of the themes in the present syllabus The war and violence as. theme had been expanded to conflict which gave us a wider range of experiences to explore. Society poems have been diversified to include themes other than mortality the new selection. explores issues like freedom commercialization of the mind and ethnic tensions The humor poems. drive the reader back into their own life keeping in mind the Freudian theories of laughter. The material covers a large span of time from classical to the modern The syllabus deliberately. attempted to be inclusive with regard to the cannon as well as the works of writers who are not in the. cannon Thus in the same space we have included Keats Dickinson Tennyson Dickens as well as. Abeysekera Gooneratne Symborska and Narayan, The syllabus has representative samples from a wide span of socio cultural ethnic experiences in its. selection of material There are works from Czechoslovakia India Sri Lanka Japan Africa Britain. and France, The syllabus has deliberately left out material that had a religious flavor Religion could be found in. the backdrops of some works but those backdrops hardly has a bearing on the main themes of the. work concerned,Asian Experience, The syllabus also includes a generous sample of works from local contexts Sanghakkara s speech.
addresses the issues of war cricket violence and ethnic harmony Deraniyagala s Tsunami memoir. depicts life threatening experiences Abeyseker s novel brings to the foreground the love between a. boy and a dog and Kinoshita s play demonstrates the conflict between human emotions and money. Proposed Breakdown of the Syllabus,Grade Term Scheme of Work Periods. 10 The Eagle,To the Evening Star,Farewell to Barn Stack and Tree 35. The Lumber Room,The Lahore Attack,Big Match 1983,The Terrorist He s Watching 35. The Clown s Wife,The Huntsman,The Nightingale and the Rose. One out of three to be selected,To the Nile 35,A Bird came Down the Walk.
Once Upon a Time,Extract from Wave,11 I know Why the Caged Bird Sing 35. War is Kind,Richard Cory,The Camel s Hump,The Twilight of a Crane. Earthen Goblet 35,Father and Son,Upside Down,The Twilight of a Crane. Two s company,4 0 Teaching Methodology, There are no established or accepted approaches to the teaching of literature In language teaching of. course one can list a dozen or so approaches or methods starting with grammar translation extending to. suggestopaedia and Total Physical Response Teaching literature can also be viewed as a process a. process of developing skills of reading to gain critical insight A literary text is a multi layered artifact and. hence needs complex skills of understanding Inference interpretation and evaluation are the highest. levels of this reading process These heights cannot be reached without the fundamental skills of. comprehension for which the basic skills of reading for gist guessing meaning from context and. understanding co textual reference are crucial Any practical approach to teaching literature must enhance. fast reading skills Reading fluency as Brumfit and Carter 1990 call it the basic minimum. A certain amount of writing is available about the skills required for a serious study of literature Spiro. 1990 which are presented as a global b discrete c specific skills The development of these skills can. be visualized as the route of literary education But one cannot think of it as a linear or streamlined one. What educationist must not do is to tie up the teaching of literature to any particular approach or method. The creativity of the learner must not be hindered in any way This goes for the teacher as well But it. seems to be a useful exercise to consider the following competencies skills based approach put forward. by Spiro 1990,a Understanding plain sense comprehension.
b Understanding the context,c Learning to empathize express feeling. d Learning to appreciate,e Learning to be creative. One can see how they parallel the comprehension inference interpretations and evaluation paradigm. Whichever way one considers them they have to be developed over time It may not be possible to reach. depth at G C E O L which is the initial or beginning stage for the study of a second literature but the. route must be tread by any serious teacher or learner To summarize them the methodology would. comprise the development of,a Fast reading skills, b Skills of inference or reading between the lines. c Learning to respond to the text,d Learning to look at text creatively critically. 5 Performance Evaluation, Appreciation of English literary texts is tested as a component of the G C E O L examination.
formatively as well as summatively at the end of a two year course of study At school level it is assessed. formally at term tests It is also assessed informally in the classroom using a variety of techniques both. oral and written Conventionally literature is tested by written examinations The test items most. frequently used are the context question and the critical essay The context question is more effective since. it directly tests the candidate s familiarity with the texts The critical essay tests the variety of skills listed. in 4 0 above The two types of items require assessment tools which are presented as criteria detailed out. in band descriptors G C E O L Marking Scheme, At term tests candidates are tested formally using the criteria detailed out at the national examination The. school based assessment takes a more informal nature A variety of assessment tasks can be used They. dramatizations,recitations,group presentations,creative writing sessions. posters drawings,simulations,role plays,questions of different types. Assessment tools for each of these activities may have to be developed In using such tools the skills. competencies listed in 4 0 must be considered,6 Supportive Materials. There would be two types of supportive materials,2 Electronic.
A teacher s guide with comprehensive guidelines to teach the prescribed texts in the. Grade 10 Be aware of the theme and various aspects of it globally and discretely Be sensitive to other human beings Be familiar with the various genres of literature Appreciate language Learn to recite and dramatize poems with the help of CDs Learn to understand a meaning from the context infer meaning Summarize meaning in one s own words Respond to

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