Question

write down a critical essay on the current syllabus of English taught in grade five .

Answer 1

A syllabus is a statement of the subject matter, topics or areas to be covered

by the course leading to evaluation and testing. In the Oxford Dictionary

syllabus is defined as a list of subjects, etc., that are included in a course of

study. Jack C. Richards, John Platt and Heidi Platt (1992:368) define the

syllabus as “a description of the contents of a course of instruction and the

order in which they are to be taught.” Another definition of syllabus is that it

is the summary of the course and usually contains specific information about

the course. The state textbooks at level 1 (classes I & II) focus less on the listening and speaking skills and do not

build familiarity with the language. They also do not link the child’s life at school to life outside the

school.

 Print rich environment was not evident in the schools. Children did not get opportunity to listen to

language or speak in English. They were not able to narrate experiences, exchange ideas and carry out

brief conversations in English.

 In most of the schools TLM grants were used for purchasing charts and colours which were

later kept with care under lock and key. However, there were some exceptions too, for example,

in Odisha and Yavatmal (Maharashtra), TLM grants were being used optimally.

 Libraries in schools were found to be inadequately equipped and sparsely furnished, even nonexistent

The concept of language teaching as teaching of skills and not only the content needs be drilled

into the teachers.

 The textbooks need to incorporate activities and questions which give space, time and freedom for

inculcating creativity and developing imagination of the child.

 Emphasis should be more on the listening and speaking skills while designing books.

 All teachers teaching English need to be trained in the use of phonetics as clarity and

intelligibility are the two major dimensions of proper pronunciation.

 Training programs must have a component of peer teaching and demo teaching along with its indepth and objective analysis and realistic evaluation.

 Under CRCs/ BRCs, local teacher development groups should be set up for teachers to exchange

notes and resolve any problem and apprehension regarding teaching of English