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Lower Secondary Teacher Licensing Curriculum English 2075

Published on 10/10/2018
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Government of Nepal

Teacher Service Commission

Teacher Licensing Curriculum for Lower Secondary Teacher, 2075

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Section B: English

Introduction

This curriculum has been developed in order to test competencies required for a potential English language teacher for grades six to eight. The content areas cover theknowledge and skills of English language as well as the ability to use various instructional strategies and modern technology including ICT in the field of English language teaching. This paper carries 65 marks that comprise of 40 objective questions each carrying 1 mark and 5 long questions carrying 5 marks as per the specification grid. The content covered is based on the required competencies in accordance with the Teacher Competency Framework, 2072 as well as the curriculum of academic and professional qualification required as minimum for this level.

Objective

The overall objective of this curriculum is to test whether the teacher candidates meet the minimum requirement and possess the competencies needed to become an English teacher for grade 6 to 8 so that selection of a qualified and competent teacher can be ensured.

A. Content knowledge

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1 English language teaching in Nepal

1.1 Understanding the need and importance of learning English

1.2 Learning English as a second/foreign language

2. Introduction to language skills and aspects

2.1 Language skills: Listening, speaking, reading and writing

2.2 Aspects: vocabulary, grammar

3. Language functions

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3.1 Defining language functions

3.2 Types of language functions

4. Written communication in English

4.1 Letter

4.2 Invitation

4.3 Condolence

4.4 Gratitude

4.5 Congratulation

4.6 Paragraph

5. Genre in Literature

5.1 Prose : Essay, short story

5.2 Poetry

5.3 Drama

B. Pedagogical knowledge and skills

6. Current 6-8 English curriculum

6.1 Focus and organization

6.2Competencies and learning outcomes

6.3Horizontal and vertical linkage

7. Approaches to teaching English

7.1 Traditional approaches

7.2 Modern approaches

7.3 Communicative approach

8. Teaching language skills

8.1 Teaching listening

8.1.1 What is listening and what makes it difficult?

8.1.2 Listening comprehension

8.1.3 Teaching listening: techniques, tasks and teaching materials

8.1.4 Assessing listening: tools and techniques

8.2 Teaching Speaking

8.2.1 Components of speaking: pronunciation, stress, intonation

8.2.2 Tasks and activities for developing communicative skills

8.2.3 Teaching pronunciation: techniques, tasks and teaching materials

8.2.4 Fluency and accuracy

8.2.5 Teaching language functions

8.2.6 Assessing speaking: tools and techniques

8.3 Teaching Reading

8.3.1 Reading: what and why?

8.3.2 Scanning, skimming, extensive and intensive reading

8.3.3 Reading comprehension

8.3.4 Teaching reading: techniques, tasks and teaching materials

8.3.5 Assessing reading: tools and techniques

8.4 Teaching writing

8.4.1 Writing and its components

8.4.2 Writing activities at basic level

8.4.3 Assessing writing: tools and techniques

9. Teaching Language aspects

9.1 Teaching vocabulary

9.1.1 Vocabulary and its aspects: form, meaning, grammar, use

9.1.2 Techniques of teaching word meaning

9.1.3 Teaching vocabulary: techniques, tasks and teaching materials

9.1.4 Assessing vocabulary: tools and techniques

9.2 Teaching Grammar

9.2.1 Teaching grammar in context
9.2.2 Teaching grammar: techniques, tasks and teaching materials

9.2.3 Assessing grammar: tools and techniques

10. Teaching literature

10.1Teaching short stories and essays

10.2Teaching poetry

10.3Teaching drama

11. Teaching language in the changed era

11.1 Innovative teaching practices for enhanced learning

11.2 Use of relevant technology including ICT in teaching English

12. Instructional planning

12.1 Annual and unit plans for curriculum implementation

12.2 Planning daily lessons

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