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Introduction
1.1 Introduction to the study
This present study has been accomplished to submit to the Department of English Education, T.U. Kirtipur, Kathmandu in partial fulfillment for the Master' Degree in English Education that the student teachers have to carry out it as a part of practicum in M. Ed. programme. This intensive study in the course book "Meanings into Words" is divided into 5 units. First unit deals with introduction, objectives, significance and limitation of the study. Second unit deals within introduction and objectives of the course and course contents in detail. Third unit consists of analysis of the course book. Similarly forth unit concentrates on suggestions and recommendations. Finally fifth unit consists of conclusion.
1.2.1General Objectives
a. To analyze the course book "Meanings into Words" b. To present general information of the course c. To provide some recommendations for pedagogical improvements.
c. To state appropriateness of the course to the target group d. To point out internal and external aspects of the course book e. To point out some strengths and weaknesses of the course book f. To help the teachers for the betterment of their study g. To help the students and the persons who are directly or indirectly involved in studying of the course book.
To develop an understanding and command of grammar in terms of form, meaning and use.
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To
train
them
in
the
functional,
notional
and
grammatical areas of English language use. To improve students English in the area of reading, writing, listening and language use.
To provide students techniques in the use of English for academic communicative purposes.
To teach students language use and functions. To enable them to establish a link between structure and meaning. To provide them with more examples of language in context. To engage them in more fruitful reading.
Action: this area consists of language used for talking about the desirability and possibility of action.
Description: this area consists of language used for physical description of place things and people.
Personal information: this area consists of language used for giving information about you to other people
Narration: this area consists of language used for talking about past events and telling stories in the past.
Past and present: this area consists of language used for relating past and present.
Comparison: this part consists of language used for making comparison and evaluation;
Explanation: this section deals with the language used for explaining things and speculation about things.
Each of those areas is divided into a number of units, which are arranged in such a way that to provide content in natural, progressive and logical and increasing order of difficulty in language leaning. The course "Meanings into Words" incorporates the following contents in detail. 1 Experience Present Perfect and Past tense; special Present Perfect structures; be used to. 2 Appearances Look + adjective/Like/as; seem + infinitive; physical characteristics of people. 3 Relating past events Past Perfect and Past tense; non-defining relative clauses 4 Attitudes and reactions Verbs and adjectives for expressing attitudes; 'if there's one it's.', way; character adjectives
5 Duration Past duration structures; how long?, for/until; in/by; duration structures using different tenses 6 Reporting Reported speech structures; 'reported thought'; reporting verbs 7 Deductions and explanations Must/might/can+ infinitive forms; second conditional, third conditional; 'significance' structures 8 Advantages and disadvantages Effect verbs; (dis)advantage of /drawback of/ trouble with/good(bad) thing about; there's no point in/ it's no use /might as well; second conditional 9 Clarifying Information questions; indirect questions; tag questions; identifying structures; reported questions. 10 Wishes and regrets I wish/ if only+ would past perfect tense; second and third conditionals; should ( n't) have done; could/needn't have done 11 Events in sequence When+ past simple and past perfect; as soon as; before/not before /not until; had only just..when;no sooner had.than. 12 Comparisons Large and small differences; numerical comparisons; comparisions involving different tenses
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13 Processes When+ present simple and present perfect; before/not before /not until; passive structures; change of state verbs 14 Predictions Bound to / certain to / sure to/ likely to; if unless/ as long as/ provided that; first and second conditionals 15 News Present perfect, present and past tenses; supposed to; other passive reporting verbs 16 Revisions
Chapter: Three 3. Analysis of the course book 3.1 Evaluation of the book
No doubt, the textbook seen as important and effective in one context of learning has become less effective in other contexts of learning. That's why; the textbook should be evaluated properly. Teachers, basically are the textbook evaluators in the sense that teachers who are the ultimate users of the textbook are always better evaluators of that textbook than the authority such as education officers, head teachers, and so on. The reason is that they are taken as front liner practitioners. Evaluating textbook is a difficult, challenging and intellectual task because evaluator must consider the several factors that are related to the textbook i.e. linguistic aspect, pedagogical aspect, socio-linguistic and psycholinguistic aspect of target group, teaching and learning situations, experience and expertise of the teachers, level and needs of the students, features and qualities of the textbook, and so on. In order to judge or evaluate the usefulness of any textbook, many scholars have provided a comprehensive list of criteria. Such as, Harmer (2001, p.301) has provided 12 criteria, Ur (1996, p.186) has provided 18 criteria, Andrew Littlejohn has purposed two main sections: publication and design. But, I think none of them is adequate. We can generalize some useful criteria based on the different views given by various scholars .They are as follows:
a) Internal aspect
b) External aspect We can also evaluate the text book in three levels i.e. a) surface level of analysis (statement of description), b) deep level of analysis (task analysis) and c) deducing level of analysis (making subjective decision/ generalization/ findings).
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Generally internal aspect of the textbook comprises content, language, exercises, and other supplementary elements, which are analyzed below
Language used in Meaning into words is simple and understandable. Students can understand the texts. Most of the vocabularies and structures are repeated of secondary level. Those who have got ideas in grade 9 and 10 will not find such tough time to understand the lessons in grade 12 but texts are more authentic and functional in this regard students might feel little bit problem in understanding. In fact, language of this course book is entirely based on western culture. Nepali learners of English may feel difficult. Those students who have passed SLC from government added schools may feel difficult to learn and habituate themselves with the language but those students who have passed SLC from English medium school may feel easy to learn and use the same kind of language as used in the book. C) Exercises An exercise is a set of questions or tasks in a book, which is designed to help students to learn a particular skill and to test their knowledge. A good textbook should have enough appropriate exercises for class and homework. So, exercises are also appropriate to the target group linguistically. But the exercises included in this course book require students speculation ability and convert them in their real life situations. So, in this case of exercise its ok but in the case of critical reading and writing they may feel difficulties. Moreover, due to the exercises taken out from foreign contexts, Nepalese students feel them difficult. D) Other elements Apart from language, content and exercises there are some other elements which should be evaluated i.e. footnote, glossary and so on. So, evaluator should try to find out whether these are used properly or not. This course book has not incorporated the sub- aspect of appropriateness for the target group. The subaspect encompasses footnote, glossary, appendices and references which are lacking in this course book.
Content used in the book should be arranged appropriately. It means that it should be organized on the basis of two principles; logical and psychological. Former is concerned with that type of organization in which writer organize content rationally whereas later one is that type of organization in which the writer organize content on the basis of pupils' need, interest, pre-experience, abilities, and so on. Likewise, Writer should organize the content meaningfully by considering vertical and horizontal organization. So the evaluator should use those criteria to evaluate the textbook to find out whether the teaching items and other elements of the book are graded appropriately or not. The selection of the language item is found good in the book but the only problem I found is in the gradation of those items. The language items presented are not properly arranged. The inconsistency found in the arrangement makes the students feel much difficulty in the learning.
Generally physical/external aspect of the text book comprises layout of the book, lettering and spacing, printing and binding, paper quality, and availability, which are analyzed below.
while measured. But in principle, the size of the book should maintain 7"*2which is the standard size.
3.1.2.4 Pricing
Pricing is also one of the physical aspects of the textbook. The cost of this course is not so expensive, it costs Rs.95/ in Nepal. Regarding the class of Nepalese people the market price of this book seems reasonable.
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3.2 Analysis
3.2.1 Strength of the course book
The strong points found in this course are bulleted as follow:
The course includes variety of structures along with pictures and texts, which are good to draw students attention.
It helps to develop an understanding command of grammar in terms of form, meaning and use.
It encompasses seven broad areas of language i.e. action, description, personal information and narration, past and present, comparison an explanation, which provides clear vision of the course to the teacher.
It integrates all language skills i.e. listening speaking reading and writing. It provides plenty of exercises, activities for pair and group work. Pair work and group works are very useful for developing language skills.
The use of illustration and pictures help students to learn effectively and effortlessly.
The course includes summary of language at the end of each units helps students to revise what have they learnt and teacher to focuses on such points. Moreover, to prepare specific objectives before the lesson.
New grammar points and structures have been introduced by means of reading passage, pictures, and so on.
Writing exercises are introduced to develop students grammar along with imaginative and creative ability.
Course book incorporates texts based on foreign cultures and life styles which help them to familiarize with outside culture.
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The course is entirely based on western culture. It consists of words and expressions which reflects western culture and value.
As the course was written by foreign writers, it seems they could not study the learners background information before designing.
The course lacks footnotes glossaries, appendices and reference sections which are also crucial for better understanding of the course.
The listening texts and exercises are given, but it is useless in Nepalese context. Teachers book of this course is not straight forwardly available in the market. It is said that the course is solely for the students of south Asia but it includes nothing about south Asia. Some pictures in the book are not overt for the students. They face setbacks while describing them.
Meaning into words is a standard course in terms of its subject matter. So it demands qualified, well trained teachers which is lacking in our contexts.
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areas.
The course should include those grammatical and functional points that
aspect.
There are ample listening passages and exercises but are of no value. So it
is required to give training to the concerned teacher to teach this skill effectively.
It has tried to incorporate grammatical and functional points through text
and context but the texts included in the course became short and few which dont help students.
The texts and teaching items should reflect the Nepalese context and
grouped.
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References
Bhattari,G.R. (2001). Evaluating Textbooks. Kathmandu. Ratnapustak Bhandar. Doff, A. et. al. (2000). Meaning into Words. Students Book. Uk: CUP. Doff, A. et. Al. (2000) Meaning into Words, Upper intermediate- Teachers book, Cambridge University Press: Cambridge. Harmer, J (2001). The Practice of English Language Teaching (third edition), London: Longman. Harmer, J. (2008). How to teach English. London: Pearson Longman. Tomlinson, B. (1997). Materials Development in Language Teaching (Ed.). Cambridge: CUP. Rai,V.S. (1998). ELT Materials and Practices. Kathmandu: Bhudipuran Prakashan. Ur, P. (1991). A Course in Language Teaching Practice and Theory. Cambridge: CUP.
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Submitted to The Department of English Education In partial fulfillment for the master of education in English Faculty of Education, Tribhuvan University Kirtipur, Kathmandu, Nepal
Submitted by Yogendra Chapagain M. Ed. Second Year T.U. Regd. No: 9-1-9-584-2004 Exam Roll No: Class Roll No: 069
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Acknowledgements
The present work i.e. an intensive study of meanings into words is a fruit of my meticulous endeavor made during my practice teaching at Shree Harisiddhi Higher Secondary School, Harisiddhi, Lalitpur. As a student teacher, I taught Meaning into Words for grade 12 in that college. First of all, I would like to express my profound gratitude to Dr.Tara Datta Bhatta who was my facilitator during micro teaching, whose scholarly guidance and suggestions remained fruitful. He has always been an infallible source of inspiration for my academic pursuit. I would like to present my heartfelt thanks to my internal supervisor Mr.Rudra Mani Bhattarai for his assistance, suggestions and supervision during my practice teaching. Similarly Id like to express my sincere gratitude to my external supervisor Dr.Tara Datta Bhatta for his inspiration and worthy suggestions. Im equally grateful to the principal and teachers of Harisiddhi Higher Secondary School for their kind considerations revealed upon us by providing classes for practice teaching. My special thanks go to my students of grade 12 who became co-operative, helpful and made classroom interactive during my teaching. I am exceedingly grateful to Professor Dr.Jai Raj Awasthi, the vice-chancellor of Far-Western University for his continuous guidance and suggestions. His remarks and comments in my academic life remained as a long imprinted impression in my mind. Likewise, I am indebted to Prof. Dr.Govinda Raj Bhattarai, Prof. Dr. Tirth Raj Khaniya, Prof. Dr. Anju Giri, Prof. Dr. Chandreshwor Mishra, Dr. Anjana Bhattarai, Dr. Vishnu Singh Rai, Dr. L.B. Maharjan and other faculties from the department of English Education, who have always been source of inspiration and encouragement for my academic prosperity. We would record our appreciation to those authors whose works have been consulted and cited here. Finally, all our practice teaching colleagues, who added fuel to my curiosity to teach in this school, deserve my special thanks. Date: 2069-06-03
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Yogendra Chapagain
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