M.a english, b.ed (f)

SCHEME OF STUDIES AND SYLLABI

M.A ENGLISH, B.Ed

UNIVERSITY OF EDUCATIONLAHORE

1

Introduction

Language is obviously a vital tool. Not only it is a means of communicating thoughts and

ideas, but it forges friendships, cultural ties, and economic relationships. It is knowledge,

and in our world today knowledge is one of the key factors in competitiveness. In an

increasingly interdependent world, the knowledge of other languages becomes

indispensable. There is, of course, no denying that the knowledge of the English

language is one of the most important tools available to our learners. It is one of the

international languages, a tool of communication between countries, cultural groups,

various companies and organizations, communities and friends.

The gap between what we say about English and how we treat it in the English language

classroom has been so wide that ultimately the changing world scenario demanded that

we should devise feasible measures to rectify the situation in accordance with the current

state of English as an international language.

The Government of the Punjab has tried to map out new policies, new syllabuses, and

new methods in this regard and decided to teach English as second compulsory language

at all levels especially at primary level. This decision emphasizes an urgent need for

highly qualified and trained teachers of English who are equipped with modern trends

and technology used in the field of language teaching unlike the past practice of hiring

PTC teachers for the purpose. This is essential for providing to the younger generations

the tools and knowledge to excel not only here at home, but beyond our national borders.

This will allow them to reach for the dreams and succeed in areas they may not have

otherwise.

The University of Education feels pride in designing its curricula in accordance with the

current scenario and hence is taking measures to empower the new generation with the

knowledge that ensures personal and professional success. The launching of ‘M.A.

English ,B.Ed programme is the first milestone on the road to its destination i.e. well

trained and well equipped teachers of English Language having futuristic approach. We

understand that the vision of the University for producing teachers having content

excellence, pedagogical competence and moral integrity will remain a far-cry without a

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quality teacher training programme. The University accepting this mission, decided to

review and redesign the entire curriculum at all levels after benchmarking the top

international education schools. In the light of research and development findings,

continuous meetings under the experts and different stakeholders, present draft has been

proposed. We hope this curriculum will fulfill the essential requirements of a quality

teacher training programme. It will cater needs of schools in both public and private

sectors.

Objectives

The objectives of M.A English, B.Ed course are to:

understand education as a discipline

augment prospective teachers’ knowledge and skills by imparting hands-on

experiences

train prospective teachers in the technology aided instruction

provide classroom experience through teaching practice and internship programmes

develop, on the whole, pedagogical skills of the prospective teachers for effective

teaching-learning process

enhance learner’ awareness about English Literature, both British and American

enlighten students about the modern trends in language pedagogy

equip the prospective teachers with the latest technological tools (computers, audio-

video material) of teaching language

make prospective teachers reflective practitioners

inculcate research oriented approach to teaching of English Language & Literature

provide hands on experience of English language teaching through teaching practice

equip prospective teachers with theory and practice to undertake future educational challenges

help prospective teachers to become school administrators as well

become professionally competent teachers & managers

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Internship

In continuation of its promise to equip students with tools to achieve personal and

professional success, a three-month internship has been made compulsory for every

student after the completion of the regular course of study.

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Scheme of StudiesYear l

Semester Course TitleCr. Hrs

Total Hrs

Code

I

1 History of English Literature 4

21

ENGL31122 Classical Poetry 4 ENGL31133 Introduction to Linguistics 4 ENGL31144 Phonetics & Phonology 3 ENGL31155 *Introduction to Education 3 EDUC31116. *English Language Communication Skills 3 ENGL 3111

II

1 Drama (Classical & Modern) 4

21

ENGL31172 Romantic & Modern Poetry 4 ENGL31183 Psycholinguistics 4 ENGL31194 Socio Linguistics 4 ENGL31205. Introduction to Computers in Education 3 COMP11116. *General Methods of Teaching 2 EDUC3112

IIISummer

1 Descriptive Syntax 409

ENGL31222 *Teaching Profession 2 EDUC31133 *Cognition and Development 3 EDUC3114

Year ll

Semester Course TitleCr. Hrs

Total Hrs

Code

lV

1 Novel 4

21

ENGLENGLEEEEEEEE ENGL41122 Prose 4 ENGL41133 Research Methods 3 ENGL41144 Teaching English for Specific Purpose 3 ENGL41155. *Assessment in Education 3 EDUC31156. *Methods of Teaching English at Secondary Level

2EDUC3119

7. *Methods of Teaching Urdu at Secondary Level

2EDUC3117

V

1. American Literature 4

21

ENGL41162. Literary Criticism 4 ENGL41173. Research Thesis 3 ENGL41184. Business Communication 3 ENGL41195 & 6. *Two Optional Papers 2+27. *Teaching Practice 3 EDUC3120

VISummer

1 *School and Classroom Management 3 06

EDUC31212 *Secondary School Curriculum 3 EDUC3123Total 99

5

B.Ed Courses

New Codes have been given

The students are required to select two courses from combination 2 or one course

from each of the following combinations:

Course Code Course Title Credits

EDUC3134

EDUC3136

EDUC3138

Combination 1

Methods of Teaching Arabic at Secondary Level

Methods of Teaching Persian at Secondary Level

Methods of Teaching Punjabi at Secondary Level

2

2

2

EDUC3143

EDUC3142

EDUC3132

EDUC 3144

EDUC3145

EDUC 3146

EDUC 3128

Combination 2

Methods of Teaching General Science

Methods of Teaching Computer Science

Methods of Teaching Islamiyat at Secondary Level

Methods of Teaching Geography

Methods of Teaching History

Methods of Teaching Pakistan Studies

Methods of Teaching Home Economics at Secondary Level

2

2

2

2

2

2

2

MAE511: History of English Literature

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Objectives

After the completion of the course the students will be able to:

get themselves acquainted with English literature of 14thto 20th Centuries and

with the literary trends.

know characteristics of English literature in general.

know different socio-political dimensions of English literature with a focus on

prescribed ages.

comment and write critiques on dominant features of the prescribed ages.

distinguish different genres of English literature.

understand the role of socio, political and cultural movements in the development

of English literature.

give oral presentation on the given topic by focusing interactive learning.

write critique on the given topics

Contents

1. 14th Century English literature with special focus on Geoffrey Chaucer and his

contemporaries

2. Renaissance & Elizabethan Drama

3. Shakespearian Age (Drama)

4. Milton & Dryden Ages

5. Genesis of English novel

6. Age of Prose and Reason (18th Century)

7. Romantic movement (Poetry)

8. Victorian Age (Novel & Poetry)

9. Modern Drama (19th Century)

10. Some significant literary trends in 20th Century English Literature

Teaching Strategies Lecture method Group Discussion Question/Answer Technique. Participatory learning Use of Overhead projector.

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Assignments

Students will be given oral and written assignments on prescribed ages. Students will submit at least two oral and written assignments on recommended texts.

Assessment TechniquesAssessment mid term= 20 marksAssessment final term=60Assignment=18Attendance=02

Suggested Readings

1. History of English Literature. By Legious & Cazamian

2. History of English Literature. By David Daiches

3. Short History of English Literature. By Hudson

4. Short History of English Literature. By Harry Blemires

MAE 512: Classical Poetry

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Objectives

After the completion of this course the students will be able to:

get themselves acquainted with classical poets of 14th, 17th and 18th Centuries and

with the literary trends

know characteristics of classic cal poetry

know different socio-political dimensions of classical literature with a focus on

prescribed texts

comment and write critiques on dominant features of the prescribed texts

distinguish heroic couplet, mock epic, and metaphysical poetry

understand art of characterization after reading recommended texts

know irony, humour, and realism through the study of characters

write on conceit, and different strains found in the recommended text

give oral presentation on the text by focusing interactive learning

Contents

1. Geoffrey Chaucer

1.1 The Prologue to the Canterbury Tales

2. John Donne

2. Love Poetry (Grierson Selection)

3. Alexander Pope

3.1 The Rape of the Lock.

Teaching Strategies4. Lecture method5. Group Discussion6. Question/Answer Technique.7. Participatory learning8. Use of Overhead projector.

Assignments Students will be given oral and written assignments on prescribed text. Students will submit at least two oral and written assignments on recommended texts.

Assessment TechniquesAssessment mid term= 20 marks

9

Assessment final term=60Assignment=18Attendance=02

Suggested Readings

Waller, G. (1986). English Poetry of 16th Century. London: Longman.

G.K. Chesterton. Chaucer. London: Faber & Faber.

Harold Bloom (ed). (1985).Geoffrey Chaucer: Modern Critical View. USA: Chelsea

house Publishers.

Harold Bloom (ed). (1985).John Donne: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985).Alexander Pope: Modern Critical View. USA: Chelsea house

Publishers.

George. Parfitt. (1989). John Donne: A Literary Life. Macmillan.

Wilber, S. (1971). John Donne’s Poetry. CUP.

Dobree, B. (1951). Alexander Pope. London: OUP.

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MAE 513: Introduction to Linguistics

Objectives

After the completion of the course students will be able to:

know basic principles on which linguistics is based

understand characteristics of linguistics

know main ranches of linguistics and their relation with linguistics

understand role of linguistics and its application in modern times

write a critique on the given topic/s based on linguistics

Contents

1. Introduction

1.1 Language and Linguistics

1.2 Characteristics of language

1.3 Principles on which linguistics is based

1.4 Characteristics of linguistics

1.5 Major themes in linguistics

1.6 Linguistics and its relation with other subjects

1.7 Morphology

1.8 Semantics

2. The following branches of linguistics:

2.1 Synchronic and diachronic linguistics

2.2 General linguistics

2.3 Descriptive linguistics

2.4 Applied linguistics

2.5 Historical linguistics

2.6 Comparative linguistics

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Teaching Strategies Lecture method Group Discussion Question/Answer Technique. Use of Overhead projector. Use of Multimedia



Suggested Readings

Kess, Joseph H. (1992). Psycholinguistics: Psychology, Linguistics, and the Study of

Natural Language. Amsterdam / Philadelphia: Benjamins.

Clark, Herbert H. and Clark, Eve. (1977). Psychology and Language. An Introduction to

Psycholinguistics. NY: Harcourt Brace Jovanovich.

Montgomery, M. (1986). An introduction to Language and Society. Macmillan.

Peter Trudgill, (1983) Socio linguistics. Penguin.

Cripper & Widdowson, (1975). Socio linguistics and Language Teaching Oxford

University Press.

D.A Wilkins, (1972) Linguistics in Language Teaching. Arnold.

Freeborn, (1986) French and Longford, Varieties of English. Macmillan.

M Montgomery. (1986) An introduction to Language and Society. Macmillan.

S. Pit. Corder (1978). Introducing Applied Linguistics. CUP

Crystal. (1990). Linguistics. CUP

Lyons. (2000). New Horizon In Linguistics. CUP

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MAE 514: Phonetics & Phonology

Objectives


have theoretical knowledge of Phonetics

know and articulate sounds of English

transcribe phonetic text into ordinary text

transcribe phonetic text into ordinary text

have refined pronunciation in English

Contents

1. Phonetics

The following two branches of Phonetics

2.7 Acoustic Phonetics

2.8 Articulatory Phonetics

3 Phonology

The following branches

3.1 Segmental Phonology

3.2 Supra- segmental Phonology


Assignments

Students will be given oral and written assignments on prescribed text. Students will submit at least two oral and written assignments on recommended texts.

Assessment TechniquesAssessment mid term= 20 marks

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Assessment final term=60Assignment=18Attendance=02

Suggested Readings

Jenkins, J. (2001). The Phonology of English as an International Language. OUP

Kenworthy, J. (1987). Teaching English Pronunciation. London and New York: Longman.

Gimson, A.C. (1962). An Introduction to the Pronunciation of English. London, New York, Melbourne, Auckland: Edward Arnold.

Ladefoged, P. (1975). A Course in Phonetics. New York, San Francisco: Harcourt Brace Jowanwich.

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MAE 515: Introduction to Education

Objectives

After completion of the course, the students will:

understand the meanings, elements, and types of education

analyze the foundations of education in philo-psycho-socio perspectives

understand and evaluate the system of education in Pakistan

Contents

Part-I Meanings and Foundations of Education

1. Introduction

1.1. Meanings of education

1.2. Scope of education

1.3. Types of education

1.3.1. Formal

1.3.2. Non-formal

1.3.3. Informal

1.4. Elements of Educational Process

1.4.1. Aims

1.4.2. Curriculum

1.4.3. Pedagogy

1.4.4. Evaluation

2. Foundations of Education2.1. Philosophical

2.1.1. Explaining Educational Philosophy: Meaning and Scope

2.1.2. Areas of Educational Philosophy

2.1.2.1. Epistemology

2.1.2.2. Ontology

2.1.2.3. Axiology

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2.1.3. Educational Philosophies

2.1.3.1. Perennialism

2.1.3.2. Essentialism

2.1.3.3. Progressivism

2.1.3.4. Islamic

2.2. Psychological

2.2.1. Explaining Educational Psychology: Meaning and Scope

2.2.2. Role of Psychology in:

2.2.2.1. Curriculum

2.2.2.2. Pedagogy

2.2.2.3. Evaluation

2.3. Sociological

2.3.1. Explaining Educational Sociology: Meaning and Scope

2.3.2. Sociological roles in education

2.3.2.1. Conservative

2.3.2.2. Critical

2.3.2.3. Creative

Part-II Education in Pakistan: Historical Perspective

3. Education in the Sub-continent: Pre-independence Reports3.1. Charter Act

3.2. Lord Macaulay Report

3.3. Wood Dispatch

3.4. William Hunter Commission Report

3.5. Calcutta University Commission Report

3.6. Dr. Zakir Hussain Report

4. Muslim Education Movements: Pre-Independence4.1. Deoband

4.2. Aligarh

4.3. Anjamane Himayat-e-Islam

4.4. Nadwatul Ullema

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4.5. Jamia Millia Islamia

5. Education in Pakistan5.1. First Education Conference 1947

5.2. Commission on National Education 1959

5.3. The New Education Policy 1969-70

5.4. The Educational Policy 1972-80

5.5. National Educational Policy 1979

5.6. National Education Policy 1992

5.7. National Education Policy 1998-2010

6. Establishment of “University of Education” in Pakistan: 6.1. Objectives

6.2. Scope

6.3. Programs

7. Significant Educational Initiatives: 1999-20077.1. Education Sector Reforms 2003

7.2. National Plan of Action for Basic and Non-formal Education 2004

7.3. Proposed Education Policy 2007

Teaching Strategies

In general, collaborative, participative and interactive approaches will be followed.

Discussion / assignments / projects using “learner-centered” methods. Students will write

reflective journals on the sessions, review research articles on the subject, and maintain

course portfolios.

Suggested Books

Anjam Rehmani, Dr. (2006). Pakistan Main Taleem (in Urdu). Lahore: Pakistan Writers Cooperative Society.

Aziz M.A (1965). The Educational Pyramid Re-inverted. Lahore: Publishers United.Khurshid Ahmad Prof. (1972). Principles of Islamic Education. Lahore: Islamic

Publications Ltd.Ornstein, A.C. and Levine, D.U. (1995). An Introduction to the Foundations of

Education: Boston: Houghton Mifflin Company.

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MAE 516: English Language Communication Skills

Objectives

After completing the course, the students will: develop all the four basic language skills effectively (listening, speaking,

reading and writing)

exploit literary text for building proficiency in English language as target language.

use authentic material for the purpose of communication

develop fluency in the use of English as a foreign language

develop accuracy in the use of English as a foreign language

develop linguistic and communicative competence

Contents

1. Phonetics and Phonology 1.1. Introduction

1.2. Vowel sounds

1.3. Consonant sounds

1.4. Phonetic symbols / script

1.5. Transcription practice

2. Listening Skills2.1. Global listening

2.2. Discrete listening

2.3. Activities based on authentic material

2.4. Activities based on literary text

3. Speaking Skills3.1. Stress and intonation

3.2. Dialogues formation and practice based on authentic material

3.3. Dialogues formation and practice based on literary text

3.4. Class-activities for developing speaking skills

3.5. Short speeches

3.6. Gap activities

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3.7. Role play

3.8. Discussions

4. Reading Skills4.1. Reading comprehension

4.2. By skimming

4.3. By scanning

4.4. Reading speed

4.5. Faulty reading habits

4.6. Strategies to enhance reading speed

4.7. Activities to develop reading based on authentic material

4.8. Activities to develop reading based on literary text

5. Writing Skills5.1. Mechanics of writing

5.2. Stages of writing

5.2.1. controlled

5.2.2. guided

5.2.3. free

5.3. Composition

5.4. Descriptive writing

5.5. Narrative writing

5.6. Expository writing

5.7. Production based on authentic material and literary text and literary text terms

Teaching Strategies

Teachers are suggested to use Eclectic Approach, keeping in view the nature of the topic.

They should design activities based on the text books, mentioned in the required reading.

Through interactive approach, use of the target language should be focussed. In

Grammar, practical aspect should be emphasized over theoretical one, but clarity of

concepts must be preserved. For this purpose, Living English Structure-Practice is a

required reading. Lessons must be well- planned before the commencement of actual

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class work. Audio-visual aids , as many as available , should be exploited for

effective transfer of knowledge and development of skills .

Suggested Readings

The following short stories and poems:

Short storiesGift of Maggie by O’ HenryThe Necklace by MaupassantThe Last Lesson by Alphonse DaudetThe New Constitution by Saadat Hassan Manto

PoemsLucy Gray by William WordsworthOde on Grecian urn by John KeatsWild Swans at Coole by W.B.YeatsStopping by Woods by Robert Frost

Allen, W. S. Living English Structure. Longman

Mir. S. S. Skill Worker. Lahore: Caravan Book House

Swan, M. Practical English Usage. Oxford University Press

Thomson and Martinet. Practical English Grammar Oxford University Press

Brown, H.D. (1994). Principles of Language Learning and Teaching. New Jersey:

Prentice Hall Regents.

Cameron, L. (2001). Teaching Languages to Young Learners. UK: Cambridge University

Press.

Celce-Marcia, M. (ed). (2001). Teaching English as a Second or Foreign Language.

USA: Heinle & Heinle.

Cook, V. (1993). Second Language Learning and Language Teaching. New York:

Routledge, Chapman & Hall.

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French, F.G. (1948-50). The Teaching of English Abroad. 3 vols. Oxford: Oxfor

University Press.

Frisby, A.W. (1957). Teaching English: Notes and Comments on Teaching English

Overseas. London: Longman.

Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford:

Oxford University Press.

Nunan, D. (1989). Understanding Language Classrooms. A Guide for Teacher- Initiated

Action. UK: Prentice Hall.

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MAE 521: Drama (Classical & Modern)

Objectives


understand Shakespearian Drama.

know Shakespeare’s contribution to English literature.

understand plot, subplot, parallel plot, etc used in the prescribed texts.

know the difference between classical and Modern Drama.

understand the concept of realism in modern English Drama.

write critique on the given topics with reference to the course of studies.

write critique on the given topics based on the selected texts.

Contents

1. William Shakespeare

1.1 Hamlet

2. Henrik Ibsen

2.1 The Wild Duck

3. George Bernard Shaw

3.1 Arms and the Man




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Suggested Readings

Ludowyk, E.F.C. ((1979). Understanding Shakespeare. CUP.

Dowden, E. ((1967). Shakespeare: A Critical Study of his Mind and Arts. London:

Routledge.

Bradley, A.C. Shakespearian Tragedy.

Dutton, R. ((1989). William Shakespeare: A Literary Life. Macmillan.

Harold Bloom (ed). (1985). G.B. Shaw: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). Sean O’Casey: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). Henrik Ibsen: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). Samuel Beckett: Modern Critical View. USA: Chelsea house

Publishers.

Greene, N. (1984). Bernard Shaw: A Critical View. Macmillan.

Lyons, C. R. (1983). Samuel Beckett. Macmillan.

Fletcher, B et al. A Student’s Guide to the Plays of Samuel Beckett. Faber & Faber.

Maxwell, D.E.S. (1984). A Critical History of Modern Irish Drama: 1891-1980. CUP.

23

Romantic & Modern Poetry

Objectives


know about Romantic Movement in English literature in general and

recommended writers in particular.

develop understanding of distinction between classical and romantic poetry.

know dramatic poetry written in dramatic monologues.

generate understanding about the role of nature, emotions, escapism, nostalgia,

etc., in poetry.

write critique on the allotted topics with reference to the prescribed texts.

Contents

1. William Wordsworth

1.1 Book 1

2. P.B. Shelley

2.1 Hymn to intellectual beauty

2.2 Ode to the west wind

3. John Keats

3.1 Ode to Nightingale

3.2 Ode to Grecian Urn

4. Robert Browning

4.1 Fra Lippo Lippi

4.2 The Last Ride Together

5. W.B. Yeats

5.1 White Swans at Coole

5.2 Byzantium

5.3 Sailing to Byzantium

Teaching Strategies Lecture method Group Discussion Question/Answer Technique.

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Use of Overhead projector. Use of Multimedia



Suggested Readings:

Harold Bloom (ed). (1985).William Wordsworth: Modern Critical View. USA: Chelsea

house Publishers.

Harold Bloom (ed). (1985). John Keats: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). P.B. Shelley: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). Robert Browning: Modern Critical View. USA: Chelsea

house Publishers.

Gaskill, R. (1991). Wordsworth’s Poems of the Mind. UK: Edinburgh University Press.

Mayhead, R. ((1967). John Keats. Cambridge. CUP

Dutton, R. (ed). Percy Bysshe Shelley: A Literary Life. Macmillan.

Gitting, R. (ed). (1979). Letters of John Keats. OUP.

Roy F. Foster (2005) The Arch Poet of 1915 to 1939. Macmillan.

Stock, Amy Geraldine (2005). W.B. Yeats: His Poetry and Thoughts. Macmillan.

George Sutherland Fraser (2005). W. B.Yeats. Macmillan.

Arthur Waugh (2007) Robert Browning. University of Michigan

James Douglas (2006) Robert Browning. Hodder & Stoughton

Michael Grant (ed) (1997) T.S. Eliot. Routledge.

Ronald Bush (ed) (2000). The Modernist in History. CUP.

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Psycho Linguistics

Objectives


have deeper understanding of linguistic perspectives on language production as

well as understanding of the origin of language and language learning theories.

know different language teaching / learning approaches.

write critical piece of writing on the given topics.

understand the language acquisition process.

Contents

1. Psycho linguistics

1.1 What is language?

1.2 Theories of language learning (Behaviorism, Mentalism, Humanism, etc.)

1.3 Mother tongue, L1

1.4 Foreign Language L2

1.5 Language functions

1.6 Communicative competence




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Suggested Readings:

Kess, Joseph H. (1992). Psycholinguistics: Psychology, Linguistics, and the Study of

Natural Language. Amsterdam / Philadelphia: Benjamins.






University Press.




27

Socio Linguistics

Objectives

understand role of society in the making of language.

know importance of culture in language making process.

know the role of English in Pakistani curricula at different levels.

know contributions of linguistics to the understanding of different levels of

language use.

comprehend the relationship between linguistics and other learning areas.

Contents

Socio-Linguistics

1.1 Introduction to socio linguistics

1.2 Sociology and Linguistics

1.3 Standard language, dialect and idiolect

1.4 Competence and performance

1.5 Linguistic and non linguistic communication

1.6 Register and sociolect

1.7 Dialect and accent

1.8 Monolingualism and bilingualism

1.9 Code switching

Teaching Strategies

Lecture method Group Discussion Question/Answer Technique. Use of Overhead projector. Use of Multimedia

Assignments

Students will be given oral and written assignments on prescribed text. Students will submit at least two oral and written assignments on recommended texts.

28

Assessment Techniques

Assessment mid term= 20 marksAssessment final term=60Assignment=18Attendance=02

Suggested Readings:






University Press.




29

Introduction to Computers in Education

Objectives


describe basics of computer

use computers in education as teaching tool

prepare lessons plans, classroom presentation and organize data using computers

use internet and e-mail for educational purposes.

develop a portfolio by using computers

Contents

1. A Brief History of Development of Computers

2. Computer Hardware 2.1. Central Processing Unit

2.2. Primary memory devices

2.3. Secondary memory devices

2.4. Input devices

2.5. Output devices

3. Computer Software3.1. System software

3.2. Application software

3.3. Programming languages

4. Operating Systems4.1. What is an operating system?

4.2. Classifications of operating systems

4.3. Types of operating systems

4.4. Functions and services

5. Exploring your Operating System: MS Windows5.1. Starting Windows

5.2. Using mouse and keyboard

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5.3. Windows desktop and its components

5.4. My Computer, its components and functions

5.5. Windows Explorer

5.6. Using Windows help

5.7. Files and folders

5.7.1. Introduction

5.7.2. Organization

5.8. Searching a file or a folder

5.9. Creating a new folder

5.10. Starting an application

5.11. Editing the file

5.12. Saving the file

5.13. Moving text and switching between programmes

5.14. Copying text between two application

5.15. Moving Windows

5.16. Closing an application

5.17. Shutting down Windows

6. Internet Explorer6.1. What is internet?

6.2. What is World Wide Web?

6.3. What is information technology?

7. Using Directories and Web Search Engines7.1. Using directories

7.2. Using search engines

7.3. Creating work cited documents

7.4. Refining your search

7.4.1. Using Boolean logic

7.4.2. Searching by phrase

7.4.3. Using Truncation

7.5. Exploring Encarta

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7.6. Exploring copy right laws related to computer and software use

7.7. Using E-mail

8. Using MS Word for Educational Applications8.1. Overview of the MS Word

8.2. The writing process

8.3. Developing ideas and content

8.4. Producing drafts

8.5. Developing editing skills

8.6. Adding voice

8.7. Checking for sentence accuracy

8.8. Organizing and publishing

8.9. Writing across the curriculum

8.10. Creating forms

8.11. Using MS Equation Editor

8.12. Using mail merge

9. Using MS Excel in Classroom9.1. Overview of the MS Excel

9.2. Setting up rows and columns for entering data

9.3. Adding and deleting rows and columns

9.4. Creating simple calculations

9.5. Using the built-in formulas in Excel

9.6. Copying data or formulas

9.7. Formatting a worksheet

9.8. Formatting cells

9.9. Using Pivot Tables

9.10. Using appropriate charts and graphs

9.11. Educational Applications of Excel

9.11.1. Creating a graphing grid

9.11.2. Creating a time table

9.11.3. Creating a time line

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9.11.4. Problem solving

9.11.5. Maintaining student evaluations

10. Developing Unit Plans10.1. Developing unit plan template

10.2. Searching unit and lesson plan resources

10.3. Developing right questions

10.4. Bloom’s taxonomy

10.5. Developing objectives for the unit plan

10.6. Sharing unit plans

11. Developing Multimedia Presentations11.1. Creating an outline

11.2. Saving the presentation

11.3. Formatting the Slides

11.4. Adding slide animation

11.5. Inserting pictures, recording a voice narration and videos

11.6. Enhancing a presentations

11.7. Setting up a show to run automatically

11.8. Sharing a multimedia presentation on the unit plans

12. Using MS Publisher12.1. Developing a newsletter

12.2. Developing a brochure

12.3. Developing a web site

Teaching Strategies

Lecture method followed by discussion, practical work and extensive work in the lab, assignments (students will prepare lesson plans (unit plans) on school subject contents in MS Word and share presentation through MS PowerPoint with the class). They will work on Excel, MS Word, Power Point and Publisher in the lab.

Suggested Books

Candau, Debbie et al. (2006). Intel Teach to the Future. Karachi: Intel CorporationCashman S. (2005). Integrating Technology in Classroom. New York: McGraw Hill.Norton, Peter. (2003). Computing Fundamentals. New York: McGraw Hill

33

General Methods of Teaching

Objectives

After completing the course, the students will:

understand the importance of the efficient teaching methodology in the overall

teaching learning process.

appreciate the characteristics of various innovative methods of teachings.

understand various theories of teaching.

select/develop the model of effective teaching in local context.

Contents

1. The Concept, Features, Planning and Principles of Teaching1.1. Concept of teaching

1.2. Principles of teaching

1.3. Features of teaching

1.4. Planning of teaching

2. Introduction to Teaching Strategies2.1. Meaning and concept of tactics, strategies, techniques, and methods.

2.2. Determining a strategy for instruction

2.3. Criteria for determining strategy

3. Teaching Strategies and Taxonomies3.1. Blooms Taxonomy

3.2. Solo Taxonomy

4. General Methods of Teaching4.1. Lecture method

4.2. Recitation method

4.3. Discussion method

4.4. Demonstration method

4.5. Heuristic method

4.6. Project method

4.7. Activity method

4.8. Problem solving method

34

4.9. Inductive method

4.10. Deductive method

4.11. Drill method

4.12. Question answer method

4.13. Group differentiated method

5. Innovative Methods of Teaching5.1. Micro-teaching5.2. Simulation method

5.3. Programmed instruction

5.4. Computer assisted instruction

5.5. Team-teaching

5.6. Peer-tutoring

5.7. Individualized instruction

5.8. Cooperative learning

5.9. Tele conference

5.10. Role play/Simulations

6. The Principles of Selection of Methods6.1. Factors which determine the method to be used

6.2. Principles of selecting appropriate method

7. Lesson Planning7.1. Introduction to lesson planning

7.2. Approaches to lesson planning

7.3. Types of lesson planning

7.4. Evaluation of lesson planning

Teaching Strategies

In general, group discussion, lecture followed by discussion, simulation method, lesson planning and presentationsSuggested Books

Ornstein, A.C. (1991). Strategies for Effective Teaching. Harper Collins

Richard, V. (2001). Handbook of Research on Teaching. Washington DC: American

Educational Research Association.

Smith, B.O. (1983). Elements of Teaching. New York: Columbia Teacher’s College

Press.

35

MAE 531: Descriptive Syntax

Objectives


know what Syntax and its importance in linguistics.

understand the term descriptive Syntax.

know Phrase structure with reference to IC analysis.

comprehend the rules involved in transformational grammar.

write critique on the given topic/s related to Syntax.

Contents

1. IC Analysis

2. Phrase structure grammar

3. Transformational grammar

4. All four types of transformational rules

5. Deletion

6. Insertion

7. Substitution

8. Movement

Teaching Strategies Lecture method Group Discussion Participatory learning Individual and group Performances Question/Answer Technique. Use of Overhead projector. Use of Multimedia

Assignments Students will be given oral and written assignments on prescribed text. Students will submit at least two oral and written assignments on recommended texts. Students will be also given practical assignments during the semester and

assignments will be based on performance.

36


Suggested Readings:

Aarts. (2001). English Syntax and Argumentation. OUP

Radford. (2002). Linguistic: An Introduction. OUP

Crystal. (1990). Linguistics. CUP

D.A Wilkins. (1972). Linguistics in Language Teaching. Arnold.

Virginia Tufte. (2000). Artful Sentences: Syntax as Style. Arnold.

Nancy Dean. (2000). Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone. CUP.Palmer, F. (1987). Grammar. CUP

MAE 532: Teaching Profession

37

Objectives


display an understanding of teaching profession as unique, definite, and essential

social service.

bring about change in behavior and attitudes towards successful teaching-learning

process.

recognize it a mark of learned profession which emphasizes both duties and rights.

consider that without extensive education there is no respected profession.

develop, on the whole, a firm commitment that teaching profession is responsible for

the quality of its unique, definite, and essential social service and for the enforcement

of standards in the continuous performance of the teachers.

Contents

1. Teaching Profession: An Introduction1.1. Education

1.2. Teaching

1.3. Profession

1.4. Teaching profession

1.5. Segments of teaching profession

2. Characteristics of Teaching Profession2.1. Characteristics of a profession

2.2. Characteristics of teaching profession

3. Teaching Profession: Responsibilities3.1. Professional responsibilities

3.2. Ways for fulfillment of responsibilities

4. Duties and Right of Teachers

5. Characteristic of a Good Teacher

6. Teacher’s Role as a6.1. Scholar

6.2. Practitioner

6.3. Researcher

38

7. Professional Organizations7.1. Purposes

7.2. Activities

7.3. Types

7.4. Professional teacher organizations in Pakistan, USA and UK

8. Professional Code of Ethics8.1. Defining code of ethics

8.2. Purposes of a code of ethics

8.3. Principles for preparing a code of ethics

8.4. Development of teachers’ code of education

9. Teacher Education in National Context9.1. Different programmes of teacher education

9.2. Teacher education institutions

9.3. Aims of the University of Education

9.4. Teacher at various levels

10. Teachers’ Salary Packages in the International Context

11. Teachers’ problems and prospects

Teaching Strategies

In general, collaborative, participative and interactive approaches, discussion/ assignments/ projects using “learner-centered” methods. Students are required to maintain course portfolios.

Suggested Books

Combs Arthur W., and Others (1994). The Professional Preparation of Teachers. Boston: Allyn and Bacon Inc.

Good, Biddle, and Brophy (1995). Teachers Make a Difference. New York: Hole, Rinchart and Winston

Richy W. Robert (2000). Planning for Teaching: An Introduction to Education. New York: McGraw Hill Book Company

MAE 533: Cognition and Development

39

Objectives

After completion of the course, the students will be able to:

explain the different terminology used in this schedule.

describe different principles and methods of learning.

take effective measures for the smooth running of the classroom teacher.

prepare an action plan for his/her class management by using the psychological

principles.

identify the different types of personality traits.

guide his/her students in solving problems of daily life.

Contents

1. Educational Psychology: Meaning and Scope

2. Human Development

2.1. Definition of development

2.2. Principles of human growth and development

3. Cognitive Development3.1. Piaget’s theory of cognitive development

3.2. Educational implications

4. Personal Development4.1. Erikson’s theory of personal and social development

4.2. Vygotiky’s theory of development

4.3. Kohlberg’s theory of moral development

5. Individual Differences5.1. Physical differences

5.2. Sex differences

5.3. Age differences

5.4. Socio economic differences

5.5. Intellectual and academic differences

40

6. Learning6.1. Definition of learning

6.2. Social cognitive view

6.3. Cognitive view

7. Motivation: Definition, Types, Theory7.1. Behaviorist view

7.2. Cognitive view

7.3. Humanistic view

8. Managing the Learning ENVIRONMENT8.1. Goals of classroom management

8.2. Classroom management and discipline

8.3. Persistence of management problem

8.4. Planning: the key to preventing management problem

9. Preventing Problem9.1. Teacher characteristic

9.2. Student characteristic

9.3. Physical environment

9.4. Beginning of the school year

9.5. Essential management skills

Teaching Strategies

In general, collaborative, participative and interactive approaches. Discussion/ assignments/ projects using “learner-centered” methods. Students are required to maintain course portfolios.

Suggested Readings

Child D. (2006). Psychology and the Teacher. New York: ContinuumShamrock, John. W. (2006). Educational Psychology. New York: McGraw Hill

MAE 541: Novel

41

Objectives


know the genesis of English novel with reference to the novels written in epistle

form.

differentiate realistic and psychological novels.

understand settings of different types of classical novels.

write critique on various areas presented in the prescribed texts like, realism,

humour, characterization, picturesque traditions, nature, psychology, etc.

know socio-cultural characteristics of the ages in which recommended novels

were written.

understand treatment of different subjects dealt by the novels.

know development of novel writing and its various phases.

understand symbols used in the novels.

write critique on the given topics.

Contents

1. Henry Fielding

1.1 Joseph Andrews

2. Thomas Hardy

2.1 Tess of the D’Urbervilles

3. William Golding

3.1 Lord of the Flies


Assignments Students will be given oral and written assignments on prescribed text.

Students will submit at least two oral and written assignments on recommended texts.


42

Assessment mid term= 20 marks

Assessment final term=60

Assignment=18

Attendance=02

Suggested Readings

Brink, A. ((1998). The Novel. Macmillan.

Day. G. (1987). From Fiction to Novel. London & New York. Routledge & Kegan Paul.

Hatfield, G. W. ((1968).m Henry Fielding and the Language of Irony. Chicago &

London: The Chicago University Press.

Allen, W. (1991). The English Novel. Penguin.

Kramer, D (ed). (1999). Thomas Hardy. CUP.

Harold Bloom (ed). (1985). William Golding: Modern Critical View. USA: Chelsea

house Publishers.

MAE 542: Prose

43

Objectives


know the early prose writing in English literature.

develop understand of classical and modern prose.

have understanding of satire focused on different systems of the government of

England in particular.

produce critique on the allotted topics with reference to the prescribed text.

understand English socio- political system presented in the text in a satirical way.

Contents

1. Sir Francis Bacon

1.1 Of Truth

1.2 Of Death

1.3 Of Revenge

1.4 Of Parents

1.5 Of Great Place

1.6 Of Nobility

1.7 Of Superstitions

2. Jonathan Swift

2.1 Gulliver’s Travel

3. Bertrand Russell

3.1 The Conquest of Happiness



44



Suggested Readings:

Harold Bloom (ed). (1985). Francis Bacon: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). Jonathan Swift: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985). Bertrand Russell: Modern Critical View. USA: Chelsea

house Publishers.

MAE 543: Research Methods

45

Objectives


become research oriented prospective teachers.

understand types of Research both by purpose and method.

design a Research proposal.

write synopsis of research project.

know the procedures of research paper writing.

analyze data.

write thesis on the selected area.

Contents

1. Role of research in education

1.1 Introduction

1.2 Educational research (meaning, scope, characteristics &

significance of educational research)

1.3 Implication and status of educational research

1.4 Ethical consideration 7 assumption in educational research

2. Classification of educational research

2.1 Classification by purpose

2.2 Basic Research

2.3 Applied Research

2.4 Action Research

2.5 Qualitative Research

2.6 Quantitative Research

3. Classification by Method

3.1 Historical

3.2 Descriptive

3.3 Experimental

46

4. Review of related material

4.1 Significance

4.2 Sources

4.3 Library

4.4 Internet

4.5 Bibliography, references

5. Research Procedure

5.1 Planning and identification of the problem

5.2 Significance of the problem

5.3 Formulation of hypothesis and assumption

5.4 Population and sampling

5.5 Developing and validation of research tools

5.6 Pilot testing and need and significance

5.7 Data Collection (Data analysis and interpretation findings,

conclusions, recommendations)

6. Data analysis and report writing

6.1 Analysis of data documentary

6.2 Use of appropriate statistical methods

6.3 Findings, conclusions and recommendations

7. Report Writing

7.1 Types of report

7.2 Organization

7.3 Bibliography

7.4 References

7.5 Appendices



47



Suggested Readings:

Deobold B. and Van Dalen. Understanding Educational Research. New York:, McGraw

Hill Company. 3rd ed.

John W. West and James V. Kahn. Research in Education. Prentice Hall of India

Private Ltd. 6th ed.

J.C. Aggarwal. Educational Research: An Introduction. Arya Book Depot, New Delhi

William Wiersma. (1990). Research Methods in Education: An Introduction. Allyn and

Bacon Inc.

L.R.Gay. Educational Research: Competencies for Analysis and Application. Merrill

Publishing Company.

Nunan, David. Research Methods in Language.

MAE 544: Teaching English For Specific Purpose

48

Objectives


have theoretical knowledge of English language used for specific purpose.

use English in the light of practical needs.

use English language in and outside the classroom according to social needs.

know and overcome problems involved in English language teaching for specific

purposes.

write error free piece of writing on the given topic/s.

Contents

1. Approaches to ESP & Development

1.1 English for Occupational Purposes (EOP)

1.2 English for Academic Purposes (EAP)

1.3 English for Science and Technology (EST)

1.4 Development of ESP

1.5 Factors influencing ESP teaching and learning

2. Class Profiles & Texts

2.1 Introduction

2.2 Five typical adult ESP groups

2.3 English language at Secondary level

2.4 English language at Higher Secondary

2.5 Forms and functions of text/s

3. The learner, the teacher and ESP programmes

3.1 Problems in approaching ESP courses

3.2 Demands on the teacher

3.3 Changes in the teacher- learner relationships

Teaching Strategies Lecture method Group Discussion Participatory learning Question/Answer Technique.

49

Use of Overhead projector. Use of Multimedia



Suggested Readings

Dakin, J. (1973). The Language Laboratory and Language Learning. London: Longman.

Dudley-Evans, T (1984). Report- Writing. Walton-on-Thames: Nelson.

Halliday, M., and G. Latorre. (1976). Cohesion in English. London: Longman.

Grellet, F (1981). Developing reading Skills. Cambridge: Cambridge University Press.

Shankar, P. (2003). Teaching of English. Delhi: A P H Publishing.

Hodlin, S., & T. Hodlin. (1979). Writing Letters in English. London: Oxford University

Press.

Howe, P. (1983). Answering Examination Questions. London: Collins.

Laird, E. (1977). English in Education. London: Oxford University Press.

Mackay, R., & A. Mountford. (eds). (1978). English for Specific Purposes. London:

Longman.

Methold, K., & D. Waters. (1973). Understanding Technical English. London: Longman.

Kennedy, C., & Bolitho, R. (1991). English for Specific Purpose. London: Macmillan

50

MAE545: Assessment in Education

Objectives


differentiate measurement, evaluation and assessment.

discuss various techniques of continuous / formative / summative assessment and

evaluation.

develop different types of valid and reliable tests.

construct, select, assemble and administer appropriate test items.

describe characteristics of a good test and interpret test scores statistically.

Contents

1. Introduction to Measurement, Assessment and Evaluation1.1. Concept of measurement

1.2. Concept of assessment

1.3. Concept of evaluation

1.4. Relationship: measurement, assessment and evaluation

1.5. Need for assessment

1.6. Types of assessment

2. Selective Type Test2.1. Alternative response items (merits and demerits)

2.2. Multiple choice items (merits and demerits)

2.3. Matching type test (merits and demerits)

3. Supply Type Test3.1. Completion type test (merits and demerits)

3.2. Short answer type (merits and demerits)

3.3. Restricted response test (merits and demerits)

3.4. Extended response test (merits and demerits)

51

4. Comparison between Essay Type and Objective Type

5. Types of tests5.1. Teacher made test

5.2. Standardized test

6. School Assessment System in Pakistan6.1. National Education and Assessment System

6.1.1. Purpose

6.1.2. Procedure

6.2. Punjab Education Commission

6.2.1. Purpose

6.2.2. Tests

6.2.3. Interpretations of test scores

6.2.4. Role of teachers and head teachers

6.2.5. Using NEAS and PEC data for school and teacher improvement

7. Characteristics of a good Test7.1. Developing classroom based tests

8. Test development8.1. Planning of the test

8.2. Table of specification

8.3. Selection of appropriate test items and their administration

9. Interpretation of Test Scores9.1. Interpretation by percentage (norm and criterion reference)

9.2. Interpretation by measure of central tendency and frequency

9.3. Marking: grading and reporting the results

Teaching Strategies

In general, group discussion, lecture followed by discussion, simulation method, lesson planning and presentations.

Suggested Books

52

Gronuld, N. E and Linn, R. L. (1995). Measurement and Evaluation (7th Ed.). New

Jersey: Prentice Hall Inc.

Haladyna, T.M. (1994). Developing and Validating Multiple-Choice Test Items.

Hillsdale: Lawrence Erlbaum.

James, D. M. (1994). Assessing Children’s Learning. London: David Fulton Publishers

MAE 546: Methods of Teaching English at Secondary Level

53

Objectives


Apply theoretical knowledge on language teaching/learning.

Know the basis of English language teaching methodologies.

Use English language in the classroom fluently.

Apply language teaching methods according to the needs of the learners.

Prepare lesson plans according to the subject matter.

Contents

1. Language Teaching Approaches

2. Grammar Translation Method

3. Direct Method

4. Audio Lingual Method

5. Communicative Language Teaching

6. Silent Way Method

7. Total Physical Response

8. Eclectic Method/Approach




Suggested Readings:

54

Richard, J.K. (1988). Approaches and Methods in Language Teaching. Cambridge:

Cambridge University Press.





Barnes, D. (1976). From Communication to Curriculum. Harmondsworth: Penguin.

Brooks, N. (1964). Language and Language Learning: Theory and Practice. 2nd ed.

New York: Harcourt Brace.

Brown, H. D. (1994). Principles of Language Learning and Teaching. New Jersey:


Roberts, J. (1998). Language teacher education. London: Hodder Headline.

Bligh, D.A. (1971). What's the Use of Lecturing? Devon, England: Teaching Services

Centre, University of Exeter.

Brown, H.D. (1994). Principles of Language Learning and Teaching. New Jersey:


Cameron, L. (2001). Teaching Languages to Young Learners. UK: Cambridge University

Press.

Celce-Marcia, M. (ed). (2001). Teaching English as a Second or Foreign Language.

USA: Heinle & Heinle.

Cook, V. (1993). Second Language Learning and Language Teaching. New York:

Routledge, Chapman & Hall.

French, F.G. (1948-50). The Teaching of English Abroad. 3 vols. Oxford: Oxfor

University Press.

Frisby, A.W. (1957). Teaching English: Notes and Comments on Teaching English

Overseas. London: Longman.

55





MAE 547: Methods of Teaching Urdu at Secondary Level

56

57

American Literature

Objectives

58


have comparative knowledge of American and English Literature.

understand different types of genres of American literature.

understanding of American culture through literature.

know techniques used in American Drama.

write critique on the given areas on American Literature.

Contents

Drama

1. Eugene O’ Neil

1.1 Long Day’s Journey into Night

Poetry

2. Robert Frost

2.1 Birches

2.2 The Road Not Taken

2.3 An Old Man ‘s Winter Night

2.4 Desert Places

2.5 After Apple Picking

2.6 Mending Walls

2.7 Stopping by Woods on a Snowy Evening

Novel

3. Earnest Hemingway

3.1 Farewell to Arms

Teaching Strategies

Lecture method Group Discussion Question/Answer Technique. Use of Overhead projector. Use of Multimedia


59



Suggested Readings

Harold Bloom (ed). (1985).Robert Frost: Modern Critical View. USA: Chelsea house

Publishers.

Harold Bloom (ed). (1985).Earnest Hemingway: Modern Critical View. USA: Chelsea

house Publishers.

Harold Bloom (ed). (1985).Eugene O’Neill: Modern Critical View. USA: Chelsea house

Publishers.

Kemp, John. C. (1979). Robert Frost and New England. NJ: Princeton University Press.

Cohn, R. (1982). New American Dramatists: 1960-1980. Macmillan.

Literary Criticism

Objectives


60

have general understating of literary criticism from ancient to modern times.

critically evaluate the given material in the light of literary theories.

have outlook towards criticism and its rules.

critically appreciate the given prose and metrical material.

have general understating of practical criticism both poetic and prose.

understand prosody and its practical use.

Contents

1. Aristotle

1.1 Poetics

2. William Wordsworth

2.1 Preface to the Lyrical Ballad

3. T.S Eliot

3.1 The Critical Essays

3.1.1 Tradition and Individual Talent

3.1.2 Metaphysical Poets

4. Practical Criticism

4.1. Selected extracts from metrical and prose material




Assessment mid term= 20 marksAssessment final term=60Assignment=18Attendance=02

61

Suggested Readings:

Cohen, R. (1989). Future Literary Theory. New York & London: Routledge.

Hartman, G. H. (1980). Criticism in the wilderness. London: Yale University Press.

Gardner, H. (1962). The Business of Criticism. Oxford: Clarendon Press.

Frye, N. (1983). The Critical Path. Great Britain: The harvester Press.

Fry, P.H. ((1983). The Reach of Criticism. London: Yale University Press.

Seldon, R. (1988). The Theory of Criticism: From Plato to the Present. London, New

York: Longman.

Cohen, R. (1989). Future Literary Theory. New York & London: Routledge.

Hartman, G. H. (1980). Criticism in the wilderness. London: Yale University Press.

Gardner, H. (1962). The Business of Criticism. Oxford: Clarendon Press.

Frye, N. (1983). The Critical Path. Great Britain: The harvester Press.

Fry, P.H. ((1983). The Reach of Criticism. London: Yale University Press.

Seldon, R. (1988). The Theory of Criticism: From Plato to the Present. London, New

York: Longman.

MAE 553: Research Thesis

62

Students are required to write thesis of at least 10,000 words on the chosen/allotted

educational problem/s.

MAE 554: Business Communication

After studying this course, the prospective teachers will be able to:

63

understand communication cycle. know what is business communication. know what is non-verbal communication and its significance. know the importance of Seven C’s in effective communication. prepare written draft. write business letters. Know and understand the steps involved in the preparation of good interview. present good oral presentation.

Contents

1. Effective communication in Business

1.1 Importance and benefits of effective communication

2. Problems of communication

2.1 Convention of meaning, perception of reality, values,

attitudes and opinion

3. Non- verbal Communication

3.1 How appearance and body language communicates

4. Seven C’s of effective communication

4.1 Completeness

4.2 Conciseness

4.3 Consideration

4.4 Concreteness

4.5 Clarity

4.6 Courtesy

4.7 Correctness

5. Communication and Ethical context

5.1 Ethical situations

6. Preparing Effective Business Message

6.1 Five planning steps

6.2 6.2 Organizational plans, beginning and ending

6.3 6.3 Composing message

7. Appearance and Design of business messages

7.1 Business letters and standard parts

7.2 Optional parts of a letter

64

7.3 Memorandum and special time saving messages

7.4 Strategies for improving oral skills

7.5 Strategies for reducing stage fright and improving listening

skills

8. Good and Bad news

8.1 Organizational plan

8.2 Favourable replies

8.3 Bad news messages

9. Job application process

9.1 Self and market assessment

9.2 Preparation of C.V

9.3 Covered letter to resume

9.4 Ethic as a communication issue




Suggested Readings:

Bagh, L.S., Fryar, M., and Thomas, D.A. (2000). How to write First Class Business

correspondence. Lincolnwood, Illinois: Viva Books.

65

Murphy. (2000). Business Communication.

AlOU. Functional English for B.A . Islamabad: Open University Press. 2003.

Amidon, E. and Hunter, E. Improving Teaching: The Analysis of Verbal Interaction.

New York: Holt, Rinehart, Winston. 1967.

Anthony, E. M. Approach, method, and technique. English Language Teaching.

Beard, R. Children’s. (1998). Writing in the Primary School. UK: Hodder & Stoughton.

Bellach, A., Kliebard, H., Hyman, R. and Smith, F. (1966). The Language of the

Classroom. Columbia: Teachers’ College Press.

Bennet, M. (1991). Four Powers of Communication: Skills for Effective Learning. New

York: McGraw Hills.

MAE 557: Teaching Practice

At least two weeks (3 credit hours) practice teaching at government / private schools for

the teaching of SSC or O’ Level classes.

66

Suggested Readings

Allen, Dwight & Rayan, K. Micro Teaching. Addison Wesley.

Orlich, Donald ,C., & Others. (1998). Teaching Strategies. New York: Houghton Mifflin

Company.

MAE 561: School and Classroom Management

Objectives


prepare effective school leaders.

67

perform the administrative functions effectively and efficiently.

manage the classes properly.

create an effective teaching learning environment in classroom as well as in school.

use management skills for internal and external efficiency of school.

Contents

1. Concept of Administration, Management and Supervision1.1. Objectives and aims

1.2. Trends in administration

1.3. Theories of management

1.4. Principles of supervision

2. School Plant Management2.1. Building size, shape, design, construction and maintenance

2.2. School library, laboratories, playground

2.3. School environment (common principles)

3. School Record3.1. Concept and objectives

3.2. Fundamental elements, salient features and practical aspects

3.3. Kinds of records to be maintained

3.3.1. General record (about school, staff, students)

3.3.2. Financial record

3.3.3. Educational record

3.3.4. Equipment record

3.3.5. Correspondence Record

3.3.6. Account books

4. Time Management4.1. School timetable

4.2. Guiding principles

4.3. General rules

68

5. Ethical aspects5.1. Commitment to profession

5.2. Expectations from a teacher (with reference to profession, administration,

students and community)

6. School Community Relationship6.1. Need for cooperation

6.2. Participation by the parents in school programme

7. Model of Classroom Management7.1. Introduction

7.2. Ecological influences on behavior

7.3. Seating arrangement of classroom

8. Aspects of Classroom Management8.1. Classroom management and instructional technology

8.2. Teaching through cognitive techniques

8.3. Teaching through hand on activities

8.4. Using interact factor of students

8.5. Behavior modification through curriculum and instruction

9. Teacher’s Role9.1. Different roles of teacher

9.2. Teacher and classroom management

9.3. Teachers merits

10. Managing Schools10.1. School timing, assembly, attendance

10.2. Duties and authorities of school head

10.3. Financial rules

10.4. Teaching of different subjects

10.5. Managing co-curricular activities

Teaching StrategiesIn general, group discussion, lecture followed by discussion, simulation method, planning and presentations

69

Suggested Readings

Arthur, M., Gordon, C. and Butterfield, N. (2003). Classroom Management. Australia: Nelson Australia

Gentzler, Y. (2005). A New Teachers Guide to Best Practices. California: Corwin PressGovt. of the Punjab (2004). Dastoor-ul-Amal: Elementary, Secondary and Higher

Secondary Schools Punjab. Lahore: AH PrintersVeer, U. (2004). Modern School Organization. New Delhi: Anmol Publications Pvt. Ltd.Yadav, S. (2005). School Management and Pedagogies of Education. New Delhi: Anmol

Publications Pvt. Ltd.

70

MAE 562: Secondary School Curriculum

Objectives


understand the concept of curriculum.

distinguish the terms syllabus, curriculum and course.

comprehend the elements of curriculum.

analyze the pattern of curriculum organization.

explain the role and responsibility of the institutions for educational innovation and

change.

conceive the process of curriculum development in Pakistan.

Contents

1. Concept of Curriculum1.1. Concept, nature and scope of curriculum

1.2. Difference among curriculum, syllabus, course and educational program

1.3. Elements of the curriculum (objective, content, teaching method and evaluation)

2. Foundation of Curriculum2.1. Philosophical, ideological and historical foundations

2.2. Psychological foundations

2.3. Socio-cultural foundations

3. Types of Curriculum3.1. Core curriculum

3.2. Teacher centered curriculum

3.3. Learner centered curriculum

3.4. Activity based curriculum

3.5. Integrated curriculum

4. Process of Curriculum Development4.1. Formulating educational objectives

4.1.1. Aims, goals and objectives

4.1.2. Blooms Taxonomy

4.1.3. Solo Taxonomy

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4.2. Content / subject matter selection with reference to secondary level

4.2.1. Criteria for content selection

4.2.2. Methods of content selection

4.2.3. Content organization

4.2.4. Teaching methodology

5. Curriculum Development in Pakistan5.1. Centralized and decentralized curriculum development process

5.2. Process of curriculum development at secondary level in Pakistan

5.3. Factor affecting curriculum development at secondary level in Pakistan

5.4. Role of Ministry of Education Curriculum Wing, Textbook Board and

curriculum centers in secondary school curriculum development

5.5. Issues and problems of curriculum development in Pakistan

5.6. Overview of curriculum of Classes IX-X

5.7. Overview of curriculum of private secondary schools

6. Instructional Material6.1. Textbooks6.2. Workbooks6.3. Teacher manuals

7. Evaluation at Secondary Level7.1. Introduction7.2. Meaning of evaluation7.3. Types of evaluation7.4. Formative evaluation7.5. Summative evaluation

Teaching StrategiesIn general, group discussion, lecture followed by discussion, simulation method, planning and presentations

Suggested ReadingsBeane, J. A., Toepfer Jr, C. F. and Alessi Jr, S. J. (1986) Curriculum Planning and

Development. Boston: Allya and Bacon, Inc.

Douglass, H.R.(1947). The High School Curriculum. New York: Ronald Press Company.

Krug,E.A.(1960). The Secondary School Curriculum. New York: Harper and Brothers.

Saylor, G. (1981). Curriculum Planning for Better Teaching and Learning. New York:

Holt. Rinehart and Winston.

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OPTIONAL PAPERS: MAE 555 & MAE 556Methods of Teaching Arabic at Secondary Level

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Methods of Teaching Persian at Secondary Level

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Methods of Teaching Punjabi

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Methods of Teaching General Science

Objectives


understand and apply the various concepts of science

differentiate between scientific products and scientific processes

use appropriate methods of teaching science

plan and deliver a good lesson in science

prepare and use different a v aids during teaching

construct, select assemble and administer appropriate test items

assess students using different techniques

Contents

8. Objectives of Teaching Science8.1. Goals, aims and objectives

8.2. Types of objectives (general and specific)

8.3. Educational objectives (blooms taxonomy, cognitive,

9. Methods of teaching science.9.1. Lecture Demonstration method

9.2. Problem solving method

9.3. Project method

9.4. Assignment method

10. Teaching Techniques.10.1. Team Teaching

10.2. Micro Teaching

10.3. Interaction Analysis

10.4. Programmed Instruction

10.5. Field Trips Exhibition

10.6. Home Work

10.7. Library

11. A.V. aids11.1. Introduction

11.2. Principles of using A.V. Aids

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11.3. Importance of A.V. Aids in effective teaching

11.4. Types of A.V. Aids (Simple chalk board/white board)

11.5. Charts, Picture, Models, Transparencies

11.6. Slide Projector

11.7. Over Head Projector

11.8. Computer and Multimedia

12. Lesson Planning.12.1. What is Lesson Plan?

12.2. Types of Lesson Plans.

12.3. Approaches used for making Lesson Plans

12.4. Steps of Lesson Plan

12.5. Specimens of Lesson Plans

13. Evaluation13.1. What is Evaluation?

13.2. Types of Evaluation

13.2.1. Formative

13.2.2. Summative

13.3. Criteria of Good Test

13.4. Different types of test

13.4.1. Subjective Type

13.4.2. Objective Type

13.4.3. Multiple Choice Test

13.4.4. Filling in the Blanks

13.4.5. Matching Items

13.4.6. Short Answer Type

Teaching StrategiesIn general, group discussion, lecture followed by discussion, simulation method, lesson planning and presentations Suggested Readings

Jevons, F. R. (1969). Teaching of Science. Britian: George Allen Runwin

Melooghlin, C. (1984). Teaching Science. Bringhamton: Food Products Press

Owen, C. B. (1964). Methods for Science Master. London: MacMillian

UNESCO (1956) Source Book for Science Teaching

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Methods of Teaching Islamiat at Secondary Level

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Methods of Teaching Geography

Objective


select and analyze of geographical information.

identify the varieties in the distribution of physical and economic phenomena over the

surface of earth.

analyze the way of life of the people all over the world , their problems in the light of

their varying environment and there stages of economic and technological

development.

make generalization with the help of geographical concept.

Contents

1. Meaning, Nature and Scope1.1. 1ntroduction

1.2. Meaning and Definition of Geography

1.3. Nature and Scope of Geography

1.4. Branches of Geography

1.5. Importance of Geography

1.6. Relation with other Science

2. Physical Features of Pakistan2.1. The face of the Land

2.2. North East Mountains

2.3. North West Mountains

2.4. The Plateau of Baluchistan

2.5. The Potwar Plateau and the Salt Range

2.6. The Upper Indus Plain

2.7. The Lower Indus Plain

2.8. South East Desert

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3. Climate and Weather 3.1. The Seasons

3.2. Cold Weather Season

3.3. Hot Weather Season

3.4. The Monsoon Season

4. Natural Resources4.1. Forest Resources

4.2. Fisheries

4.3. Agricultural Resources

4.4. Mineral Resources

4.5. Power Resources

5. Teaching Aids in Geography

5.1. Introduction

5.2. Classification of Teaching Aids

5.3. Importance of Teaching Aids

6. Methods of Teaching Geography

6.1. Introduction

6.2. Characteristics of a Good Teaching in Geography

6.3. Different Methods of Teaching Geography

6.3.1. Story telling Method

6.3.2. Lecture method

6.3.3. Observation method

6.3.4. Question answer method

6.3.5. Discussion method

6.3.6. Assignment method

7. Evaluation in Geography7.1. Meaning of Evaluation

7.2. Developing an effective evaluation Program for Geography

7.3. Different Techniques of Evaluation

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8. Lesson Planning in Geography8.1. Introduction

8.2. Lesson Planning

8.3. Advantages of Lesson Planning

8.4. Features of a Lesson Planning

8.5. Steps in Lesson Planning

Teaching StrategiesIn general, group discussion, lecture followed by discussion, simulation method, lesson planning and presentations

Suggested Books

Khureshy, K.U. (1986) Geography of Pakistan, Lahore: National book service

Spate, O.H.K. (1963) India and Pakistan a General Religion Geography. London:

Methuen and Co. LTD.

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Methods of Teaching History

Objectives


visualize the spirit of time.

place the events in chronological order.

identify the role of persons shaping the events.

identify and place individual or group motivation with regard to a particular event.

perceive an event in an objective and detached manner.

identify the long-term consequences of particular historical events and situations.

Contents

1. What is History?1.1 Definition of History.

1.2 Characteristics of the study of History.

1.3 Scope of History.

1.4 Nature of History.

2. Nature of History. 2.1 History as Science

2.2 History as a Social Science

2.3 Difficulties of History

3. Aims and Objectives of History 3.1 Introduction

3.2 General Aims of History

3.3 Objectives of History

3.4 Values of History

4. Modern Methods and Strategies4.1 Instructional Strategies

4.2 Types of Teaching Strategies

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4.3 Objectives of Teaching Methods

4.4 Different Methods of Teaching

5. History Textbook5.1 Introduction

5.2 Need and Importance of History Textbook

5.3 Criteria for a good History Textbook

5.4 Demerits of a History Textbooks

5.5 Preparation of Textbooks

5.6 Advantages of History Textbooks

6. Effective Teacher6.1 Duties and function of History Teacher

6.2 Role of the History Teacher

6.3 Qualities of a History Teacher

6.4 Importance of History Teacher

7. The History Library and Museum7.1 Function of the Library

7.2 Essential Equipment for the Library

7.3 Important Library Resources for History

7.4 The Librarian as a resources Person

7.5 Collateral Reading and the library

8. Audio Visual Aids8.1 What are teaching Aids?

8.2 Objective of Teaching Aids

8.3 Type of Teaching Aids

8.4 What is an Audio Visual Aids

8.5 Advantages of Audio Visual Aids

9. Lesson Planning9.1 What is Lesson Plan? Nature of Evaluation

9.2 Need of Lesson Planning

9.3 Advantages of Lesson Planning

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9.4 Importance of Lesson Planning

9.5 Steps in a Lesson Plan

9.6 Ideal Lesson Plan

10. Evaluation and Examination 10.1 Nature of Evaluation

10.2 Objective of Evaluation

10.3 Kinds of Evaluation

10.4 Evaluation Program

10.5 Demerits of Evaluation in History

11. The Early Period11.1 Indus Valley Civilization

11.2 Buddhism

11.3 Alexander the Great

11.4 Ashoka

11.5 Kanishka

12. The Muslim Period12.1 Arab Conquest of India

12.2 The Rise of the Muslims

12.3 Sultans of Delhi

12.4 Greater Mughals

12.5 Fall of Mughals

13. The British Period13.1 East India Company

13.2 The Sub-continent under the Crown

13.3 Struggle Movement

14. The post Independence Period14.1 Early Problems of Pakistan

14.2 The Government and Constitution of Pakistan (1948-1988)

14.3 Pakistan’s International Relations up to 1988

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Suggested ReadingsDar, B.A. (1957) Religious thoughts of Sayyid Ahmad, Lahore: Institute of Islamic

Culture. Singh, Y. K. (2004). Teaching of History Modern Methods.New Delhi: A, P, H,

Publishing Corporation.Toynbee, A.J. (1962) Study of History, London: Oxford University press.Wheeler, S.M. (1959). Early India and Pakistan, Bombay: D.B. Taraporewala Sons and

company LTD.

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Methods of Teaching of Pakistan Studies

Objectives


familiarize with his past and present geographical and social environment.

appreciate rich culture heritage

build patriot democratic citizens.

foster national feelings.

promote international understanding.

resolve the contemporary social and individual problems.

Contents

1. Meaning, Nature and Scope1.1. Meaning and Definition of Pakistan Studies

1.2. Nature and Scope of Pak. Studies

1.3. Relation of Pak. Studies with other School Subjects

1.4. Differentiation between Pak. Studies and Social Sciences

1.5. Importance of teaching of Pak. Studies

2. Aims, Objectives and Values of Teaching Pak. Studies 2.1. General Aims of Teaching Pak. Studies

2.2. Objectives of Teaching Pak. Studies

2.3. Values of Teaching Pak. Studies

3. Pakistan Studies Curriculum 3.1. Definition of Curriculum

3.2. Importance of Curriculum

3.3. Principles of Curriculum Formation

3.4. Selection of Material for Curriculum

3.5. Organizing the Contents of Pak.Studies Curriculum

4. Pak.Studies Textbook4.1. Need and Importance of Pak.Studies Textbook

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4.2. Criteria for a good Pak Studies Textbook

4.3. Demerits of a Pak Studies Textbooks

4.4. Preparation of Textbooks4.5. Advantages of Pak Studies Textbooks

5. Methods of Teaching Pak. Studies 5.1. Characteristics of a Good Teaching in Pak. Studies

5.2. Different Methods of Teaching Pak. Studies

5.3. Story telling Method

5.3.1. Lecture method

5.3.2. Observation method

5.3.3. Question answer method

5.3.4. Discussion method

5.3.5. Assignment method

6. Evaluation in Pak. Studies

6.1. Meaning of Evaluation

6.2. Developing an effective evaluation Program for Pak. Studies

6.3. Different Techniques of Evaluation

7. Lesson Planning in Pak. Studies7.1. Lesson Planning

7.2. Advantages of Lesson Planning

7.3. Features of a Lesson Planning

7.4. Steps in Lesson Planning

8. Ideology of Pakistan8.1. Sovereignty of God

8.2. Pallor basic of Islamic Society

8.3. Two Nation Theory

8.4. Indian Society before Islam

8.5. The Struggle for a Cultural Identity

9. Pakistan Movement9.1. Fall of Mughal

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9.2. Formation of East India Company

9.3. Struggle to get rid of British

9.4. Sir Syed Ahmed Khan, Role

9.5. The Emergence of Pakistan (1906- 47)

10. Nationhood (1947- 1988)10.1. The Governor Generalship of the Quaid-e-Azam

10.2. The Government and Constitution of Pakistan (1948-1088)

10.3. Three Wars with India

11. Land of Pakistan11.1. Location of Pakistan

11.2. Natural Topography

11.3. Irrigation System

11.4. Agricultural

11.5. Industries

12. 12. Pakistan’s International Relations12.1. Pakistan and Muslim Countries

12.2. Indo-Pak Relations

12.3. UNO-Aims and Objectives, Structure

12.4. Kashmir Problem and the Role of UNO since 1948


Suggested Readings

Kelly, N. (2004). The History and Culture of Pakistan. London: Peak Publishing

Rao, M. P.(2005). Teaching of Social Studies. Delhi: Dominant Publishers and

Distributors

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Methods of Teaching Home Economics at Secondary Level

Objectives


utilize waste material into useful decorative object.

make textile designs according to different personalities.

describe management of time, energy and money.

make balance diet charts for different age groups and patients.

describe needs of a child according to age groups.

Contents

1. Related Arts1.1. Color Wheel

1.2. Color Harmonies

1.3. Seven Color Schemes

1.4. Paper Mache

2. Clothing and Textiles2.1. Elements and principles of design and making of design

2.2. Dress designing according to personality

2.3. Sewing terms and part of sewing Machine

2.4. Textile design for any fabric.

3. Home Management3.1. Significance of Home management.

3.2. Time, money and energy management

3.3. Dry Arrangement

3.4. Lesson plan on the skill teaching to the class.

4. Food and nutrition4.1. Table setting

4.2. Measuring Equipments in cooking

4.3. Balance diet charts with nutrients, vitamins and minerals.

4.4. Tea party

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5. Child Development5.1. Early Childhood, Middle Childhood (Physical, Cognitive and Socio-Cultural

Development)

5.2. Theory Jean Piaget, Learning and Conditioning Quiz

5.3. Learning theory ( Classical Conditioning, Operant Conditioning,

Social Learning

5.4. Stuff toy making

Teaching Strategies

Teacher would first introduce the topic to the class and explore it through question

answering method. The examples can be introduced in the form of a reality or in picture.

The lecture method would be adopted to explain the topics that are more theoretical than

practical. The projects would be explained through real examples or real visual aids,

handouts. Practical must be exhibited every time so that students can learn by observing

each other work. Tea party would be in the form of groups and invitation cards, menu

making, presentation of food, hosting must be guided and judged by the teacher. 25% of

the total marks will be allocated for practical work and file 75% for theory

Suggested Books

Bryant, C. and Gilchrist, P. (2000). Table Setting. Broadway, Asheville: Lark books.

Bronner, F.(1995). Nutrition and Health Topics and Controversies. Boca Raton: C.R.C

press.

Gaitskell,C.D.(1975). Children and Their Art. New York: Harcourt Brace Jovanovich.

Mishra, R.C. (2005). Health and Nutrition Education. New Delhi: A.P.H. Publishing

Corporation.

Vasta, R. (2004). Child Psychology. London: John Wiley and Sons.

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http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm

http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm

http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm

http://psychology.about.com/od/behavioralpsychology/a/classcond.htm

http://psychology.about.com/library/quiz/bl_learning_quiz.htm

Documents

M.a english, b.ed (f)