Question 02: Write down a critical essay on the current syllabus of English taught in grade five.Answer:Critical Analysis of Grade 5 English Book
After a first glance on the contents of the book it could be noticed that the book was divided into three parts, each partconsist ten units in their respective part to further. There was a workbook, Supplementary and English reader which are included in the one book with the name called new English Reader. It also seemed to be following a pattern in its organization of the lessons. The first page of every unit presented the aims of the unit to the students; the a first lesson started with a reading section and then moved on to a grammar section, the final section of lesson presented practice materials. The second part began with a listening secti followed by grammar and practice sections. The third supplementary part was spread over referred to a previous parts/units related to the topic and language taught in previous parts. Distribution of language skills The overall weighting of the sections devoted to skills in the textbook it was evident that there was an imbalance between writing and the other skills (graph 1). Writing seemed to be given more importance throughout the book with 10 sections of the book focusing on writing. Furthermore, by comparing the number of speaking sections to the number of listening sections and the number of writing sections to reading sections, it could be inferred that productive skills received greater attention than receptive skills.
Although the format of the whole textbook attempted to take in new methodologies and focused on the four language skills the learners. needed to develop and claimed to be following the guidelines of NCERT, the design of the tests resembled a very traditional and out-dated approach. The authors could have based their tests on formats of contemporary validated tests for A2 levels in which grammar and vocabulary did not appear as sections but were rather assessed through the use of the four language skills in a communicative context. Finally, an issue of content validity of the tests could arise here, since learners were not given the opportunity to be assessed on the skills the textbook claimed to develop and the tests would fail to examine whether the learners had developed their language skills.
After a first glance on the contents of the book it could be noticed that the book was divided into three parts, each partconsist ten units in their respective part to further. There was a workbook, Supplementary and English reader which are included in the one book with the name called new English Reader. It also seemed to be following a pattern in its organization of the lessons. The first page of every unit presented the aims of the unit to the students; the a first lesson started with a reading section and then moved on to a grammar section, the final section of lesson presented practice materials. The second part began with a listening secti followed by grammar and practice sections. The third supplementary part was spread over referred to a previous parts/units related to the topic and language taught in previous parts. Distribution of language skills The overall weighting of the sections devoted to skills in the textbook it was evident that there was an imbalance between writing and the other skills (graph 1). Writing seemed to be given more importance throughout the book with 10 sections of the book focusing on writing. Furthermore, by comparing the number of speaking sections to the number of listening sections and the number of writing sections to reading sections, it could be inferred that productive skills received greater attention than receptive skills.
Although the format of the whole textbook attempted to take in new methodologies and focused on the four language skills the learners. needed to develop and claimed to be following the guidelines of NCERT, the design of the tests resembled a very traditional and out-dated approach. The authors could have based their tests on formats of contemporary validated tests for A2 levels in which grammar and vocabulary did not appear as sections but were rather assessed through the use of the four language skills in a communicative context. Finally, an issue of content validity of the tests could arise here, since learners were not given the opportunity to be assessed on the skills the textbook claimed to develop and the tests would fail to examine whether the learners had developed their language skills.
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