\n| 4th<\/td>\n | \n VIII<\/p>\n<\/td>\n | General English for Upper-intermediate -3<\/td>\n | \n 4 hrs<\/p>\n<\/td>\n | \n 4<\/p>\n<\/td>\n | \n 1:2:1<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n IMPORTANT:<\/b>
\nThe four years General English Course for BA Tibetan and Chinese is an EFL Course (English as a Foreign Language). It focuses only on developing English as a foreign language proficiency and does not prepare students for a masters in English Literature. Therefore candidates interested in pursuing a master\u2019s degree in English Literature are strictly advised to sign up\/audit for English literature courses offered by the Institute.<\/p>\nFirst Year, Semester I and II<\/h2>\n COURSE TITLE: GENERAL ENGLISH for PRE-INTERMEDIATE LEVEL<\/b>
\nWHAT IS THE PRE-INTERMEDIATE LEVEL?<\/b>
\nIt is expected that students begin the EFL (English as a Foreign Language) Program with the ability to use English in the most basic ways such as interact in a simple way and ask and answer simple questions. The Pre-Intermediate level takes them to the next level. This level has a lot of descriptors for social functions, for example, greeting people, asking about work and time and making invitations.
\nCOURSE DESCRIPTION:<\/b> The General English Course for pre-intermediate level 1 focuses on developing the four language skills in an integrated way. The course will enable the students to use English intelligibly and interact meaningfully in everyday survival and social situations. The students will also be able to further develop their basic reading skills and learn to construct simple grammatically accurate sentences.
\nOBJECTIVES:<\/b>
\nListening and Speaking<\/b><\/p>\n\n- Ask for give information about people, places, courses, directions etc<\/li>\n
- Describe, family members, clothes, holidays, photos, favorite pop singers<\/li>\n
- Talk about dreams, future plans, predictions, problems<\/li>\n
- Use the telephone to call for help or information; take and leave simple messages<\/li>\n
- Express ability, obligation, likes and dislikes using formulaic structures and basic modals<\/li>\n
- Idioms: understand and use basic idiomatic expressions<\/li>\n
- Give simple oral presentations on a variety of student-chosen topics<\/li>\n<\/ul>\n
Pronunciation:<\/b><\/p>\n\n- Learn to articulate vowel\/consonant sounds of standard British English us ing IPA<\/li>\n
- Produce and identify meaning change through intonation<\/li>\n
- Use linking and contractions<\/li>\n<\/ul>\n
Reading & Vocabulary<\/b><\/p>\n\n- Use short texts to reinforce reading skills: predicting, skimming, scanning and guessing eaning from context<\/li>\n
- Make inferences based on prior knowledge<\/li>\n
- Recognize transition words<\/li>\n
- Paraphrase short passages (orally)<\/li>\n
- Strengthen word\/sound association through weekly oral reading sessions<\/li>\n
- Identify roots and word components<\/li>\n
- Identify and label parts of speech in the decoding process<\/li>\n
- Use a bilingual or monolingual dictionary to find words and phrases, pronunciations<\/li>\n
- Vocabulary<\/li>\n
- Expand L2 vocabulary by 50-60 words per week: 350-420 total for semester. Track in notebook.<\/li>\n
- Continue building word families to increase vocabulary<\/li>\n<\/ul>\n
Grammar<\/b><\/p>\n\n- Adjectives to describe people, places, paintings, scenes<\/li>\n
- Prepositions of place and time to describe paintings, places, travel, holidays<\/li>\n
- Present tense (simple, continuous, perfect), Past tense ( simple, continuous, perfect),Future (simple)<\/li>\n
- Review distinctions between affirmative, negative, and interrogative forms of the simple tense<\/li>\n
- Focus on simple and compound sentences in affirmative, negative, and interrogative form<\/li>\n<\/ul>\n
Composition:<\/b><\/p>\n\n- Use end punctuation correctly (period, question mark, comma, exclamation point) and capitalization<\/li>\n
- Construct simple sentences using correct sentence order (SVO)<\/li>\n
- Construct compound sentences using simple conjunctions (e.g., and, so, but, or)<\/li>\n
- Use correct question formation using BE-verbs and WH questions.<\/li>\n
- Correct sentence fragments and run-ons<\/li>\n
- Paragraph writing<\/li>\n
- Write descriptive and narrative sentences<\/li>\n
- Write likes and dislikes regarding food and clothing<\/li>\n
- Use simple modals to give recommendations\/ suggestions about restaurants, grocery shopping, and health<\/li>\n
- Describe, family members, places<\/li>\n
- Write informal emails\/letters<\/li>\n<\/ul>\n
Required Books:<\/b><\/p>\n\n- Text book:<\/b>New English File Pre-Intermediate Student book by Clive Oxendon & Christina Latham \u2013 Koenig (2008)<\/li>\n
- Work book:<\/b> New English File Pre-intermediate workbook<\/li>\n<\/ol>\n
Other references (Reading and Grammar Practice)<\/b><\/p>\n\n- New English File Pre-intermediate Study link CD (DLIHE Language Resource )<\/li>\n
- New English File Pre-Intermediate Audio CD (DLIHE Language Resource )<\/li>\n
- www.oup.com\/elt\/englishfile\/pre-intermediate (online resource)<\/li>\n
- Randall\u2019s Cyber ListeningLab: www.esl-lab.com (Online Resource)<\/li>\n
- English Skills with Readings by John Langan ( DLIHE Library )<\/li>\n
- High School English Grammar by Wren and Martin ( DLIHE Library )<\/li>\n
- Practical English Grammar by A.J Thompson et al. ( DLIHE Library )<\/li>\n
- SRA Individualized Reading Skills Program by Leonard A. Code( DLIHE Library )<\/li>\n<\/ol>\n
Second Year, Semester III and IV and Third Year Semester V<\/h2>\nCOURSE TITLE: GENERAL ENGLISH for INTERMEDIATE LEVEL<\/b>
\nWHAT IS THE INTERMEDIATE LEVEL?<\/p>\n At this level students can maintain a conversation and express ideas. They can also begin to deal with problems and situations where they meet unpredictable language.<\/p>\n COURSE DESCRIPTION:<\/b> The General English Course Intermediate Level 1 focuses on developing the four language skills in an integrated way. The course will develop student\u2019s confidence and effectiveness in speaking in English in a variety of social situations. The students will also be able to further develop their basic reading skills and learn to construct simple grammatically accurate sentences describing people, paintings, houses and writing formal and informal letters\/emails.<\/p>\n OBJECTIVES:<\/b>
\nListening and Speaking<\/b><\/p>\n\n- Use a variety of registers to communicate: thanking and replying to thanks, apologizing, expressing anger and resolving conflict<\/li>\n
- Request clarification, explanation, and repetition using polite language<\/li>\n
- Express wishes and hopes using present real conditionals (e.g., If, will)<\/li>\n
- Infer general feelings and relationships between speakers in recorded or video taped dialogues<\/li>\n<\/ul>\n
<b.Pronunciation:<\/p>\n \n- Consistently articulate vowel\/consonant sounds of standard American English using IPA<\/li>\n
- Produce and identify meaning change through intonation<\/li>\n
- Use reductions, linking, and contractions<\/li>\n<\/ul>\n
Reading & Vocabulary<\/b><\/p>\n\n- Recognize and memorize synonyms and antonyms<\/li>\n
- Use articles to reinforce reading skills: predicting, skimming, scanning, guessing meaning from context<\/li>\n
- Make inferences based on prior knowledge<\/li>\n
- Understand purpose and technique of narrative writing<\/li>\n
- Understand use of logical sequencing in editorials and other readings<\/li>\n
- Expand knowledge of select idioms and phrasal verbs in reading<\/li>\n
- Outline main ideas, supporting ideas and details of an article or text<\/li>\n
- Understand structure of complex sentences and clauses<\/li>\n
- Use an English-English dictionary to find words and phrases, pronunciations<\/li>\n
- Expand L2 vocabulary by 40-50 words per week. 280-350 vocabulary words per term.Track in notebook<\/li>\n<\/ul>\n
Grammar:<\/b><\/p>\n\n- Present simple and Continuous, action and non action verbs<\/li>\n
- Past simple, continuous, perfect<\/li>\n
- Future forms: going to, will\/shall<\/li>\n
- Present perfect and simple past, present perfect continuous, comparatives and superlatives<\/li>\n
- Modals of obligation, deduction, ability and possibility<\/li>\n
- Conditionals, \u2018used to\/usually\u2019, quantifiers, articles, gerunds and infinitives<\/li>\n
- Reported statements, questions and commands<\/li>\n
- Active and passive sentences, relative clauses, third conditionals, questions tags, indirect questions<\/li>\n
- Subject and Verbs<\/li>\n
- Subject-Verb Agreement<\/li>\n
- Run-ons<\/li>\n
- Consistent verb tense<\/li>\n
- Pronoun Agreement<\/li>\n<\/ul>\n
Composition\/ Writing<\/b><\/p>\n\n- Use end punctuation correctly (period, question mark, comma, exclamation point) and capitalization<\/li>\n
- Construct simple sentences using correct sentence order (SVO)<\/li>\n
- Construct compound sentences using simple conjunctions (e.g., and, so, but, or)<\/li>\n
- Use correct question formation using BE-verbs and WH questions<\/li>\n
- Correct sentence fragments and run-ons<\/li>\n
- Write likes and dislikes regarding food and clothing<\/li>\n
- Use simple modals to give recommendations\/ suggestions about restaurants, grocery shopping, and health<\/li>\n
- Write descriptive and narrative sentences<\/li>\n
- Write formal and informal letters\/emails<\/li>\n
- Understanding the process of writing: Paragraph writing and development<\/li>\n
- Essay Writing, Writing different types of essays<\/li>\n<\/ul>\n
Course Format:<\/b>
\nClass sessions will be highly communicative and interactive. It will include pair and group activities in the classroom, projects and project presentations, multimedia and online activities.
\nRequired Books<\/b><\/p>\n\n- Text book:<\/b> New English File Intermediate Student book by Clive Oxendon& Christina Latham \u2013 Koenig (2008)<\/li>\n
- Work book:<\/b>New English File Intermediate workbook<\/li>\n
- Composition:<\/b> Using the English Language by Benoit J. Collins ( DLIHE Library)<\/li>\n<\/ol>\n
Other references (Reading and Grammar Practice)<\/b><\/p>\n\n- New English File Intermediate Studylink CD( DLIHE Language Re source )<\/li>\n
- New English File Intermediate Audio CD( DLIHE Language Resource )<\/li>\n
- www.oup.com\/elt\/englishfile\/intermediate (online resource)<\/li>\n
- Randall\u2019s Cyber ListeningLab: www.esl-lab.com (Online Resource)<\/li>\n
- English Skills with Readings by John Langan ( DLIHE Library )<\/li>\n
- Writer\u2019s Choice ( 6 \u2013 12) by Jacqueline Jones Royster et al (DLIHE Library)<\/li>\n
- Write Idea (2-8) by Elaine Mei Aoki et al ( DLIHE Library)<\/li>\n
- High School English Grammar by Wren and Martin ( DLIHE Library )<\/li>\n
- Practical English Grammar by A.J Thompson et al.( DLIHE Library )<\/li>\n
- SRA Individualized Reading Skills Program by Leonard A. Code( DLIHE Library )<\/li>\n
- SRA Reading Laboratory Kit ( English Department)<\/li>\n
- Intermediate English Grammar supplementary exercises ( DLIHE Library)<\/li>\n<\/ul>\n
Third Year, Semester VI and Fourth Year, Semester VII & VIII<\/h2>\nCOURSE TITLE: GENERAL ENGLISH for UPPER-INTERMEDIATE LEVEL<\/b>
\nWHAT IS THE UPPER- INTERMEDIATE LEVEL?<\/b>
\nThis level is where language use begins to become more \u2018abstract\u2019, for example giving opinions, summarizing a short story or plot, or giving detailed instructions
\nCOURSE DESCRIPTION:<\/b> The General English Course upper- intermediate level 1 focuses on developing the four language skills in an integrated way. The course will develop consistent competency and effectiveness in listening, speaking and pronunciation. Students will also get to expand upon their existing reading skills and strategies and will learn the essentials elements of extended written pieces (five paragraph descriptive, narrative, informative and persuasive essays).
\nOBJECTIVES<\/b>
\nListening & Speaking<\/b><\/p>\n\n- Speak confidently and effectively using idiomatic and complex speech<\/li>\n
- Communicate using non-verbal language<\/li>\n
- Understand upper-intermediate-level conversational exchanges from TV and other media<\/li>\n
- Consistently use correct rhythms and intonation of standard British English<\/li>\n
- Identify and work on individual pronunciation problems<\/li>\n
- Develop speaking confidence and knowledge of the target language culture through oral presentations<\/li>\n<\/ul>\n
Presentation skills<\/b><\/p>\n\n- Make group presentations of English songs; sing, explain meaning of lyrics and background of musician(s)<\/li>\n<\/ul>\n
Pronunciation<\/b><\/p>\n\n- Consistently articulate vowel\/consonant sounds of standard British English using IPA<\/li>\n
- Learn to use contrastive stress and stress patterns; formulate thought group units(pausing)<\/li>\n<\/ul>\n
Reading & Vocabulary<\/b><\/p>\n\n- Emphasize moderate vocabulary acquisition; focus on nuance and subtlety in vocabulary development<\/li>\n
- Reinforce reading skills using short stories, newspapers\/magazine\/ internet articles<\/li>\n
- Increase reading rate and further develop oral reading fluency<\/li>\n
- Identify features of longer \u201cnovelettes\u201d<\/li>\n
- Be able to comprehend passages of 600 words<\/li>\n
- Learn to enjoy reading in English!<\/li>\n<\/ul>\n
Grammar<\/b><\/p>\n\n- Give full coverage to all the tenses<\/li>\n
- Use additional modals<\/li>\n
- Use transitional words<\/li>\n
- Passive Voice<\/li>\n
- Present Unreal Conditionals<\/li>\n
- Reinforce Question formation, auxiliaries, comparatives<\/li>\n
- Extend use of adjectives, adverbs and adverbial phrases<\/li>\n<\/ul>\n
Writing\/Composition<\/b><\/p>\n\n- Use advanced punctuation correctly (e.g., colons and semicolons<\/li>\n
- Identify the elements of introductory paragraphs<\/li>\n
- Identify topics for developmental paragraphs and write appropriate topic sentences<\/li>\n
- Understand the purpose for and characteristics of various types of conclusions<\/li>\n
- Practice writing outlines to plan and organize longer pieces of writing (focus on contemporary topics)<\/li>\n
- Write narrative, expository and persuasive paragraphs, edit work<\/li>\n
- Sentence skills<\/li>\n
- Subject-verb agreement<\/li>\n
- Fragments<\/li>\n
- Consistent verb tense<\/li>\n
- Pronoun agreement, Reference, and Point of View<\/li>\n
- Adjectives and Adverbs<\/li>\n
- Word use: Using the Dictionary, Improving spelling, Vocabulary development<\/li>\n
- Steps in the research process: Writing a research report<\/li>\n<\/ul>\n
COURSE FORMAT<\/b>
\nClass sessions will be highly communicative and interactive. It will include pair and group activities in the classroom, projects in the community, multimedia and online activities.
\nRequired Books<\/b><\/p>\n\n- Text book: New English File Upper-Intermediate Student book by Clive Oxendon& 1. Christina Latham \u2013 Koenig (2008)<\/li>\n
- Work book: New English File Upper-Intermediate workbook<\/li>\n<\/ol>\n
Other references (Listening, Reading, Grammar and Composition Practice)<\/b><\/p>\n\n- New English File Upper-Intermediate Study link CD ( DLIHE Language Resource)<\/li>\n
- New English File Upper-Intermediate Audio CD( DLIHE Language Resource )<\/li>\n
- www.oup.com\/elt\/englishfile\/intermediate (online resource)<\/li>\n
- Randall\u2019s Cyber ListeningLab: www.esl-lab.com (Online Resource)<\/li>\n
- English Skills with Readings by John Langan ( DLIHE Library )<\/li>\n
- Using the English Language by Benoit J. Collins ( DLIHE Library)<\/li>\n
- Writer\u2019s Choice (Level 6 \u2013 12) by Jacqueline Jones Royster et al ( DLIHE)<\/li>\n
- Write Idea ( Levels 2-8) by Elaine Mei Aoki et al ( DLIHE Library)<\/li>\n
- High School English Grammar by Wren and Martin ( DLIHE Library )<\/li>\n
- Practical English Grammar by A.J Thompson et al. ( DLIHE Library )<\/li>\n
- SRA Individualized Reading Skills Program by Leonard A. Code( DLIHE Library )<\/li>\n
- SRA Reading Laboratory Kit ( English Department)<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"
GENERAL ENGLISH(a minor subject of study) Credit Based Choice Based Continuous Pattern System Semester-wise distribution of the course structure to be implemented for the academic year beginning 2013-2014 at the undergraduate level B.A. HOUNOURS IN TIBETAN LANGUAGE & LITERATURE B.A. HOUNOURS IN CHINESE LANGUAGE & LITERATURE Year Semester Course Title Hours\/week Credit L:T:P 1st I…<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":17302,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/pages\/18834"}],"collection":[{"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/comments?post=18834"}],"version-history":[{"count":5,"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/pages\/18834\/revisions"}],"predecessor-version":[{"id":20708,"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/pages\/18834\/revisions\/20708"}],"up":[{"embeddable":true,"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/pages\/17302"}],"wp:attachment":[{"href":"https:\/\/www.dalailamainstitute.edu.in\/old\/wp-json\/wp\/v2\/media?parent=18834"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} |