NEED OF ELT

ELT

Objectives of Teaching English

Concise, exam-ready notes based on the provided passage (NCF–2005 aligned).

Introduction

Teaching English goes beyond isolated LSRW (Listening, Speaking, Reading, Writing) skills. Language learning is holistic — skills intersect and grow when learners use language for real-life social and academic purposes. A balanced course must develop both BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency).

(a) Competence to Understand What She Hears

Develop the ability to comprehend spoken English using verbal and non-verbal cues (tone, pauses, gestures). Encourage inferencing and non-linear listening rather than word-for-word decoding of speech.

Example: Listening to a teacher-narrated story with expressions and gestures; understanding plot and emotions despite unfamiliar words.

(b) Ability to Read with Comprehension — Not Merely Decode

Train students to construct meaning using syntactic, semantic and graphophonemic cues. Promote critical reading: connecting text to prior knowledge, asking questions, and making inferences.

Example: While reading about a festival, a student links it to personal experience and interprets the cultural significance.

(c) Effortless Expression

Foster fluent, confident spoken English across contexts — discussions, debates, storytelling — integrating listening and thinking with speech production.

Example: Participating in a group discussion on sanitation, presenting clear arguments and responding to peers.

(d) Coherent Writing

Teach writing as a process: planning, drafting, revising. Emphasize grammar, vocabulary, cohesion (linkers), audience awareness and organisation of ideas.

Example: Writing a letter to the principal: selecting topic, organising paragraphs, proofreading, and finalising a clear draft.

(e) Control Over Different Registers

Help students recognise and use varied registers — formal, informal, technical, artistic — according to purpose and domain (science, sports, music, cookery, etc.).

Example: Using informal speech with friends, but formal academic language in a science report.

(f) Scientific Study of Language

Encourage discovery-based learning: observing language samples, classifying patterns, forming hypotheses — instead of rote grammar instruction. This benefits multilingual classrooms particularly.

Example: Students investigate multiple sentences to infer a tense pattern rather than memorising the rule upfront.

(g) Creativity

Provide space for imagination through storytelling, role-play, poetry and projects. A supportive classroom encourages risk-taking and original expression.

Example: Creating short plays or poems to express thoughts, ideas and emotions in English.

(h) Sensitivity

Use texts and discussions in language classes to cultivate cultural awareness, empathy, civic values and sensitivity to social and environmental issues.

Example: After reading a story about hardship, students discuss empathy and social responsibility.

Quick Revision Table

Objective	Focus	Simple Example
(a) Listening competence	Understanding speech + inference	Understanding a story through tone & gestures
(b) Reading comprehension	Meaning-making + critical reading	Asking questions while reading a passage
(c) Effortless expression	Fluent spoken communication	Group discussion on a social topic
(d) Coherent writing	Organised, purposeful writing	Drafting & revising a letter
(e) Registers	Varieties by context & domain	Science report vs. casual chat
(f) Scientific study	Discovery-based grammar learning	Inferring tense patterns from examples
(g) Creativity	Imaginative use of language	Story/poem writing
(h) Sensitivity	Cultural & social awareness	Discussing empathy after a text

Note: These notes are prepared from the passage you provided and organised for clarity and exam use. If you want a printable PDF, classroom poster, or an A4 handout, tell me which format you prefer.