8th English (TL) PART -1 Learning Outcomes

Meaning of Learning Outcomes

For English (Third Language) – Karnataka State Syllabus

Meaning of Learning Outcomes

Learning outcomes are statements that describe what learners are expected to know, understand, and be able to do after completing a lesson, unit, or course. In the context of English as a Third Language (TL), learning outcomes guide teachers in planning instruction that helps students acquire language skills—listening, speaking, reading, and writing—appropriate to their level.

Objectives of Learning Outcomes

• Define clear expectations: Help teachers and learners understand the goals of each lesson or unit.
• Guide teaching methods: Enable teachers to select appropriate strategies, materials, and activities.
• Support assessment: Provide a basis for evaluating whether students have achieved the intended skills and competencies.
• Promote student-centered learning: Focus on what the learner can do rather than what the teacher will teach.
• Ensure uniformity: Maintain consistency in language learning standards across schools following the Karnataka State Syllabus.

Importance of Learning Outcomes for English (Third Language) Teachers

• Effective Lesson Planning: Teachers can design lessons that target specific language skills and competencies.
• Focused Teaching: Outcomes help teachers stay focused on essential language abilities such as vocabulary, grammar, pronunciation, and comprehension.
• Better Assessment: Teachers can assess student progress based on measurable skills rather than subjective impressions.
• Enhanced Student Engagement: Clear outcomes motivate students to take ownership of their learning.
• Curriculum Alignment: Ensures that classroom activities align with the Karnataka State Education Department’s prescribed standards.
• Professional Growth: Encourages reflective teaching and continuous improvement in instructional practices.

Example (For English as a Third Language – Grade 6)

Learning Outcome: The learner will be able to read a short paragraph and answer factual questions in English.

Objective: To develop reading comprehension and vocabulary.

Assessment: Oral and written responses to reading passages.

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These learing outomes are created for model. TEACHER CAN CHANGE AS PER THEIR KNOWLEDGE.
CLASS - 8 SUB- ENGLISH (TL) PART-1 Learning outcomes

Prose Lessons

1. Tenali Rama

1. Students can understand the importance of wit and presence of mind in solving problems.
2. Students can identify the main conflict (conspiracy against the King) and the solution.
3. Students can use English to describe the character of Tenali Rama (jester, clever, witty).
4. Students can use simple dialogue to discuss a situation that requires quick thinking.

2. Sandalwood Trees

1. Students can explain the commercial and environmental value of Sandalwood trees.
2. Students can discuss the importance of conservation/protecting natural resources.
3. Students can use descriptive adjectives to talk about a tree's characteristics (e.g., fragrant, valuable).
4. Students can understand the need to safeguard valuable natural resources.

3. Guru Nanak

1. Students can state the central message of Guru Nanak's teachings (love and good actions).
2. Students can explain the story about pouring water to show the difference between rituals and true action.
3. Students can describe the characters and setting using simple English.
4. Students can differentiate between a simple story and its underlying moral or lesson.

4. Shravana Kumara

1. Students can understand and express the value of filial devotion and service to parents.
2. Students can describe the characters of Shravana and Dasharatha and their actions.
3. Students can use English words related to pain, sorrow, and consequences (curse).
4. Students can explain the consequence of an accidental mistake in the context of the story.

Poetry Section

1. Rain in Summer (H.W. Longfellow)

1. Students can read the poem with attention to rhythm and vivid imagery.
2. Students can identify and explain the use of similes (e.g., 'Like the tramp of hoofs').
3. Students can use descriptive adjectives to talk about the rain's effect on the environment (dust, heat).
4. Students can express appreciation for natural phenomena (rain).

2. A Child’s Evening Prayer (S.T. Coleridge)

1. Students can recite the poem with appropriate pause and expression.
2. Students can understand the concepts of gratitude and asking for blessings for family.
3. Students can identify simple words related to nighttime and family.
4. Students can write a short, simple wish for their parents or friends.

3. The Shepherd Boy and the Wolf (Aesop)

1. Students can understand the meaning of a fable and identify its central moral.
2. Students can explain the lesson: The consequences of lying (not being believed when telling the truth).
3. Students can use dialogue to act out the main scene of the story.
4. Students can use English to describe a shepherd and a wolf.

4. If Mice Could Roar (Ruskin Bond)

1. Students can use imagination to discuss impossible scenarios (e.g., mice roaring).
2. Students can identify and use modal verbs (could, would) for hypothetical situations.
3. Students can read the poem aloud with a sense of fun and humor.
4. Students can understand the idea of reversing roles (small creatures being powerful).

Supplementary Reading

1. Savitribai Phule

• Students can identify Savitribai Phule as an important social reformer.
• Students can state her major contributions to women's education and caste equality.
• Students can use English to talk about social service, sacrifice, and community work.
• Students can understand the meaning of words related to appreciation and difficulty (e.g., 'gratitude', 'relentlessly').