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30-DAY SECONDARY LEVEL TEACHER DEVELOPMENT PROGRAMME
Suggested Syllabus / Curriculum
Objectives:
- developing teacher competence in terms of language proficiency and classroom centered communication skills for effective content transaction
- developing teaching competence in terms of skills and techniques required for content transaction
- equipping the trainees with a set of skills required for effective classroom language testing; content development and task designing
- developing trainer skills required for training teachers at the block and district levels
- creating awareness about / of the trends in all related areas of ELT in particular the integration of technology in approaches to teaching
- promoting reflecting processes that facilitate teacher autonomy and development.
Course Content: For secondary school teachers
Objectives:
- developing the ability to listen and comprehend, listen and respond, listen and identify, make notes
- developing the ability to express intelligibly using simple English and communicate effectively.
Listening:
- Listening situations and purposes
- Potential problems in learning to listen
- Teaching listening
- Stages – pre-listening, while listening, post listening
- Designing activities
- Note-taking
Speaking:
- Use language for communicative purposes
- Participate in different discourses – initiating, maintaining, and terminating
- discussions, conversation, relating incidents, anecdotes / jokes / stories with proper tone and stress
- presentation skills
- reading aloud – pause, stress, tone
- Speaking fluently
- Speaking accurately – without mistakes in grammar, pronunciation
- Speaking appropriately – use language appropriate to the context, discourse, develop sensitivity to use of vocabulary, tone, body language, etc...
- Teaching speaking
- Designing activities
Phonetics:
- Introduction to sounds and symbols – consonants, vowels, three term label, transcription
- Syllabification: syllable, stress, stress pattern in words and sentences
- Sounds in connected speech: minimal pairs, weak and strong form, common words and phrases in connected speech, morphophonemic’s, allophonic variation, phonemic variation.
- Relevance of phonetics
- Intonation: practice in phonemic transcription, tone-falling, rising, fall-rise
Objectives:
- developing the ability to read and comprehend different discourse type texts and express (pictorial, non-pictorial, short and long argumentative, expository) for interpretation
- developing the ability to read for interpretation and evaluation (through skimming and scanning) and in-depth reading (e.g. for pictorial texts, graphs, tables and so on...)
- developing reading skills for intensive and extensive purposes
- developing the ability to express through writing what has been comprehended and interpreted
- developing the ability to write at the word, sentence and paragraph levels, different kinds of texts (letters, slogans, paragraphs, descriptive, narrative, argumentative, expository, pictorial presentations and so on. . . )
- developing mechanics of writing (punctuation)
- developing the ability to write cohesively and coherently
Writing:
- Express ideas in clear and grammatically correct English, using appropriate punctuation and cohesive devices
- Plan, organise and present ideas coherently by introducing and concluding a topic
- Write a clear description, account of events
- Present an argument, supporting it with appropriate examples
- Monitor, check and revise written work
- Recode information from one text type to another
- Paragraph writing – (expository, narrative, descriptive, argumentative, etc)
- letters (formal and informal)
- message, notice, e-mail, CV, report, diary entry, article, etc
- Teaching writing
- Designing activities
Reading:
- Different texts in reading (poems, articles, stories, novels, dialogues, advertisement, passages)
- Sub-skills of reading – skim, scan, predict, guess, infer, etc...
- Reorganize a text, identifying the main points and getting clues from context
- Logical reasoning – do’s and don’ts of reading
- Interpret texts, trans-code information
- Pre-reading, while reading, post reading
- Making independent readers
- Teaching reading, ways of assessing reading
- Designing activities
- Reading and comprehending literary texts
- Grammar / Language Use and Usage
Objectives:
- developing the ability to be accurate and appropriate in the use of language – vocabulary, sentence and structure choice both in speaking and writing
- creating sensitivity to the use of language
- Grammar – introduction, types, usage, use, place
- At word level (parts of speech)
- Time and tense
- Phrases and clauses
- Types of sentences (active, passive, simple compound, complex)
- Subject verb agreement
- Transformation of sentences
- Articles, linkers, conjunctions, discourse, markers
- Common errors
- Teaching grammar
- Classroom Dynamics and Strategies (Methods of Teaching)
Objectives:
- creating an awareness of the trends in language teaching and testing
- developing the ability to understand the different classroom conditions and suitable classroom need based methodology
- facilitating the existing knowledge of classroom pedagogy through practice and interaction
- getting to terms with the field requirements and equipping with the set of skills and techniques required to tide over the systemic and classroom centered issues
- Methods, approaches and techniques – meaning
- Trends in ETL, major issues in language teaching
- Cross curriculum approach to language teaching – what and how
- Classroom management – importance of teacher talk
- Evaluation and testing
- Curriculum development and types of syllabus and syllabus designing and reflection in materials, textbook analysis
- Task designing – what is TD, how? Difference in meaning of task, exercises, activities, games
- Lesson planning, framing objectives
- Teachers as materials developers
- Trainer skills, designing training programmes
- Introduction to Action Research and reflective practices
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