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Regional Institute of English, South India, Jnanabharathi Campus, Bangalore - 560 056,
Tele Number: +91 080 2321 8452 / 3243, Fax Number: +91 080 2321 1732, E-mail: elt@riesi.co.in

 

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  Teacher Development Programme - 60 day  
   
 
Sixty – Day Teacher Development Programme for Teachers of Primary School

Information for Trainees

Trainees for the above course should report at the Regional Institute of English on the morning of the schedule date without fail.  They should meet the Deputy Warden soon after their arrival.

The Regional Institute of English South India is functioning on its own premises on Jnanabharathi Campus of the Bangalore University, situated on the Bangalore – Mysore Highway, about 10 Kms, from the centre of the city i.e., City Railway Station or Bus Station (Majestic).

You can take one of the buses in the following BTS city bus routes, to reach Jnanabharathi Campus.

From the City Bus Station or City Railway Station
(i.e., Majestic Platform No. 19A.)

  235 Alight at the University Health Centre / University
Ladies Hostel on Jnanabharathi Campus.
  235C
  235E

From the City Market (Near the Victoria Hospital)

  235E The stop to alight is the same as above.
  234, 234A
  234E, 223
  223D

At the University Ladies Hostel, take a left turn and walk about a Km to the RIE Campus, situated next to the University Physical Education Department Hostel.

It is advisable for the trainees to arrive and get settled a day before the start of the course.

IMPORTANT NOTE:

  1. Teachers deputed for training are instructed to join the course without fail and no representation for cancellation of this order or for leave will be entertained.  Failure to comply with the instruction will be construed as defiance and will expose them to disciplinary action.

HOURS OF WORK

  1. 10:00 AM – 05:00 PM – on all working days.
  2. Trainees ought to be punctual in attending classes.  Unpunctuality and irregularity will be viewed seriously and may result in the trainees being sent back.

HOLIDAYS

  1. The Institute will remain closed on all second and fourth Saturdays and on Karnataka Government holidays.

LEAVE

  1. 100% attendance is expected.  However, absence of 3 days is treated as casual leave and leave suffixed or prefixed with the holidays will be viewed seriously.  Any other kind of leave/absence will be reported to the concerned state departments.

FACILITIES AVAILABLE

Free Food and Accommodation
  1. Trainees draw their normal salaries in the manner ordered by their respective State Governments. 
  2. Trainees will be provided free food and accommodation at the Institute.  However, the Institute does not pay TA/DA for their journey to and fro.
Accommodation
  1. Men trainees are accommodated in large dormitories at the Men’s hostel and women trainees in the women’s dormitory
Bedding
  1. In the dormitories we provide metal cots.  We also provide mattresses and pillows and mosquito nets for which a fee of Rs. 50/- (Rs. Fifty only) p.m. per trainee will be collected.
Food
  1. Vegetarian food with bed coffee, mid morning / mid evening tea, will be served in the mess.
  2. The Institute provides steel plates and tumblers to the trainees.  No plantain leaves are provided.  Self-service is the mode of serving and each trainee takes care of cleaning of his/her plates and tumblers.
Medical Facility
  1. A doctor visits the Institute and is available for consultation twice a week.    
           
Library
  1. The Regional Institute of English South India has a well-equipped library that has nearly 28900 books on ELT and gets important national and international periodicals and journals.
  2. The library will be open from 10:00 AM to 08:00 PM on all working days and from 10:00 AM to 5:00 PM on holidays and Sundays so as to enable the trainees to make the best use of the library.
Language Laboratory
  1. There is a Language Laboratory here, with 20 booths where the participants can take individual practice in listening and speaking that provides feedback on every individual’s improvement in Spoken English and Grammar.

Computer Lab

  1. A computer lab with Internet facility is available. Integrated IT skills training and facility for email and browsing is available.

 

Sports and Games

  1. Facilities are provided in the Institute for the participants to play games and take part in cultural programmes.

PROFESSIONAL MATERIALS

  1. Trainees are expected to bring with them the following materials:
    1. Copies of the recent Test papers in English for Standards V - VII / III – V
    2. Copies of Textbook (detailed and Non-detailed) / workbooks in use for Std. V - VII / III – V.
    3. Copy of the syllabus in English for primary classes.
    4. A set of question papers (English).

WHAT TO BRING WITH YOU?

  1. Bangalore weather is warm during June – October and cool during November – March. Trainees are advised to bring light sweaters.
  2. 3 passport size and 1 stamp size photographs (essential)
  3. A thermos flask.
  4. Two bed sheets.
  5. A torch
  6. A personal kit including a pocket mirror

Hostel Regulation

  1. Trainees will sign for the items of furniture, steel plates and tumblers and other equipment issued to them as soon as they arrive.  They will have to pay for any loss or damage.
  2. They will not change the rooms without previous permission from the Deputy Warden.
  3. They will be responsible for the safe custody of their own money and other valuables.
  4. Trainees will strictly observe the mealtime notified.
  5. Trainees who wish to stay out on any holiday should obtain previous permission from the Deputy Warden.

 

DIRECTOR
* * * * *


Input and Tutorials Details

  Competency   Input Input Details mode of transaction
Total Number of Classes
CRI TUT LL WS Others
I Ability to identify and understand different utterances and sound patterns in English language   Listening – meaning and significance  Hearing and listening, calamities of bad listening
 Types of Listening with examples
            
  Familiarising to the sounds in English  Vowels, diphthongs,    consonants,   IPA, RP
 Sound-spelling association
 Same letter as different    sounds    in different word    positions
            
  Principles  of the stress  pattern in English  Different word endings (suffixes) with different pronunciations, -ity, -tion, -ic, etc
 word stress
 Stress and meaning, stress and word classes
            
  Identification of Weak forms and short forms  Content words and structure words, connected speech            
  Exercises in writing utterances using phonemic symbols on listening to them  Transcription practice, identifying symbols in a phonemic text            
  Orientation to a variety of English texts for purposes of comprehension (stories; conversations; News (Radio & TV); Instructions process; speech; drama; poems; humorous anecdotes and jokes).  Stories, conversation, dialogues, monologues, dramas, songs, news (radio and TV), instructions, speech, jokes, anecdotes, tongue twisters. .            
  Introduction to prosody (identification of rhyme scheme, alliteration, refrain, stanza, sonnet, ode, ballad, lyric  Rhyme scheme, alliteration, refrain, stanza, sonnet, ode, ballad, lyric, chants, onomatoepia, assonance.            
  Designing tasks and developing materials  designing multilevel tasks – evolving criteria, activity bank, choosing and adapting materials for listening            
  Testing Listening  Testing tools, oral and written responses, feedback            
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
II To express ideas, opinions, thoughts, etc in English with reasonable fluency and appropriacy   Introduction to process and mechanics of Reading aloud, Pause and stress (Story and  Reflective passage)  Meaning and significance, purpose, different texts (reflective passages, stories, dialogues)            
  Reading aloud. . . Prominence and Intonation (Reflective + dialogue)  Process and mechanics of reading aloud            
  Reading aloud . . . (Integrating 4 features)  Prominence and intonation (stress) and pause            
  Orientation to Intonation, Pattern  and Rhythm  Intonation – pattern and rhythm            
  Practising oral discrimination of different sounds in RP (minimal pairs)  Minimal pairs – practice, problematic sounds
e.g.
           
  Theory and Practice of Word Stress & Sentence stress in English  Tone group, nucleus, sentence boundaries.            
  Vocabulary Items: British and American (25 – 50 words of daily use)  Phonological, lexical, spelling – differences of at least 25 – 50 words of daily use.            
  Introduction to the concept of syllable and identification of syllable in a word  Syllable, syllabification, mono, di and polysyllabic words            
  The use of weak forms and short forms in speech  Contracted forms of helping verbs, modals, pronouns and articles contracted. . .            
  Theory and practice of morpho – phonemic changes (Number, tense and aspect)              
  Assimilation and Elision  Linking /   / sounds assimilated, egs of elisions            
  Study of form and function – An introduction to discourse analysis              
  Orientation to different speaking styles (Role play, Tabling  arguments, lecturette,  compeering  Formal, informal, reporting            
  Using Language Games for speech practice  Specific games aimed at developing fluency            
  Expressing time and using appropriate expressions  to describe events , incidents, anecdotes and process Concept of time and tense, different verb forms, egs of time markers / time expressions, relation between time and tense            
  Using appropriate sentence patterns, changing the structure of the sentence, managing lengthy expressions  Changing the position of different elements in a sentence basic stranger for different kinds of sentences
 SV, SVO, SVOA, SVOO, SVC. . .
            
  Using the passive forms (with / without by) to suit the purpose  Contexts involving the use of passives (spoken and written), why passives, natural passives, pseudo passives, get and have passives.
 Designing activities to teach passives, use of stories, use of authentic material to teach passives
            
  Using modal auxiliaries appropriately to express the different moods.  Modals, semi modals, functional aspect of modals, modals and tense, modals and number            
  Identifying the clauses and phrases in a sentence and using them appropriately  Different types of clauses – noun, verb, adjectival, adverbial, prepositional phrase            
  Framing different types of questions and answering  Wh – questions, yes – no questions, tags, echo questions, rhetorical questions, declarative questions, intonation in question, word order in questions – inversion, use of auxiliaries for questioning. Encouraging questioning in the classroom, Designing activities to generate a lot of questioning            
  Describing aware of the common errors in speaking and avoiding them in  one’s speech  Errors related to vocabulary, syntax, grammar, pronunciation etc.
 Identification of errors and remedial measures
            
  Techniques to assess speech, giving feedback, measures to improve one’s speech              
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
III To understand the correlation between syllabus, textbook, evaluation and  classroom transaction   Curriculum and its components  Difference between syllabus and curriculum, scope of curriculum, Factors influencing curriculum            
  Approaches to curriculum design  Evolving learner friendly curriculum, innovative ways of curriculum design, needs analysis, need based curriculum, top down and bottom up approaches.            
  Syllabus and kinds of syllabus  Comparison between CBSE and ICSE and state and other state syllabi            
  Contents of syllabus and sequencing  Criteria for sequencing, linear and spiral sequencing.            
  Tasks / questions and activities  Difference between tasks / activities and questions, why tasks in communicative approach, characteristics of a task, learn ability of a task, teacher’s role in a task based classroom, importance of pair and group activities. Feedback for tasks, assignments and projects – short term, long term projects, evaluation of projects.            
  Criteria for selection of material  Variety of text types, removing cultural barriers, length Vs. difficulty level.            
  Approaches and methods  Approach,  method and technique, history of ELT – GTM, DM, Bilingual method, ALM, Structural approach, communicative approach (CLT) approaches in fringes, eclectic. . . (humanistic approaches)            
  Expectations from T.B / materials  Textbook analysis, why, what and how of analysis, criteria for analysis – discussion, advantages of such analysis, scope for improvement, need for a panel discussion            
  What, why, how? Evaluation  Difference between evaluation, assessment and test, analysing some question papers, familiarity with testing terminologies, evolving the blue print of a question paper, learner friendly ways of assessing, ways of giving feedback – positive, negative, suggestive, oral and written feedback, portfolio assessment – what, why and how of it,: continuous evaluation, criterion based, norm – based tests            
  An appraisal of evaluation – need for change            
  Non threatening ways of assessment            
  Use of non traditional ways of assessment            
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
IV To develop an inventory of resources for classroom use   What’s Media and use of Media in ELT  Technological innovations in Education, listing the media support available for a teacher of EL, quality improvement in education because of using media, impact of using media on learners, changes in learning – teaching process with the use of media            
  Resources available and their use  Kinds of resources, classification, resources and learning styles, which resource for what purpose, appropriate use of resources            
 

Skills for media use
A) Basic operations to browse internet
B) Operate O.H.P. (Preparation of transparencies)
C) Maintenance of audio / video (presentation)
D) Preparation of materials cards / posters etc

  Use of power point presentation, browsing internet for information, operating OHP – do’s and don’ts, preparing transparencies use and maintenance of audio and video equipment, use of documentary films, learning CDs (EDUSAT films) as support material, Preparation of materials / cards for presentation            
  Role of theatre in ELT  Role of drama in developing specific skills, LSRW, vocabulary and grammar, use of drama and learn ability in a class drama and difference learning styles            
  Use of story telling as a technique  Innovative ways of telling stories, role of stories in developing language skills, selection of stories to teach particular language elements            
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
V To read, understand and appreciate a variety of print matter   Presentation on the reading material  What, where and why do we read? E.g. for different reading materials            
  The purpose of teaching reading  Prominence of reading skills, making learners independent readers of language.            
  Types of reading texts (materials)  Exposure to different reading texts – poems, stories, articles, essays, novels, proverbs, dialogues, jokes, poems, news items, notices            
  The process of reading (types of exercises involved)  Theories of reading            
 

The outcome (of reading)
 (A) Active, receptive / products)

                      		  Returns of reading literature (teaching)
 Info transfer (literature)
           
 

B) Vocabulary enrichment
(C) Language proficiency development
(D) Leading to better writing

  Same word functioning as different parts of speech
 Reading to understand different uses of language.
            
  Arriving at the list of process involved in reading (subskills)  Skimming, scanning, predicting, guessing, inferring, decoding, logical reasoning            
  Do’s and Don’ts of reading  Sub vocalisation, finger movement, regression, stopping to decode unfamiliar vocabulary            
  Developing interest for reading (why and how)  Selection of materials, texts, encouraging reading at large maintaining reading club, reading log            
  Discussion on the outcome of internal assessment  Different ways of assessing reading, importance of informal assessment            
 

Teaching of reading
(A) Matching objectives with subskills

              
(B) exploiting textbooks for reading exercises  Discussing suitability of the reading exercises in texts modifying them to suit multi level learners.            
(C) Reading exercises and catering to multilevel  Same exercise to suit different level learners, advantages, skills required of a teacher            
  Preparing activities to teach reading (meeting / releasing various objectives)  Selection of different activities to meet different objectives            
  Reading exercises / activity development. Trialling of activities              
  Pre-reading and Post-reading tasks  Text-based and text-independent, trying out with some lessons in the text            
  Assessing reading  Reading portfolios – maintenance. Why assess reading analysing different types of question papers, discussion of different test items, how to address, short comings            
  Types of questions  Factual, inferential, interpretative, evaluative, local and global, MCQs, T / F, Filling the blanks, Match the following, vocabulary exercises, rearrange the jumbled sentences and paragraphs            
  Sub skill item writing, arriving at criteria              
  Use of authentic texts to teach reading  Newspapers, wrappers, magazines, advertisement boarding, posters, pamphlets, brochures, bills, receipts, prescriptions, reservation forms, tickets, cheques, MO forms, challans            
  Using technology to promote reading  Accessing information available in the net            
  Designing a unit (reading card) on reading  Designing self sufficient materials for promoting reading, criteria for different level readers            
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
VI To express feelings, ideas and thoughts in writing (reasonable accuracy is expected)   Concept and process of writing  Needs analysis, why and what of writing, different stages of writing, planning (brain storming, spider gram, mind map), drafting, editing, revising, evaluating            
  Process of writing different texts of facts (formal and informal)  Text types, distinctive features, audience, purpose            
  Developing the subskills of writing Paragraph writing  Basic elements and higher order skills            
  Paragraph writing  How to develop a paragraph, topic sentence identification, weaving the paragraph around the topic sentence            
  Letter writing  Personal, official, format, styles, tone, vocabulary            
  Study skills  Summary writing, note making, note taking            
  Discourse markers  Functional aspects, different discourses            
  Punctuation  Where and why, punctuation and grammar, punctuation and meaning            
  Essay Writing  Thesis statement, opening and concluding paragraphs, different topics and types, drafting, redrafting, assessing            
  Using the articles and determines appropriately  Exceptions and common errors, pronunciation of ‘the’ and ‘o’ designing tasks to teach prepositions            
  Locating objects using prepositions  Different types of prepositions, common errors, prepositions of time place and movement            
  Sequencing of tenses  If clauses, independent and dependent clauses            
  Describing sentences: simple, compound and complex  Types of sentences
 Different clauses – adverb, adjective, noun
            
  Techniques of teaching writing  Designing tasks – multilevel, pre-writing activities, using pictures, stories, dialogues            
  Testing writing  Criteria for testing giving feedback, testing tools, formal and informal ways of testing            
  Literary writing  Writing a poem, short story            
  Academic writing  Writing reports, minutes of the meeting, memo, research article, book review, project report            
 

Writing for communication

 Writing in real life
 Different forms of writing creative / critical / personal and occupational needs. – C.V., Application for a post, Transfer of Bank Account, Email, Telegrams)
 Writing an advertisement, complaint, minutes of meeting
            
  Designing tasks for writing  Specific objectives, teacher’s role, learner’s role, materials, time, variation – multilevel            
  Writing Portfolio  Why and how of portfolio, presentation and assessment of portfolio            
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
VII To manage an English Classroom at secondary stage   Structure and content
organisation of the classroom
  Non traditional ways of seating arrangements, interesting, colourful wall hangings, worry bag            
  Functions of group work and pair work  Monitoring group and pair work, trainer role as a participant, impact of grouping on learning            
  Developing positive attitude  Using positive language, language of encouragement with slow learners            
  Motivational techniques  Using songs, relevant rhymes, connecting motivational activity to the actual lesson            
  Classroom English and its impact  Creating an English atmosphere, encouraging learner talk            
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
VIII To design tasks for developing ability to use the four language skills 9Practicing teachers and Pre-service trainees)   Developing the skills L, S, R, W              
  Writing  Developing accuracy, paragraphing            
  Listening              
  Speaking  Fluency activities            
  Reading  Exposure to latest journals in reading            
  Techniques of teaching Vocabulary and vocabulary expression  How to write a paragraph without using a particular word            
  How to appreciate a poem  Literal, metaphorical levels of interpretations, searching for binaries, changing the lines of a poem keeping the frame.            
  Knowing the trends in ELT and their application in the CR teaching              
  Principles of Task designing              
  Types of tasks and adapting tasks to suit different levels / different target groups              
  Tasks to develop various language learning skills              
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
IX To reflect and assess the classroom process   Action Research, Need method and report writing  Definition, steps involved, why action research, procedure, recording the findings, effects of action research
 Scope of action research in an EL classroom
           
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
X To develop a battery of tests and operating a question bank   Teaching, testing and evaluation characteristics of speed test              
  Evaluation scheme techniques QB concept              
  Impact of testing on teaching              
  An exposure to different types of tests in English              
  Continuous and comprehensive evaluation              
  Alternative Assessments              
  Looking at QP models (state wise)              
  Concept of battery of tests, (purpose, development and operation)              
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
XI To build in a gender perspective in transaction and language use   Disadvantaged group and ELT  Gender bias reflected in English language
 Teacher’s role in achieving gender sensitivity
            
  The prevalent discriminative practice in the classroom  Addressing the disadvantaged group, using appropriate vocabulary, being sensitive to the needs of the disadvantaged groups in language learning
 Awareness of human rights, discriminatory practices. Inclusive education, developing special instructional material
 Empowerment of disadvantaged groups.
           
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
XII To design innovative activities for learners of different levels   Exposure to different, innovative activities for classroom teachers              
 
  Competency   Input Input Details mode of transaction Total Number of Classes
CRI TUT LL WS Others
XIII To design teacher training / development programmes   Needs assessment / types of training              
  Designing a training programme (planning organising, monitoring and evaluation)              
  Evaluation, feedback and follow up              
  Developing trainer skills              
  Orientation to training techniques              

 
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