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  1. 1. TRAINER TRAINING PROGRAMMETRAINING PROGRAMME FOR THE EDUCATION INSTRUCTORS OFTHE ARMY EDUCATIONAL CORPS POSTED AT DIFFERENT CORPS AND COMMAND HEADQUARTERS UNDER THE SUPERVISION OF Prof. S Mohan Raj & Dr. Jayshree Mohan Raj Centre for training and development EFL University, Hyderabad DESIGNED BY Rajeev Ranjan PGDTE Participants 2007-08 The English and Foreign Languages University
  2. 2. Hyderabad-500605 CERTIFICATEThis is to certify that the project titled ‘A 10-dayTraining Programme for theEducation Instructors of the Army Educational Corps Posted at DifferentCorps and Command Headquarters’ has been completed by Mr. Rajeev Ranjan,(Roll No. 116) PGDTE participants, under our supervision and guidance.April 2008 (Prof. S Mohan Raj)HyderabadApril 2008 (Dr. Jayshree Mohan Raj)Hyderabad
  3. 3. ACKNOWLEDGEMENTSFirst of all, We thank the Indian Army and in particular, the Army EducationalCorps who detailed us to undergo this course in English Language Teaching at TheEnglish and Foreign Languages University, Hyderabad.We will remain indebted to Prof S Mohan Raj, our supervisor and coursecoordinator and Dr. Jayshree Mohan Raj, our supervisor, for their enduringpatience, wholehearted interest, kind understanding, and steady encouragementtowards making this project a success.We thank our parents, our family members, and our friends, specially Mr. RajSingh Badyal for extending their full support in all our endeavours.Last but not the least, we thank the ALMIGHTY for guiding us the right means.April 2008Hyderabad Education InstructorApril 2008 Rajeev RanjanHyderabad (i)
  4. 4. CONTENTSAcknowledgements (i)Contents (ii). Chapter1: Introduction to Trainer Training Programme 1.1 Importance of training 1 1.2 Qualities of a trainer 1 1.3 The trainee 2 1.4 Justification of the programme 3 1.5 Statement of Intent 3 Chapter 2: Needs Analysis 2.1 Introduction 4 2.2 Points to be borne in mind for needs analysis 5 2.3 Analysis of the needs 6 2.4 Main sources for needs analysis 8 2.5 The instruments used in needs analysis 8 2.6 Procedure adopted for needs analysis 9 Chapter 3: General aims and specific objectives of the course 3.1 Aims of the course 10 3.2 Objectives of the course 11 Chapter 4: Course design 4.1 Syllabus 12 4.2 Methodology 19 4.3 Time-table 20 4.4 Evaluation 22
  5. 5. (ii)5. Chapter 5: Conclusion 23 Bibliography 24 Appendices 25 Appendix A: Pre-Programme Information Questionnaire 25 Appendix B:LearnersProfile 26
  6. 6. (iii) CHAPTER 1 INTRODUCTION 1.1 Importance of Training “Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit.” Training helps human being as well as animals to behave aptly in specific situation specifically to the specific situational stipulation. In fact, this is a universal truth, “we are strange beings, we seem to go free, but we go in chains - chains of training, custom, convention, association, environment- in a word, Circumstance- and against these bonds the strongest of us struggle in vain”. The beauty of the training lies in escorting human beings to reach a point of perfection, if not 100 percent perfection. If training is so imperative, what can be role of the trainer in a programme? What can be the characteristic features of a good trainer? Trainer is the mentor, facilitator, a hard worker, devotion to the organization and a co-learner. S/he should be a good communicator, hard ruler with a kind heart which helps the trainer to make poise with the trainee. 1.2 Qualities of a Trainer:- Attitude Trainer Skills Language Proficiency(50%) Knowledge Professional competence (50%) A trainer’s attitude towards a trainee matters a lot in a training programme. S/he should have command on the subject including consideration for the trainees. S/he should be capable of gaining insight into personal biases and challenging oneself to overcome them for the purpose of effective multiplicity in training. A trainer
  7. 7. should have unconditional equal treatment of the people within one’s recognizedlimitations including empathy for others, even those who have different values andbeliefs. Success of a programme depends on the mutual understanding and respectbetween the trainee and the trainer at different level.The core skills of a trainer are:a) Building rapportb) Active listening and speakingc) Efficient questioningd) Managing information1.3 The traineeFirst and foremost quality of a trainee is willingness to learn. If the trainee has anurge to learn, or high motivation level, learning can be maximized. If it is aneducational training programme, devotion and motivation is must for training.Interest in the subject and readiness to work hard has great importance. So, thetrainee should have qualities of adaptability and adoptability, attitude and aptitudeduring the training period. If the trainer and trainee have mutual understanding in alanguage trainer training programme, what should be the focus of programme sothat trainees become well versed? A good communicator is a skilled professionaland has a deeper knowledge of subjects. It makes a good human being after thecompletion of the programme.Some questions always haunt our mind, what is a trainer training programme?What are the essential features of a training program? What are the essentialfeatures of a language training program? According to Lesly Bikinsan, a trainingprogramme is "A desperate attempt to avoid disaster" Self –Instructional Design, 1986As mentioned above, “On the mountains of truth we can never climb in vain. Wewill reach a point higher up today, or we will train our powers so that we will beable to climb higher tomorrow”. A language trainer training programme should beaimed at developing language competence, professional competence, acquaintancewith new teaching methodology, tolerance for the trainees, etc. It should sensitizethe trainees to the latest development in language teaching –learning scenario likeuse of modern technologies, OHP, computer, projector, etc. Trainer trainingprogramme also sensitizes the trainees about modern research happened in the fieldof mental and physical level like how mind works in language learning . These
  8. 8. interesting topics should be included to bring awareness in the trainees aboutinteresting and crucial facts. It will certainly help the trainees in their career as ELTprofessionals.1.4 Justification of the programmeThe Indian Army is one of the largest in the world. It is necessary for the forces toupdate themselves with the latest technological innovations so that the enemy isnot able to face at us. Education is the only medium which makes it possible for usto achieve our ultimate goal. English has further an important role because the instructions for usingarms, weapons, nuclear weapons etc. are not only given in English but the manualsalso are available in English. Many Army personnel who get enrolled in the Army after Middle schoolsi.e. after 8th standard want to continue their education. Similarly, personnel who getenrolled after Secondary school feel to uplift their educational standard withHigher Secondary. To fulfill the educational requirements of the Army personnel,secondary and Higher Secondary classes are conducted at the Corps and CommandHRDCs (Human Resource Development Centre). The Army Educational Corpshas been imparted the duty to educate these Army personnel. For the purpose ofteaching English to these personnel, the Army Educational Corps (AEC) enrollsEducation Instructors who are M.A. in English. Before being posted to theseHeadquarters, these Instructors are put to a very general type of technical trainingcalled Diploma in Teaching. This course (Diploma in Teaching) deals with generalprinciples of education, the educational psychology, and information technology.They are not given any specific training in the teaching of English so that they can
  9. 9. deal with the needs of the learners who come for secondary or higher secondaryexamination. Working in the Indian Army for the last eight years as Education Instructors,it is our personal experience that a course should be designed for these EducationInstructors so that they can not only exposed to the different language teachingstrategies/methodologies but can also exploit the text in their own ways makinglanguage teaching at par with the world today. This becomes more importantconsidering the fact that this course (Secondary or Higher Secondary) has to becompleted within six-months.1.5 Statement of intent:We intend to design a 10- hour course for the Education Instructors of the ArmyEducational Corps posted at different Corps and Command Headquarters of theIndian Army. CHAPTER 2 NEEDS ANALYSIS2.1 Introduction: Any course should be based on an analysis of learnersneeds. This is one way in which training procedures can enclose a positiveoutcome in life. The answers to the analysis will probably be different, but thequestions that need to be asked are the same. Nevertheless, it is mandatory for usto know what the learners’ require and as a result, learners true needs arediscovered.We come to about the learners’ age, cultural background, educational qualification,and level of language proficiency and their requirements from the course.In other words, ‘needs-analysis’ helps to develop in the trainer the ability tocomprehend and/or produce the linguistic features of the language’.Let’s make a distinction between target needs and learning needs. When we think in terms of trainee and trainer need, both should proceed inone direction only then the target can be achieved. First we can distinguish
  10. 10. between the target needs (trainee) in target situations and the trainee requirements for implication of their knowledge. evaluation needs evaluation needs analysis analysisassessment course assessment course design design teaching- teaching- learning learning Process: theory Process: realityAs can be seen in the above two illustrations, needs analysis gives the course designer aclear picture about, what (course contents), who (trainees), how (methods), and why(objectives). On the basis of prior analysis, course designer designs the course whichcaters the needs of the trainees. Suppose, most of the trainees are weak in linguistic andphonetics areas, they include these elements in the course. It depends on the duration ofthe training programme, whether it is a 10 -day course or an academic year course. Thenature of the course (orientation programme) or one full academic year programme alsohelps the course designer in selection and gradation of the topics. When we analyze theneeds before starting a programme, it saves not only the time of the course designers, butalso of the trainers and trainees.It also helps the course designers to be much focused while determining the aims andobjectives of the course. Usually in a training programme trainees are adult learners sofirst course designers assume the learners previous knowledge on one hand and on theother hand, they know that trainees almost possess the same qualification. So, most of thetime needs analysis of the trainees focuses on several aspects like language competence,professional needs and future use of the training programme. So, a course designershoulders many responsibilities.2.2 Points to be Borne in Mind for Needs Analysis: Trainees’ needs: Academic needs (present & future) Professional needs
  11. 11. Trainees- oriented objectives: Communicative skills Language skills Language structure Study skills Literary skillsTrainer Training Programme has broader aspects. It caters the needs at three levels and allthese levels are complement to each other. So at the time of needs analysis, any trainerconsiders these points in mind. Students Trainee Trainees trainer Trainee-centeredness 1. Autonomy 2. Independence 3. Initiative Responsibility (trainees take responsibility of their success or failure.) 4. Training (getting trainees to lead a much disciplined academic life; when they involve themselves in Teaching-Learning process.) Roger Bowers says, “If we accept that a student will learn best what he wants to learn, less well what he only needs to learn, less well what still what he neither wants nor needs to learn, it is clearly important to leave room in a learning programme for the learner’s own wishes regarding both goals and processes. (1980). In a trainee-centered class, the trainees’ involvement is essential, because of the following reasons: 5. Learners as responsible individuals 6. ‘Managers’ and ‘monitors’ of own learning ( a sense of progress in the learners, facing the system on their own) 7. ‘Knowers’ of objectives of learning (they know where this education will lead them to.)
  12. 12. 8. ‘Assessors’ of success and failure (Though traditionally, teacher assesses learners but a good learner assesses his success/failure not in terms of marks obtained but in terms of what his achievement.) 9. ‘Providers’ of (self) remediation (Though remedial teaching is provided by the teacher, but here the learner himself diagnoses the problem and then finds a remedy.)In the process of needs analysis, emphasis is on collection and assessment ofinformation relevant to the course, to build concrete ideas about how and what(content /material the course should consist of). It helps us to achieve our target.It is a continuous process i.e. since we teach presently; we discover something andanalyze it, so it always demands alertness. A good teacher/ a good course designertries and tests, evaluates critically and analyzes the whole course stage to theclassroom so that s/he can make changes when he designs the course next time.So, needs analysis is a collaborative effort and gives the best outcome when it isprepared as a joint venture.Before starting needs analysis in a trainer training programme, we bear someimportant aspects in our mind, which are as follows:  (See Appendix A for questionnaires)  (See Appendix B for learners profile)2.3 Analysis of the needs 10. Who are the learners? * Age/sex/nationality/L1 – The learners are Education Instructors in the Army Educational Corps of Indian Army, between 25-30 years of age, and who have studied either Hindi or English as one of the subjects in their schooling. * Subject knowledge – All the learners are in possession of Masters Degree in English. * Socio-cultural background- The learners are from different states of India and thus form a mixed group.
  13. 13. * Attitudes to subject or discipline – The learners have studies English at the post-graduation level. So, all of them have a positive attitude towards teaching-learning of English language.11. Why are learners taking the course? The trainees are posted to different Corps or Command Headquarters where they are required to take the Secondary and Higher Secondary classes for the Army personnel. They have to deal with the CBSE syllabus. The trainees feel a great need to learn the teaching strategies which not only induces in them the ability to understand the different literary texts but also making it easier for the learners to understand. In adult learning programmes, the designer sends the material to the learner two weeks before so that the learner can come with a simulation on the day of the course.12. How do learners learn?* Learning background and experiences – Since the learners are fromdifferent social and cultural backgrounds, they have studied in rural, semi-urban, and urban schools.* Concept of teaching and learning – The learners are serving in theArmy. So, they have developed a habit of group learning in them.* Methodological and materials preferences-The methodologies changefrom time to time and the trainees are exposed to different methodologies assome of them have done B.Ed. So, it is necessary to train them in newertechnologies.* Preferred learning styles and strategies-As is known, some learners arevisual, some audio, and some kin-aesthetic learners, so different strategieswill be used while imparting training. 4. What do learners know?* Their literary abilities in L1 &L2- The learners have studiedHindi/Regional language as one of their subjects. They all can read, writeand speak English well.* Proficiency in English. (How much English do they know? For example,writing articles, journals etc.)-The learners are proficient in English but needimprovement in certain areas.
  14. 14. * Writing experiences and genre familiarity (How much of writing are they exposed to as the course demands too much of writing for future profession.)- The learners are exposed to many genres but they are unaware of the ways the genres can be exposed in language teaching. 5. What is the future use of the training programme?  The trainees will make use of the programme directly when they are back on duty to their respective places of posting.  They can interpret the text and reach the multiple meanings attached to it. 6. What will the content areas be? • Academic subject, specialism within discipline, secondary school subjects. 7. Who will the trainees use the language with? • Non-native speakers. • Reader’s knowledge-expert, beginner, etc. • Relationship: peer, teacher, examiner and supervisor. 8. Where will the trainees use the language? o Physical setting: school, conference. o Linguistic context: home country. (Where will a person use the language? In one’s own country, the pressure reduces.) o Human context: known /unknown readers. (Knowing to whom are we writing? If the writer and the reader share something in common, they can understand each other.)2.4 Main sources for Needs Analysis  The trainees  People working or studying in the field.  Documents relevant to that field (to look into the previous records).  Organization  Colleagues (friends and teachers who have done similar work earlier).2.5 The Instruments used in Needs Analysis and their uses
  15. 15. Questionnaires (It is structured to know about the personal, educational, social, professional, background of the learners.) Analysis of the authentic written and spoken texts (It helps in understanding the problems of the learners’ in a better way.) Discussions (people open up easily in normal discussions and give many a details which they won’t be able to give in a formal atmosphere.) Structured Interviews (After the discussion is over, the learner can be asked to give the specific answers to the specific questions asked, so that it helps in designing a useful course.) Observations (while the trainees are at work, the problems faced by them can be understood in a better way rather than conducting discussions and interviews). Assessments (A kind of pre-test, which is not always done on paper. It can be done as a talk or a discussion).2.6 Procedure adopted for Needs AnalysisNeeds analysis can be best procured only when one approaches the peopleinvolved in the process.  Using questionnaire  Talking to the organization and looking previous records  Nature of their previous training (what, how much, training focus)  Assuming their language competence  Needs of the organization  Nature of their jobs Or  Professional needs  Future needs  Implication of the knowledge
  16. 16. We used traditional and very relevant way of needs analysis i.e. questionnaire anddiscussed with the concerned trainees about the nature of their job. The trainees toldus that the nature of training they receive (language-oriented, based oncommunicative language teaching/traditional teaching). We came to know that theyhave to handle CBSE syllabus of Secondary and Higher Secondary level but theydont receive any specific language training. They dont know the current approachto language teaching. The organization assumes that since the instructors areselected on the basis of PG Degree in English, they are aware of all the teachingstrategies. But how can one know by himself without proper training or exposure. CHAPTER 3 AIMS AND OBJECTIVES3.1 General aims of the course a. To enable the trainees to acquire competence in different linguistic functions. b. To reinforce the various sub-skills acquired related to reading, writing, listening and speaking. c. To broaden the language base to enable the trainee to use language effectively. d. To develop vocabulary through word building skills. e. To develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes. f. To promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities. g. To actualize the skills of listening and speaking. h. To enable the learners to test the listening/speaking skills which are an important component of the overall testing pattern? i. To appreciate and analyze special features of language that differentiates literary texts from non-literary ones. j. To develop the ability to be original and creative in interpreting opinion. k. Teaching skills and sub-skills of writing focused on the process of writing.
  17. 17. l. The mastery of language elements: speech sound, word, phrases, sentences, and discourse as well as their language structuring. m. The development of communication skills involving accuracy, fluency, and appropriacy. n. The inculcation of literary skills to develop teacher to teach poems and another literary genre. o. Development of study skills. p. Knowledge about general material. q. Use of supplementary material.3.2 Specific objectives of the course i. To refer to dictionaries, encyclopedia, thesaurus and academic reference material. ii. To select and extract relevant information, using reading skills of skimming and scanning. iii. To comprehend the difference between what is said and what is implied. iv. To understand the language of propaganda and persuasion. v. To listen to lectures and talks and to be able to extract relevant and useful information for a specific purpose. vi. To make enquiries meaningfully and adequately respond to enquiries for the purpose of travelling within the country and even abroad. vii. To develop the art of formal public speaking. viii. To write on various issues to institutions seeking relevant information. ix. To present papers and taking part in symposia. x. To take down notes from talks and lectures and make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing. xi. To write examination answers according to the requirements of the various subjects.
  18. 18. xii. To develop the ability to comprehend technical language as required in computer related fields. CHAPTER 4 COURSE DESIGN4.1 Syllabus4.1.1 Why do we need a syllabus?A good language syllabus is an expression of the educational philosophy of thewriter and a summary of what is best in current trends in language teaching. Itprovides a support for the teacher and guide for the students,available or obtainable in a basis for material production. A syllabus is needed forexamination; for revision and research. It is a basis for in service training and fordiscussion and negotiation within administration without a good syllabus there isnothing. (Leo O Keefe in Unique and Recurrent Elements in Syllabus for ESP, ELT,Docs, 116. 1983)
  19. 19. So, a syllabus institutionalizes language learning. Syllabus is structured andgraded giving a sense of direction on teaching. It acts like a checklist for thelearners as well as teachers and also becomes a source of reference.Here I would like to include the characteristic of a good syllabus:  Provide a basis for assessment  Giving moral support to learners and the teachers by making learning seems manageable  Reassures administrators that thought and planning have gone into the course  Establishes goals for the learning  Helps teachers plans and organize their teaching  Makes teachers accountable for what they do in the class  Gives learner a sense of direction  Gives criteria for selecting materials  Achieves standardization across school and across country(Source - Cambridge University Press)Broadly syllabus concerns with:Why? –objectivesWho ?– learnersWhat?- contentHow?- methodology and evaluationIn fact it should be a device of public planning for teaching but not for learning.4.1.2 Types of syllabus and materialsRight from the beginning and specially in the 20th century, two types of syllabuseshave been dominating the era of teaching English and in material production, thestructural and the communicative. Structural approach started in the 1940s withthe British and from 1960 onwards it was adopted in India. CommunicativeLanguage Approach started In 1970s and reached India in 1980 and since then, ithas been dominating the language learning scenario.
  20. 20. Distribution of timeWe have included proficiency course to develop the language competence of theteacher and methods of teaching English to sensitize the teachers to the currenttrends of language teaching. Merely giving theory does not help the teacher toadopt the current teaching methods in the class. We have distributed equal timeto the demonstration of the actual lesson by experts of different fields. At last,teachers will do peer teaching in the supervision of the expert teachers. We haveincluded theoretical knowledge as well as practical knowledge for the teachers.Language proficiency  Phonetics/ Spoken English - 9hrs  Grammar - 9hrs  Reading - 8hrs  Writing - 6hrs  Study skills - 3hrs 35 hrsProfessional Competence  Methods of teaching English - 5hrs  Demonstration classes - 6hrs  Peer teaching - 8hrs 19hrsMiscellaneous  Introduction - 1hr  Valedictory - 1hr  Recreational - 4hrs Total - 60hrs4.1.3 Language ProficiencyGeneral Objectives:
  21. 21.  To develop the spoken English of the trainees  To develop the fluency of the trainees  To develop the intelligible pronunciation of the trainees  To develop the right attitude among the trainees for the spoken English  To improve the problematic areas of spoken English like speech sounds, word-stress and sentence stress.Specific objectives  At the end of the course trainees will be able to distinguish between different sounds  At the end of the course trainees will improve their problematic sounds  At the end of the course trainees will be able recognize different sound- symbols  At the end of the course trainees will have knowledge about the stressed- unstressed syllable  At the end of the course trainees will be free from the common mistakes of words stress, weak and strong words etc  To sensitize the trainees with tone group , tonic syllable and provide practice in the reading poetry and reading passages  To enable the trainees to blend the theory and practice and use them in their real teaching. Grammar General objectives:  To provide confidence in English grammar  To develop the trainees own grammar  To sensitize the modern trends of grammar  To enable the trainees to develop accuracy and appropriateness in grammar
  22. 22. Specific objectives:  At the end of the course, trainees will have clear concepts of time &tense, different types of verbs (regular &irregular) etc.  To make aware the trainees, different types of use and implications of article.  At the end of the course trainees will have the different functions of the modals like requesting commanding, apologizing and reprimanding etc.  To enable the trainees how to use different types of condition  At the end of the course they will have knowledge non-finite forms  At the end of the lesson trainees will be able to us clauses correctlyContents of the course Time and Tense • Use of verbs • Present tense • Past tense • Active and Passive voice • Direct & Indirect speech Articles • Countable • Uncountable noun • Use and omission of the articles Modals • Different functions of the modals like, requesting, commanding, probability, ability etc. Conditionals
  23. 23. • Different types of conditionals like hypothetical and factual  Non- Finite • Infinitive • Gerunds • Participles  Clauses • Relative clausesReadingGeneral Objectives:  To develop the different levels of comprehension like factual, inferential, evaluative ,etc  To develop the skills to exploit the texts for different purposes  To sensitize them to the use of different strategies of reading i.e. skimming and scanning  To train the trainee to handle the different types of texts in the classroomSpecific objectives  At the end of the course, trainees will be able to exploit any reading text  To refer to dictionaries, encyclopedia, and thesaurus  To select and extract relevant information, using reading skills of skimming and scanning  To comprehend the implied and the surface meaning of the text  To develop the abilities to differentiate between claims and realities, facts and opinions. Contents of the course  Reading • Unseen passages
  24. 24. • Reading texts • Detailed text • Non-detailed textWritingGeneral Objectives:  To develop the understanding between spoken communication and written communication  To make the trainees conscious of communications functions of the written English  To develop the competence level of writing like letter writing, report writing, dialogue writing etc.  To introduce different types of style: formal and informal  To writing skills integrated with the other skills  To develop the skills of writing like e.g. the structure of a paragraph , definition , description, narration, explanations- topic sentence , linking, devices, introductions , conclusions.  To develop writing tasks from less linguistically challenging to more linguistically challenging onesSpecific objectives • At the end of the course trainees will have proper ideas about the writing skills , sub-skills like • To write different types of letter • To write different functions of language in day to day life i.e. sending telegrams , faxes ,emails , write applications , prepare a personal bio-data
  25. 25. • To write formal reports as parts of personal • To write different types of writing • To write presentation of opinions, facts, arguments in the form of set speeches for debates.Course contents: • Different types of writing, • Formal & Informal • Letter writing- complaints and applications • Descriptions of a process, how to do • Articles • DiscourseStudy skillsObjectives:  To draw their attention of the importance of the study skills  To enable the teacher to write note making, note technique, dictionary skills etc  To develop the various means of information transferSpecific objectivesAt the end of the course, trainees will be able to -  Make notes  Take notes  Transfer information from verbal to non-verbal and vice-versa.  Handle reference skills.Course content Various types of dictionaries and their use of dictionary in the language classroom4.1.4 Professional Competence
  26. 26. Current Methods of English Language Teaching General Objectives  To equipped the trainees’ knowledge with so many previous and current methods of language teaching  To improve trainees competence in language teaching Specific objectives  Objectives of teaching English  The problems of teaching English as L2  The design of the prescribed teaching materials , reader etc  Teaching vocabulary items  Promoting reading comprehension  Using language exercise  Teaching lesson planning of different topics, like language skills, study skills etc.Course Contents  Objectives of teaching English  Problems of teaching English  Language as skills etc,Demonstration of the various topics by the experts of those particular areas • Lesson planning • Teaching vocabulary • Teaching reading skill • Teaching language exercises • Teaching supplementary reader • Teaching a poem
  27. 27. 4.2 MethodologyAs we all know, there are many methods to make the study of English Language asefficient as we can. This course is designed for advanced level learners and theywont remain passive in the class and they have more worldly experiences. Theyhave the capability to evaluate the trainer. So, the following methodologies will beused to make the training as constructive as possible. ♣ Lecturing: Whenever a new topic will be introduced, like the phonetics which is a totally new topic for many a students in the north, this method will be used. This will be supported by many examples and illustrations, audio-visual aids (for reinforcement and creating interest in the learners), ♣ Group Discussion: Group discussion is one of the best ways for effective teaching specially in a mixed-ability group. This also lays stress on time-management and listening to instructions. It also helps in maximizing participation. ♣ Workshop: Workshop provides a hands-on experience which is most suitable for the adult learners and enforces doing by learning. This gives them the freedom to speak, act, and experience the practical problems. ♣ Role plays: In their leisure time, outside the classroom, the trainees will be made to enact in role-plays which help the trainees to learn through Para-linguistic features of the language.4.3 Time-Table 0900-100 1000-110 1100-12 1200- 1300-140 1400-15 1500-16 0 0 00 1300 0 00 00
  29. 29. GRMR- GrammarLP- Lesson planDL- Demo lessonSS-NM/NT- Study skills (Note making/note-taking)PHNTK TUTRL- Phonetic TutorialSS-REF- Study skills (reference)RP- Role playFDBK- FeedbackEP- Entertainment programmeVAL- ledictory4.4 EvaluationEvaluation is a necessary module to weigh the knowledge of the trainees. Howeverno test especially language test can claim that this is the best module to check theknowledge of the participants of a programme. But it gives organizationalfeedback whether the trainees have achieved the prescribed aims and objectives ofthe course or not. There are various means of checking the language competence ofthe trainees.
  30. 30. These can be:§ Ask them to prepare different types of lesson plan for the teaching of literaryskills, language skills, language study, study skills etc.§ Ask them to teach their colleagues.§ Conducting written examination of Grammar and writing skills§ Ask them to give a demo lesson of a particular topicThrough using various evaluation techniques programme designer can judge theirtrainees language proficiency as well as professional competence. It is necessary togive feed back to the trainees so that they can improve their weak points in termsof expression, teaching methods, and language specific areas. It may be spokenEnglish, grammar, vocabulary, writing etc.The participants will also be evaluated based on their Classroom participation. CHAPTER 5 CONCLUSION
  31. 31. Though any course is ought to be designed in the very beginning i.e. before thecommencement of any course. Before any course starts, all the components of thecourse, the trainer, the trainee, and the materials should be well tuned to grasp thecourse contents.It is an irony that since long no serious initiatives have been taken into this aspectexcept for the fact that a selected few are being detailed to undergo the PGDTEprogramme conducted at the three EFL University Campuses (formerly CIEFL)and some of the instructors are made to attend the CTE course at the AEC TrainingCollege and Centre, Pachmarhi (MP) which is again run mostly by those peoplewho dont have any specific training in English Language Teaching.The question that arises here is, can a few trained instructors change the entirescenario when we have a whole lot of trainees eagerly waiting to be trained in theaspects of English Language teaching? Can a course run successfully when theteacher himself is not trained enough in the teaching methodologies? Can a teacherteach people when he is trained after completing 7-10 years of service andimparting training to many secondary and higher secondary courses withoutknowing much about the teaching principles? Can a teacher teach well when he isnot aware of the phonetics of English? The answer to all of the above questions isdefinitely an intrepid no.It is a matter of pride for us to design this course which meets the needs ofEducation Instructors posted at different Corps and Command Headquarters of theIndian Army. Being a part of the Instructor community, we feel an urge to enhanceour knowledge by conducting such courses at different formations.This programme has a direct impact on the instructors as well as the students. AsEnglish literature is very rich and that richness can only be felt with a deeperunderstanding of the different genres that can be used to teach the language.CBSE syllabus is considered to be an ideal syllabus in the whole country and theEducation Instructors can teach the students this CBSE syllabus only when theyare up-to-date and are aware of the latest trends/innovations in the field of EnglishLanguage Education. They can instill positive qualities in the students only whenthey are qualified in speaking patterns, comprehending and inferring the differenttypes of literary genres. Only when the instructors are able to look beyond the text,they will be able to make the learners feel that variety, cultural, and social integrityof the English language.
  33. 33. 1. Leo O Keefe: 1983. Unique and Recurrent Elements in Syllabus for ESP, ELT,Docs2. Teach English, 2005,Adorien Doff, Cambridge CUP3. PGDTE Syllabus4. RP Syllabus5. CBSE Class XI and XII Syllabus