This document outlines the objectives and processes of several teacher training sessions. Session I aims to familiarize participants with the 5-day schedule and their responsibilities. Session II involves discussing classroom issues, learner needs, and expectations for revised curriculum. Session III covers expectations for learner outcomes and ensuring academic standards. Session IV demonstrates pre-reading activities like picture interactions. Session V outlines reading processes and generating discourses after reading.

1. Session – I
Objectives:
• to sensitize the RPs on the 5-day time table
• to make them understand what they have to
do in each session
• to help them understand how each session is
going to be helpful for the teacher

2. Session – I
Classroom Observations
Objectives
• Participants talk about their perceptions on the
classroom issues, the present day needs of the
learners, teachers, parents, etc. and express their
expectations on how the revised curriculum and
textbooks will cater to the needs.
• They experience how discussions and
interactions can be consolidated in a training
session.

3. Session – I
Issues, needs and expectations:
• What are the classroom issues you have
experienced?
• What according to you are the present day needs of
the learners, teachers, RP’s and the parents with
regard to the teaching and learning of English?
• What are your expectations on how the revised
curriculum and textbooks will be addressing these
needs?

4. CCoonnssoolliiddaattiioonn ooff SSeessssiioonn II
• Falling short of the expected levels of performance of
• The learners, and sometimes the teachers
• Issues related to the textbook
• Pedagogic issues
• Issues related to the physical environment of the class
• Lack of continuous professional development of
teachers
• Inadequate support mechanisms
• Lack of continuous assessment
• Lack of IT facilities
• Revamping of examination

5. SSeessssiioonn IIII
• What do you expect from the learners after
teaching them English for a year?
• What are academic standards?
• How do we realize them in the CTP (Classroom
Transaction Process)?
• Are the text books in tune with the academic
standards?

6. AAccaaddeemmiicc SSttaannddaarrddss
1. Listening and Speaking.
2. Reading Comprehension
3. Conventions of Writing
4. Vocabulary
5. Grammar
6. Creative Expressions (Discourses):(a)Oral
(b)Written

7. TTaarrggeetteedd DDiissccoouurrsseess && FFeeaattuurreess
• What is a discourse?
• What are the different discourses targeted at
UP level?
• How do we grade the features of each
discourse?

8. Targeted discourses aatt UU..PP lleevveell
1. Conversations 2. Descriptions
3. Rhymes /songs /poems 4. Narratives
5. Diary 6. Letter
7. Notice 8. Drama
9. Profile 10. Paragraph

9. Targeted discourses aatt UU..PP lleevveell
11. Essay 12. Report
13. Compeering 14. Slogans
15. Speech 16. Review
17. Debate /discussion 18. Biographical
sketches
19 News Report

10. Pedagogy of Teaching & Learning
• What is the role of the teacher in the classroom
process?
• How can we use theme based material (text books
and others) to transact in the classroom?
• How do we use the interaction in the classroom to
generate language?
• What should a teacher do to make the learner use
the language?
• What is the ultimate goal of teaching English?

11. Pedagogy of Teaching & Learning
• Instead of focusing on comprehension questions and
their answers, we have to go for meaningful interaction
with the learners which will make them think and
articulate their ideas.
• We have to create text - based contexts and real life
situations in which the learners will find scope to
express their feelings and ideas.
• There is no space for rote-learning; the focus is on
using language contextually and meaningfully.
• We want the learners to evolve as independent users
of the target language.

12. Session – IV
Transaction of a unit: Pre – Reading
Objectives
• CPs develop understanding about the objectives of pre-reading
activities
• They experience how the pre-reading activities
(interaction and narrative) are to be carried out
• They experience how the teacher has to elicit
responses with the help of a variety of questions and
write them on the BB /chart
• They develop understanding about how a discourse
can be generated through picture interaction
• The CPs understand how the language skills are
integrated by transacting the pre-reading activities

13. PPrree--RReeaaddiinngg AAccttiivviittiieess
Objectives of interaction based on the trigger/ face
sheet / big picture
• To bring out the learners’ perception of the picture
• To sensitise the learners on the theme with the help of
a variety of questions
• To help the learners talk about their understanding
about the theme
• To help the learners describe picture orally, read and
write down the description
• To lead the learners to make predictions on the
listening text / reading text

14. Tips on the Process of transacting
Pre – Reading activities
• Display the picture before the class
• Ask a variety of questions one by one and elicit
answers
• Give freedom to the learners to express themselves
in mother tongue
• Megaphone the learners’ ideas in English
• Build up on the responses ( dialoguing)
• Write the relevant responses on the BB/chart- write
the words in the margin and the sentences on the
larger space (Contd..)

15. Tips on the Process of transacting
Pre – Reading activities
• While writing say aloud holistically what you are
writing (not letters )
• Read the words and sentences written on the
chart /BB
• Ask a few children to read (give propriety to low –
proficient learners)
• Let children write the words and sentences in their
notebooks from the BB In classes 2 to 5 this will
turn out as a description of the trigger picture
(what they see in the picture and what the people
are seen doing )

16. SSeessssiioonn -- IIVV
Objectives of pre – reading activities
To help children
• Get familiarized with the text by linking it with pre-reading
activities (listening to narrative, picture interaction, etc.)
• Associate the writing on the chart with the reading passage
• Read in groups and share their ideas with each other
• To go beyond the text through analytical thinking
• Talk about the actions of the characters.
• Listen to the facilitator’s model reading and get familiarized
with features
• such as pauses, stress, tone and pitch.
• They reflect on the quality of their own loud reading.

17. Session - V
Aspects for Reading Activities
• The objectives of reading activities
• The micro-process of reading (individual,
collaborative, loud reading…)
• The interaction required for each stage of reading
• Strategies for helping low –proficient readers
(picture reading, generating sub texts, supplying
glossary)
• How to facilitate sharing within the group and also
between the groups (contd..)

18. Session – V
Aspects for Reading Activities
• How to go beyond the given text
• What the teacher has to write on BB or chart
• What home task can be assigned to make reading
experience richer (writing answers to the
extrapolative– analytical, reflective, linking, …
questions)

19. RReeaaddiinngg AAccttiivviittiieess
Objectives of Reading Activities
To help children
• get familiarized with the text by linking it with pre-reading
activities (listening to narrative, picture interaction, etc.)
• associate the writing on the chart with the reading passage
• read in groups and share their ideas with each other
• to go beyond the text through analytical thinking
• talk about the actions of the characters.
• listen to the facilitator’s model reading and get familiarized
with features
• such as pauses, stress, tone and pitch.
• they reflect on the quality of their own loud reading.

20. TTiippss ffoorr tthhee RReeaaddiinngg PPrroocceessss
• Interact to link with the pre-reading activities
• Assign specific part of the passage to read
• Ask individuals to read the given text
• Generate sub texts through interaction for helping
the low-proficient readers
• Go for collaborative reading
– Sharing within the group
– Using the glossary
– Sharing between the groups
– Asking a few comprehension questions (contd..)

21. TTiippss ffoorr tthhee RReeaaddiinngg PPrroocceessss
• Ask extrapolative questions displayed before the
class
• Read the passage aloud with proper voice
modulation
• Ask a few children to read
– Give feedback on oral reading
– Elicit feedback from the students
• Ask children to take down the extrapolative
questions for home assignment

22. Session – I
Discourse Construction
Objectives
• CPs realize that after every reading experience a
discourse is to be generated
• They identify an appropriate discourse related to the
given passage (as per academic standards)
• They understand that the process for discourse
construction is level-specific as well as discourse-specific
• The CPs understand what kind of instructions are to be
given for constructing discourse individually and
refining it in groups (contd..)

23. Session – I
Discourse Construction
Objectives
• They understand how to monitor group work
• They understand that feedback is to be given to the
learners while writing the discourse individually and
also refining it in groups
• They understand that slots are to be provided for
individual presentation as well as group presentation
• They realize the importance and pedagogic justification
of using the teacher’s version of the discourse

24. SStteeppss ffoorr CCoonnssttrruuccttiinngg aa DDiissccoouurrssee
• Which discourse is to be processed?
• What are the features to be considered?
• What kind of interaction (in terms of the features as
well as idea) is needed for helping the learners to
construct the discourse?
• What is the process to be followed?
• What are the instructions needed for refining the
discourse in groups
• What is the nature of feedback to be given while
refining the discourse?
• When and how the teacher’s version is to be presented
and made use of?

25. DDiissccoouurrssee CCoonnssttrruuccttiioonn
Objectives of constructing a discourse
• After every reading experience a discourse is to be
generated.
• An appropriate discourse related to the given passage
(as per academic standards) is to be generated.
• The process for discourse construction is level-specific
as well as discourse- specific.
• Proper instructions are to be given for constructing
discourse individually and refining it in groups.
• The group work is to be monitored properly ( to check
that the groups are following the process)
• Feedback is to be given to the learners while writing
the discourse individually and also refining it in groups

26. Tips on process of
Discourse Construction
• Identify the context of the discourse and the type of
discourse to be constructed
• Interact with the learners to sensitize them on the
discourse features
• Ask individuals to do the work individually

27. Interaction for helping the low-proficient
learners
• What are you going to write?
• How will you begin?
• What are the ideas that you want to write?
• If you don’t know the spelling of a word, guess the
spelling and write
• How will you end the writing?
• Allow a few learners to present what they have
written
• Give feedback

28. Feedback after individual
presentation
• Did you include all the points? (for example, in a
story, events and dialogues)
• Are there any words missing in the sentences you
have written?
• Did you use proper word forms?
• Did you punctuate your writing properly?
• Did you check the spellings?

29. Questions to Monitor the
sharing process
• Did each one of you share your ideas with others?
• Did you come to an agreement on how to begin,
what ideas are to be written?
• Did you check whether all ideas have been
included?
• Did you check the word order, missing words and
unnecessary words?
• Did you check the word forms? (contd..)

30. Questions to Monitor the
sharing process
• Did you use proper punctuations?
• Did you check the spellings?
• Did all of you write down the group product?
• Allow the groups to present their work
• After presentation feedback can be elicited from
others
• Present the teacher’s version

31. Session II
EDITING
Objectives
• Participants develop understanding about the role
and importance of the editing activities for helping
the learners acquire grammatical awareness.
• CPs understand that learners are to be sensitized on
the errors by evoking their ‘intuitive sense of well-formedness’
• They understand that editing helps the learners to
learn grammar non-consciously and not by learning
grammatical points consciously. (contd..)

32. Session II
EDITING
Objectives
• Develop awareness of the process of editing –
discourse level editing (theme, discourse features)
and sentence level editing (syntactic,
morphological, writing conventions).
• CPs understand how to negotiate with the learners
to sensitize them on grammar.
• Develop understanding about the process of
facilitating editing activities by the learners.

33. Session IV
Activities for Bridging the Gap
Objectives
CPs will develop understanding on how to use the special
strategy on ‘Bridging The Gap’
1. To create English environment by overcoming the
inhibitions among the children.
2. To encourage the children to express their opinions
freely.
3. To achieve minimum academic standards and use the
textbook effectively.
4. To develop classroom interaction based on pictures.
5. To build confidence among the teachers.

34. Session IV
Activities for Bridging the Gap
Process
• What are the areas where children generally face
problems in an English classroom?
• What different strategies do we need to
mainstream the low proficient learners?
• How can we equip the teachers and learners to use
the new text books?

35. Session IV
Steps for Bridging the Gap
1. Picture Interaction for producing a description in the whole
class – Picture - 1
2. Picture Interaction for producing a description in the groups
(on the basis of Pic. 2)
3. Picture Interaction for producing a description – individual
work (on the basis of Pic. 3)
Four Descriptions:
• The description produced in the whole class
• The one produced in the group
• The refined version of the second description
• The description written individually (contd..)

36. Session IV
Steps for Bridging the Gap
• Producing a description based on pictures drawn by the children
(Whole class activity)
• Producing a description based on pictures drawn by the children
(Group activity)
• Producing a description based on pictures drawn by the children
(Individual activity)
• Interaction based on the picture for producing a conversation –
Picture -1
• Interaction based on the picture for producing a conversation -
whole class activity (Pic drawn by the children)
• Producing a conversation- Group activity (Pic 2)
• Producing a conversation- Individual activity (Pic 3)
• Producing a conversation- based on the picture drawn by them.
• Developing Stories / Narratives

37. Session – V
Classroom Theatre
• What is the role of theatre in a language class?
• What are the different steps to be followed to turn
a text book content into a drama script?
• What different items can be presented in a
classroom theatre?
• How can a social theme be converted into a
drama/role-play/skit?
• What is Choreography? How can it be used as a
multifaceted tool?

38. Implications ooff tthhee CCllaassssrroooomm TThheeaattrree
• Creates sustainable linguistic experience.
• Promotes collaboration and cooperation among the
learners
• Caters to the development of multiple intelligences.
• Provides space for the spontaneous production of
language.
• Paves way for deeper understanding of the lessons.
• Engages all children psychologically as well as
emotionally.
• Makes the textbook come alive.
• Helps the learners read the text analytically and
critically

39. Session – I
Know Your Handbook
• What are the contents of the handbook?
• What new concepts did you find?
• Is the handbook helpful for effective transaction of
the textbook? How?
• Do you have any suggestions to make the handbook
more effective?

40. YYEEAARR PPLLAANN
CLASS: SUBJECT: ENGLISH
Unit
No.
Name of the Unit No. of Periods Required for Remarks
Reading processes Activities

41. UUNNIITT PPLLAANN
Class: Subject: English
1.Name of the unit:
2.No. of periods required:
3.Objectives of the unit (expected outcomes):
(contd..)

42. Period
UUNNIITT PPLLAANN
Description of
content/discourses
/activities
Strategy
Resources/
TLM
5. Reflections of the teacher at the end of the unit:
6. Teacher Notes(Additional information about the Unit if any):

43. PPEERRIIOODD PPLLAANN
Class: Subject: English
Topic/Activity:
Process:
Questions for interaction:
1.
2.
3.
Comments/Reflections:

44. CONTINUOUS PROFESSIONAL
DEVELOPMENT (CPD)
DISCUSS:
• What is the need for Continuous Professional
Development (CPD)?
• What are the different modes of achieving
Continuous Professional Development?

45. CONTINUOUS PROFESSIONAL
• Experts Help
DEVELOPMENT (CPD)
- Seminars & books
• Workshops
• Online Communities
- IATEFL, British Council etc.
• Informal Talks
• Reading Groups
- School complex meetings etc. (CONTD..)

46. CONTINUOUS PROFESSIONAL
DEVELOPMENT (CPD)
• Action Research
• Giving Sessions
• Creative Writing
• Doing Formal Courses
PGCTE, IPE courses etc.
• Membership of Professional bodies
Facebook, Twitter, Blogs and Podcasts

47. SSuummmmaattiivvee QQuueessttiioonn PPaappeerr
• What should we include in the question paper?
• How do we make it holistic?
• What should be the weight age to each
competency?
• Can we test all the competencies through a
summative question paper? Why?