LOWER SECONDARY TEACHER TRAINING CURRICULUM (10 MONTHS) IN-SERVICE

Transcription

1 LOWER SECONDARY TEACHER TRAINING CURRICULUM (10 MONTHS) IN-SERVICE ENGLISH LANGUAGE TEACHING His Majesty's Government Ministry of Education & Sports National Centre for Educational Development Sanothimi, Bhaktapur

2 Table of Contents S. N. Contents Page 1 Introduction 1 2 Points of Departure 1 3 Structure of Curriculum 1 4 Activities for School-Based Training and Distance Mode 2 Training 5 Evaluation 4 6 Module 1: Training Centre Based and School Based 6 (English language Teaching) 7 Module 2 : Distance Mode ( Subject Specific and Generic ) 17 Part One : Subject Specific 17 Part Two : Generic 24 8 Module 3 : Training Centre Based and School Based (Generic English language Teaching) 36 2

3 1. Introduction Lower Secondary Teacher Training Curriculum English Language Teaching This competency-based curriculum has been developed in line with the three broader aims for developing the lower secondary teachers with additional content knowledge, application skills, and attitudinal changes in them. This ten months secondary teacher-training curriculum is designed on the basis of teaching competencies identified by the Training Need Assessment (TNA). It consists of three modules. The first and the third modules both consist of two segments: training centre-based training (training centre based) followed by school based training. Second module is based on distance learning. The curriculum has been designed specifically to address the needs of in-service lower secondary English language teachers. 2. Points of Departure Over the years, curriculum has been developed in a specific approach but the present curriculum has embraced some departures. These departures can be noticed in the following ways: Competencies based curricular contents Sociological orientation through generic contents Focus on inclusiveness Application focus through school based exercises Blend of content and its teaching skill during training centre based training Focus on content knowledge through distance mode materials Focus on action research and project work Arrangement of sharing and reflection sessions Arrangement of port folio assessment of the trainee/teachers 3. Structure of Curriculum The structure of curriculum and training hours are given in the following table. Module 1 Training Centre Based School Based Module 2 Distance Mode (Knowledge and skill focus) (Application focus) (Knowledge focus) Face-to-face (Knowledge and skill focus) Module 3 School Based (Application focus) Total Hours 3

4 132 Hours (1 Month) BACK 198 Hours (1.5 Months) 660 Hours (5 Months) 132 Hours (1 Month) 198 Hours (1.5 Months) 1320 Hours (10 Months) 4. Activities for School Based Training and Distance Mode Training The school based training activities are as follows. 1. Planning / preparations for school based training (Participants will prepare a detailed action plan for overall activities that they should perform during the period of school based training (1.5 month). They will finalize the plan /action plan in 1 st workshop.) 2. Action research (in any one selected area ) 3. Case study (in any one case) 4. Classroom teaching at least 30 classes 5. Project work/field visit (any one selected area) 6. Teaching materials preparation/collection/use (on the basis of lesson plan, at least 15 different items) 7. Classroom teaching (peer) observation (at least 5 classes) and report writing 8. Daily Journal of 1.5-month duration 9. Exhibition of performed activities 10. Presentation of the activities. 11. Physical improvement of school 12. Organization of at least 6 co-curricular/extra-curricular activities 13. Exhibition of students work. (Learning materials, creative activities etc) 14. Meeting with parents/stake holders/community members 15. Sharing meeting with staff/ colleagues/hm/smc 16. Construction, conduction and analysis/item analysis of achievement test (Participant will construct an achievement test, administer in the school, analyze the result, perform item analysis, then they will prepare a report) 17. Work-shops: 3 times First workshop on Orientation and planning of the school based training programmes. Second workshop on Review of planned programmes, supports on needed area, sharing of experiences. Third workshop on Exhibition, demonstration and presentation of performed works, prepared materials, reports etc Experience sharing/self-evaluation of overall activities Activity-wise final evaluation of participants works by supervisor/monitor. 4

5 Note 1: Training Centres will collect reports prepared by participants. Selected reports/innovative ideas from all over the country will be collected and shared at various levels. Note 2: Trainee teachers receive support from the training centers during the school-based training. Trainers will guide all the three workshops. He/she will facilitate/support trainee teachers in various aspects. Besides, HT or peer teacher will support and provide feedback to the trainee teachers. The distance mode training activities are as follows. 1. Work shop First workshop on orientation and planning of distance mode training pre-test demonstration and observation of class Second workshop on review on planning support/facilitation from external expert mid-term test Third workshop on presentation of works final evaluation of overall activities post-test 2. Daily journal 3. Project work 4. Case study 5. Action research 6. Note making Learning Tools 1. SLM 2. Audio cassette and CD 3. Video cassette and CD 4. Web sites 5. Correspondence (letters, etc.) 6. Phone in (local/central) 7. Video conference demonstration and observation of class Sharing of experience Note 1: Training Centres will collect reports prepared by participants. Selected reports/innovative ideas from all over the country will be collected and shared at various levels. Note 2: Trainee teachers receive support from the training centers during the distance mode training. Trainers will guide all the three workshops. He/she will facilitate/support trainee teachers in 5

6 various aspects. Besides, HT and peer teachers will support and provide feedback to the trainee teachers. BACK 6

7 5. Evaluation The Evaluation scheme for 10 month training is given in the following table. Module Training Full marks Pass marks Remarks Ext Internal External Int Module 1 1.Training Centre Based 2.School Based Module 2 Distance mode Module 3 1.Training Centre Based 2.School Based Total Pass requirements 60% - 69% Third division 70% - 79% Second division 80% - 89% First division 90% and above Distinction The evaluation scheme for school-based training is given in the following table. SN Activities Marks 1 Workshop (3 times, planning, participation, exhibition, presentation) 15 2 Teaching including lesson plan 20 3 Action research 5 4 Case study 5 5 Project work/field visit 5 6 Teaching materials collection, preparation, use 10 7 Daily journal 5 8 Classroom observation (peer) 5 9 Achievement test construction, administration and analysis of result/ 5 item analysis, report writing 10 Co-curricular/extra curricular activities 5 11 Activities concerning improvement of physical facilities 5 12 Activities concerning enhancement of Community relationship 5 13 Exhibition of students work 5 14 Meeting with colleagues/hm, sharing of ideas 5 Total 100 Note 1: The activities 11 and 12 are to be included only in module 3. Note 2: The marks of activities 6 and 9 will be 15 and 10 respectively for module 1. 7

8 The internal evaluation scheme for training centre-based training is given in the following table. SN Items Marks Remark 1 Participation 5 2 Unit Test 20 3 Project work/assigned work 10 4 Demonstration/exhibition 5 5 CAS* (competency assessment scale) 10 Total 50 *Competency Assessment Scale (CAS) 1. Well performed 2. Moderately performed 3. Ill performed 4. Not performed at all The internal evaluation scheme for distance mode training is as following. SN Activities Marks Remarks 1 Workshop 15 2 Daily journal 5 3 Case study 5 4 Action research 5 5 Note making 5 6 Mid-term test, post test 15 Total 50 BACK 8

9 Module 1 Training Centre Based and School Based (English Language Teaching) Course Description This course aims to equip teachers with competence in ELT. The competence include knowledge, skill, and practices related to teaching different language skills, grammar and literature for language development, preparation and use of instruction materials, using textbook, beyond method aspects (e.g. planning, classroom management, large class, evaluation techniques, and counseling), and professional development through reflective teaching and action research. Objective: On the completion of this course the trainees/teachers are expected to: 1. show understanding of the difficulties in different aspects and skills of ELT relevant to the Nepalese context 2. describe recent ELT methods and techniques 3. experience and reflect on the methods and techniques demonstrated by facilitators 4. adapt the learned techniques to make short demonstration in the training and apply them in their classroom 5. discuss, explain and plan on beyond method aspects in the training and implement them in the class 6. develop the attitude of sharing experience with their fellow colleagues to help each other 7. reflect on their teaching, learners ways of learning for better performance and professional development 8. conduct action research/s to find out solutions of the problems that occur in their classroom 9. show ability of diversity management (e.g. for deaf and/or visually impaired students) Course Delivery Approach: The facilitator/s will do the following activities: 1. respect teacher s individual opinion and encourage them to discuss issues, problems to find out solutions 2. provide theoretical frame for understanding the concepts and/or theorize the concepts presented by the teachers 3. help teachers come out with their own ideas of teaching language skills, etc. and engage them in experiential learning activities 4. relate demos and examples to actual classroom teaching, and seeks alternatives from the teachers 5. use his/her experience less and teachers experiences more in discussing different aspects of ELT 6. help them develop positive attitude towards ELT and grow professionally 9

10 Required competencies for teacher s development 1. Teaching listening: Competencies (15 hrs for 1 month training centre based training) - Handle cassette players efficiently for the purpose of teaching listening - Demonstrate how teacher can use their own voice in order to teach listening skills in stead of using cassettes - Teach listening following the three (pre-, while-, and post-) stages - Demonstrate a variety of techniques to teach listening - Plan and design activities to teach particular listening objectives and/or exercises from secondary curriculum and/or Grade 6-8 textbooks - Prepare teaching materials for teaching listening. - Construct valid and reliable test items to evaluate their students listening skill Contents - Different kinds of listening texts and their pedagogical implication - What makes listening difficult? - Listening sub-skills: - getting the gist - retrieving specific information, etc. - Steps of teaching listening: Pre- Whileand Post - Different techniques of teaching listening (practical) - Preparation of teaching listening materials (practical) - Different kinds of listening games (practical) - Ways of testing/ evaluating listening and construction of test items (practical) Competencies assessment criteria for training centre based training Share their ideas and explain what s listening, its nature, subskills and texts Use both cassettes and their own voice in their practice of teaching listening Respond to the facilitator s demos and make short demos of their own to teach listening by following the three steps Describe and design activities to teach listening objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks Produce more valid and reliable test items that can be used for testing listening Competencies assessment criteria for school based training Help learners develop listening skill by using cassettes and their own voice if the cassettes are not available Adapt the techniques learned in the training, to teach listening Engage the class in interesting activities while teaching listening Encourage the learners to listen to English program in TV & radio Make continuous evaluation of their learners by conducting listening tests 10

11 2. Teaching speaking: Competencies (20 hrs for 1 month training centre based training) - Demonstrate teaching speaking through different techniques - Divide the class into several groups and or in pairs, give them appropriate tasks and help them to do the tasks - Play different kinds of language games (foe teaching speaking) with their learners in the class - Teach/use drama to help students develop their language competencies - Display a range of activities (e.g. drill, role play, simulation, communicative activities) to teach speaking - Plan and design different activities to teach particular speaking objectives and/or exercises from secondary English curriculum and/or Grade 6-8 textbooks - Prepares teaching materials for teaching speaking - Constructs valid and reliable test items to evaluate his students spoken English Contents - Components of spoken language (pronunciation, stress and intonation) and their relevance in teaching speaking - Steps of teaching speaking: presentation, practice and evaluation - Different techniques of teaching speaking (practical): - drills (e.g. imitation, cue, substitution), - communication games, - information gap activities (e.g. describing pictures, talking through maps) - role play and simulation - Preparation of teaching speaking materials (practical) - Ways of evaluating speaking and construction of test items (practical): - reading aloud - interview - role play, describing pictures Share their ideas and explain what s speaking, its nature, and components Responds to the facilitator s demos and makes short demos of their own to teach speaking by following the three steps Describe different techniques of teaching, and design activities to teach speaking objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks Produce more valid and reliable test items that can be used for testing speaking Adapt the techniques learned in the training, and develop their own exercises to teach speaking Engage the class in interesting group and pair works and in other activities while teaching speaking Talk less and let students talk more Play different language games with their learners to make learning lively easy Discourage the use of learners L1 in the class Encourage the learners to speak English even outside the classroom Use CAS by conducting speaking tests for teaching purpose 11

12 3. Teaching reading: Competencies (25 hrs for 1 month training centre based training) - Arrange their lesson into pre- while- post stages of teaching reading and teach accordingly - Show different ways of teaching vocabulary not only in isolation but also in context - Set specific tasks to retrieve specific information from a reading text, transfer the information in some other mode (e.g. table), and help learner do the tasks - Plan and design activities to teach particular reading objectives and/or texts from secondary curriculum and/or Grade 6-8 textbooks - Prepare teaching materials for teaching reading - Construct valid and reliable test items to evaluate his students understanding of reading texts Contents - Different kind of reading text and their pedagogical implication - Different reading sub-skills and their pedagogical implication: - scanning - skimming - Steps of teaching reading (Pre-, Whileand Post-) - Different techniques of teaching reading and vocabulary (practical) - Preparation of materials for teaching reading and vocabulary (practical) - Different kinds of reading games (practical) - Different kinds of vocabulary games (practical) - Ways of testing/ evaluating reading and construction of test items (practical) Share their ideas and explain what s reading, its nature, sub-skills and texts Responds to the facilitator s demos and makes short demos of their own to teach reading by following the three steps Describe different techniques of teaching reading, and design activities to teach reading objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks Produce more valid and reliable test items that can be used for testing reading Adapt the techniques learned in the training, and develop their own exercises to teach reading Help learners learn vocabulary not in isolation but in context of the reading texts Encourage learners to read the texts and help them to understand, rather than reading the texts and explaining them to the learners Discourage the use of learners L1 in explaining the text Encourage learners to read English books in addition to the textbooks Implement CAS by using their own test items 12

13 4. Teaching writing: Competencies (30 hrs for 1 month training centre based training) - Differentiate between different kinds of writing and various ways of teaching them - Relate grammar teaching with teaching writing - Demonstrate variety of techniques to teach writing skills - Display different ways of correcting student s work including home works - Plan and design activities to teach particular objectives and/or particular type of writing letter, essay, adverts etc. from secondary English curriculum and/or Grade 6-8 textbooks - Prepare teaching materials for teaching writing, etc. - Construct valid and reliable test items to evaluate his students written English Contents - Different kinds of writing texts and their pedagogical implications - paragraph - letter - essay - dialogue - newspaper stories - advertisement - Different techniques of teaching writing (practical) - writing with the help of clues (pictures, words, maps, etc.) - substitution and expansion tasks - oral preparation - parallel writing - controlled, guided and free - Preparation of materials for teaching different kinds of writing (practical) - Different kinds of writing games (practical) - Correction techniques (practical) - Ways of testing/ evaluating writing and construction of test items (practical) Share their ideas and explain what s writing, its nature, mechanics and types Respond to the facilitator s demos and make short demos of their own to teach writing Describe different techniques of teaching writing, and design activities to teach writing objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks Produce more valid and reliable test items that can be used for testing writing Adapt the techniques learned in the training, and develop their own exercises to teach writing Engage the class in interesting activities in teaching writing Help learners learn to write by providing clues Correct learners piece of writing and provides them with feedback Encourage creativity in the learners writing by providing them with different examples, and asking them to write diary, etc. Make continuous evaluation of their learners by conducting writing tests 13

14 5. Teaching grammar: competencies (10 hrs for 1 month training centre based training) - Teach grammar inductively and communicatively - Play grammar games to make grammar teaching more interesting - Plan and design activities to teach grammar exercises from Grade 6,7 and 8 textbooks - Prepare materials to teach grammar - Construct valid and reliable test items to evaluate their learners grammatical competence Contents Form function relationship (practical) Inductive and deductive teaching of grammar (practical) Different methods and techniques of teaching grammar (practical) - Communicative grammar teaching (practical) - Preparation of materials for teaching grammar (practical) - Grammar games (practical) - Combining grammar teaching with writing skill (practical) - Ways of testing/ evaluating grammar and construction of test items (practical) 6. Teaching literature: Competencies (15 hrs for 1 month training centre based training) - Experience and explains how to teach poetry, fiction and drama for language development - Demonstrate different techniques of teaching poetry, fiction and drama for Share their ideas and explain formfunction relationship, pedagogical implication of different types of grammar, and different methods of teaching grammar Respond to the facilitator s demos and make short demos of their own to teach grammar Design activities to teach grammar exercises from Grade 9 and 10 textbooks Produce more valid and reliable test items that can be used for testing grammar Reflect on what s literature and why it should be taught at the secondary level Share their views Adapt the techniques learned in the training, and develop their own exercises to teach grammar Engage the class in interesting activities (e.g. games) in teaching grammar Help learners to learn grammar by engaging them in using grammar rules rather than explaining them Make continuous evaluation of their learners by conducting grammar tests Implement their knowledge of what s literature for better teaching Adapt the 14

15 language development - Make plan to teach particular poem/s, stories, etc. from Grade 6-8 textbooks - Prepare teaching materials for teaching poems, etc. - Construct valid and reliable test items to evaluate his students understanding of literary pieces Contents: - Difference between poetry fiction and drama and its pedagogical implications (practical) - Different techniques of teaching poetry, drama and story (practical) - Preparation and use of teaching materials (practical) - Different kinds of lesson plan for teaching literature (practical) - Ways of testing/ evaluating literary genres and construction of test items (practical) on teaching/ using literature for language development Respond on demos of teaching literature, and give their own demos by preparation and planning Contribute in preparing more valid and reliable test items for evaluating their learners Explore the problems in teaching literature and plan, prepare and design activities to address the problems techniques they were exposed to during the training to use in their class Prepare their own materials and design activities to teach more interestingly by using different techniques Create interest among learners for reading and enjoying literature by encouraging them to read literary works through extensive reading Prepare their own test items to use for CAS in the class 15

16 7. Professional development: Competencies (17 hrs for 1 month training centre based training) - Discuss on different methodology of ELT and decide which should be applied in a particular classroom situation - Describe the importance of instructional materials, their selection, collection, construction, adaptation and use - Be familiar with the secondary curriculum in general and the secondary English curriculum in particular - Reflect on the spirit of the secondary English curriculum and find out how textbooks reflect this spirit in their topics and exercises and/or activities - Show understanding of why teaching language skills (LSRW) is more important than learning just grammatical rules - Compare and contrast different language teaching approaches, methods and techniques - Find the difference between different language skills and its pedagogical implication - Use the blackboard effectively (e.g. drawing pictures, making tables, playing games) - Reflect on their own teaching for better teaching in future - Conduct action research for professional development - Organize para-teaching activities (debate, poetry recitation, wall magazine, etc.) for enhancement of student s creativity - Advise learners not only on their academic problem but also on their personal problems - Compare and contrast English with the native language of the learners, and teach accordingly - Motivate and encourage their learners to learn more through different activities (e.g. songs, games, puzzles) Participate in the discussion of different ELT methodology Share their experience of the importance and use of teaching materials Analyze the present secondary English curriculum Find out the relationship between the English curriculum and Grade 9 and 10 textbooks Show an understanding and use of instruction materials, particularly blackboard Discuss and explain different ways of reflective teaching, and ways of doing action research Discuss and share their ideas on pastoral care Understand the mechanism of Teach according to the spirit of the curriculum Use textbook to achieve the goal set in the curriculum and not following the textbooks blindly Modify the textbook exercises to suit their learners Use their own teaching materials and blackboard multipurpose Carry some action research Find out their learners problem and advise them to address the problem Handle large class effectively Conduct some contrastive analysis to find out the likely difficulties for their learners Conduct some 16

17 - Demonstrate different kinds of warming up activities (e.g. telling anecdotes, icebreakers, brain-teasers) - Prepare yearly plan, monthly plan, unit plan and lesson plan, and for teaching learning purpose - Show the ability for classroom management in terms of furniture arrangement, group work, pair work, and large class Contents - Different kinds of ELT curriculum (practical) - Curriculum and textbook (practical) - How to use textbook (practical) - English sounds and their production (practical) - Contrastive analysis and error analysis (practical) - Instructional material: collection, preparation, storage and use (practical) - Different kinds of planning (practical) - Classroom management (practical) - Modern technology in ELT - Action research (practical) - Counseling and pastoral care (practical) English sound production for teaching purpose and produce them Show an understanding of contrastive and error analysis can help teacher for better teaching Share their experience on classroom management and large class for better teaching Participate in the discussion of how to use textbook and L2 learners strategies of learning L2 error analysis to find out the weak area/aspect in their own teaching 17

18 Teaching method: Following approaches/methods should be followed to deliver the contents - participatory approach throughout the course - experiential learning by the trainees followed by practical activities - facilitation by the trainer/s All these should be carried out through interesting activities such as - buzz group activity - group and pair work - mind-map task - warming up activities (e.g. anecdotes, jokes, games and songs, ice-breakers, mind-teasers) - mini-lecture, Currain style lecture - discovery technique - case study and project works Instructional materials: In addition to the instructional materials for daily use following should be used - reference materials - electronic equipments (e.g. OHP, power point, computer) Evaluation of the participants: - individual record of the trainee teachers - observation by the trainer - peer observation - journal and diary by both facilitator/s Evaluation of the course: - mood meter - diary and journal by both facilitator and trainees - questionnaires - letters * The term practical means practice by the participants whatever they have learned or experienced for example they have to make demonstration, produce teaching materials and test items, do contrastive and error analysis. * CAS: 1. Well performed 3. Ill performed 2. Moderately performed 4. No performance at all 18

19 References 1. Anderson & Lynch. (1991) Listening. Oxford University Press, Oxford. 2. Bryan D. (1991) Teaching Writing Skills. Longman, London. 3. Bygate, M. (1987) Speaking. OUP, Oxford. 4. Carter & Long (1991) Teaching Literature. Longman, London. 5. Celce-Murica, M. & Larsen-Freeman, D. (1983) The Grammar Book: An ESL/EFL Teacher s Course. Newbury House Publication, London 6. Cook, V. (2001) Second Language Learning and Language Teaching. Arnold, London. 7. Cross, D. (1992) A Practical Handbook of Language Teaching. Prentice Hall, New York. 8. Cross, D. (1995) Large Classes in Action. Prentice Hall, New York. 9. Doff, A. (199) Teach English: A trainer s book. CUP, London. 10. Ellis, R. (1991) Understanding Second Language Learning. Blackwell, London. 11. Ferguson, M. (1999) Poems in your Pocket. Longman, London. 12. Frank & Rinvolucri (1983) Grammar in Action. Pergamon Press, Oxford. 13. Gimson, C. (1978) An Introduction to English Pronunciation. ELBS, New Delhi. 14. Grant, N. (1991) Making Most of your Textbook. Longman, London. 15. Harmer, J. (1991) The Practice of English Language Teaching. Longman, London. 16. Harrison, A. (1991) A Language Testing Handbook. Longman, London. 17. Heaton. J.B. (1991) Writing English Language Test. Longman, London. 18. Hughes, A. (1978) Testing for Language Teachers. CUP, Cambridge. 19. Hunard et al. (1983) A Training Course for TEFL. OUP, Oxford. 20. Ladhouse, G.P. (1987) Role play. OUP, Oxford University Press 21. Lazar, G. (1993) Literature and Language Teaching. CUP, Cambridge. 22. Lazar, G. (2002) A Window On Literature. CUP, Cambridge. 23. Lee, W.R. (1993) Language Teaching Games and Contests. Longman, London. 24. Lindstromberg, S. (1997) The Standby Book: Activities for the language classroom. CUP, Cambridge. 25. Malley & Duff. (1990) The Inward Ear. CUP, Cambrdige. 26. Nunan D, (????) Principles of Syllabus Design. CUP, Cambridge. 27. Nunan, D. (1991) Language Teaching Methodology. Prentice Hall, New York. 28. Nuttal, C. (1996) Teaching Reading Skills in Foreign Language. Heinemann, London. 29. Rai et al. (2000) English Grade Ministry of Education, HMG, Nepal. 30. Rai V. (1995) Fundamentals of Applied Linguistics. Hira Books, Kirtipur. 31. Rai V. (2000) Psycholinguistics and Sociolinguistics. Hira Books, Kirtipur. 32. Rai, V. (1998) ELT Materials and Practices. Bhundi Puran Prakshan, Kathmandu. 33. Rai, V. (2002) Teaching Literature. Bhundi Puran Prakshan, Kathmandu. 34. Rai, V. (2003) ELT Methods. Bhundi Puran Prakshan, Kathmandu. 35. Richards & Lockhart (1995) Reflective Teaching in Second Language Classroom. CUP, Cambridge 36. Secondary English Curriculum (1989). Ministry of Education, HMG, Nepal. 37. Secondary English Curriculum (2000). Ministry of Education, HMG, Nepal. 38. Sophie & Pavlou (2003) Assessing Young Learners. OUP, Oxford. 39. Thompson, L. (ed) (1996) The teaching of Poetry. Casell, New York. 40. Tribble, C (1996) Writing. CUP, Cambridge. 41. Ur, P (1988) Grammar Practice Activities. CUP, Cambridge. 42. Ur, P. (1984) Teaching Listening Comprehension. CUP, Cambridge. 43. Wallace, M. (1991) Training Foreign Language Teacher. CUP, London. 44. White, R.V. (1991) The ELT Curriculum. Basil Blackwell, Oxford. 45. Woodward, T. (1992) Ways of Training. Longman, London. 46. Wright et al (1983) Games for Language Learning. CUP, Cambridge. Wright, A. (1990) Visual Materials for the Language Teachers. Longman, London. BACK 19

20 Module 2 Distance Mode Part One: Subject Specific (English Language Teaching) Course Description This course aims to equip teachers with knowledge of the different aspects of ELT. The aspects include knowledge and practices related to teaching different language skills, grammar and literature for language development, preparation and use of instruction materials, using textbook, beyond method aspects (e.g. planning, classroom management, large class, evaluation techniques, and counseling), and professional development through reflective teaching and action research. Objectives On the completion of this course the trainees/teachers are expected to show understanding of 1. Aspects and areas of teaching four language skills relevant to the Nepalese context 2. Teaching grammar 3. Teaching literature for language development 4. ELT methods and techniques 5. L2 learner 6. ELT curriculum 7. English sounds and their recognition and production 8. Error analysis and contrastive analysis 9. Classroom management and pastoral care 10. Reflective teaching and action research Course Facilitation Approaches The facilitation of this course is in distance mode. Content Delivery Mode SLM Audio /Video cassette/cd Web page /Internet and Correspondence Audio conference Video conference Phone-in program Workshops 20

21 1. Teaching listening: Competencies The teacher explores the nature, scope and difficulty in teaching listening skill in context of Nepal for pedagogical purposes. Contents - What s listening? - Bottom-up and top-down views of listening - What makes listening difficult? - Different kind of listening texts and tasks and their pedagogical implication - Different techniques of teaching listening - dictation and beyond dictation - jigsaw listening - Harmer s approach - teaching strategies - Ways of testing/ evaluating listening - administrative aspects - teacher or cassette player - tasks or test types - listen and fill in - listen and draw - listen and tick - listen and answer - listen and transform information 2. Teaching speaking: Competencies The teacher strengthens their capabilities by exploring the nature, scope and difficulty in teaching speaking skill in context of Nepal for pedagogical purposes Contents - What s speaking? - Difference between speaking and writing - Components of spoken language (pronunciation, stress and intonation) and their relevance in teaching speaking - Different techniques of teaching speaking: - different kinds of drills (e.g. imitation, cue, substitution), - communication games, - information gap activities (e.g. describing pictures, talking through maps) - role play and simulation - reaching consensus - Ways of evaluating speaking: - reading aloud - interview - role play, describing picture/s 21

22 3. Teaching reading: Competencies The teacher explores the nature, scope and difficulty in teaching reading skill in context of Nepal for pedagogical purposes. Contents - What s reading? - Why do we read? - How do we read? - What makes reading difficult? - Top-down and Bottom-up approaches of reading - Different kinds of reading - intensive and extensive reading - silent reading and reading aloud - faster reading and comprehension - Different kind of reading text and their pedagogical implication - Ways of testing/ evaluating reading 4. Teaching writing: Competencies The teacher explores the nature, scope and difficulty in teaching writing skill in context of Nepal for pedagogical purposes. Contents - What s writing? - What makes writing difficult? - Mechanics of writing (e.g. spelling, punctuation) - Writing and grammar - Different kinds of writing texts, their layouts, and their pedagogical implication - paragraph - letter - essay - dialogue - newspaper stories - advertisement - Different techniques of teaching writing - writing with the help of clues (e.g. pictures, words, maps) - substitution and expansion tasks - oral preparation - parallel writing - Correction techniques - Ways of testing/ evaluating writing 22

23 5. Teaching grammar: competencies The teacher diagnoses the nature, scope and difficulty in teaching grammar in context of Nepal for pedagogical purposes Contents - Form-function relationship - Descriptive vs. prescriptive grammar and their pedagogical implication - Different methods and techniques of teaching grammar - inductive vs. deductive methods - communicative grammar teaching - Ways of testing/ evaluating grammar 6. Teaching literature: Competencies The teacher strengthens their abilities by exploring the nature, scope and difficulty in teaching literature for language development in context of Nepal for pedagogical purposes. Contents: - What s literature? - Different genres of literature - Characteristics of poetry - Difference between poetry and prose - Characteristics of story - Characteristics of drama - Characteristics of essay - Why teach literature at the secondary level? - Teaching literature for language development - Ways of testing/ evaluating literary genres 23

24 7. Professional development: Competencies The teacher develops and strengthens their professional capabilities by exploring other aspects of ELT as mentioned in the contents. Contents - What s curriculum? - What s ELT curriculum? - Different kinds of ELT curriculum - Curriculum and textbook - Textbook analysis and use - Different methods, approaches and techniques of ELT - English sounds and their production - Contrastive analysis and error analysis - L2 learner - Instructional material: collection, preparation, storage and use - Different kinds of planning - Classroom management - Reflective teaching - Action research - Counseling and pastoral care Methodology: 1. self learning materials 2. and internet 3. phone-in 4. presentation 5. correspondence Evaluation: - written exam - reports by the trainee - observation by the resource person/expert - presentation by the trainee in contact sessions *In order to develop a taste in English literature the trainee-teachers should be provided with and encouraged to read English literature during their training period. Followings are the suggested literary works which they may read and enjoy. They need not read all of them or take exam. They are expected to read them and write their views and/or comments on them. The trainer can select some other literary works that are available and interesting to the teachers. 24

25 Poems: - Mother to Son (Langston Hughes) - The Road Not Taken (Robert Frost) - Ode to Autumn (John Keats) - London (William Blake) - Journey of the Magi (T.S. Eliot) Stories - The Luncheon (Somerset Maughm) - The Last Leaf (O Henry) - A Hunger Artist (Franz Kafka) - The grief (Anton Chekov) - The Dancing Partner (Jerome K Jerome) Drama - Death of a Salesman (Arthur Miller) Novel - The Mayor of Casterbridge (Thomas Hardy) Travel - Travels in Nepal: The Sequestered Kingdom (Charlie Pye-Smith) 25

26 References 1. Abrams, M.H. (1999) A Glossary of Literary Terms. Harcourt Asia Pte Ltd, Singapore. 2. Anderson, A & Tony Lynch. (1991) Listening. Oxford University Press, Oxford. 3. Bygate, M. (1987) Speaking. OUP, Oxford. 4. Byrne D. (1991) Teaching Writing Skills. Longman, London. 5. Carter & Long (1991) Teaching Literature. Longman, London. 6. Celce-Murica, M & Larsen-Freeman, D. (1983) The Grammar Book: An ESL/EFL Teacher s Course. Newbury House Publication, London. 7. Cross, D. (1995) Large Classes in Action. Prentice Hall, New York. 8. Dubin & Olshtain (1991) Course Design. CUP, Cambridge. 9. Ellis, R. (1991) Understanding Second Language Learning. Blackwell, London. 10. Gimson, A. C. (1976) An Introduction to English Pronunciation. Edward Arnold, London. 11. Harmer, J. (1994) The Practice of English Language Teaching. Longman, London. 12. Heaton. J.B. (1991) Writing English Language Test. Longman, London. 13. Hughes, A. (1989) Testing for Language Teachers. CUP, Cambridge Kanasakar, T. (1998) A Course in English Phonetics. Orient Longman, Hyderabad. 15. Lazar, G. (1993) Literature and Language Teaching. CUP, London. 16. Nunan D, (1990) Syllabus Design. CUP, Cambridge. 17. Nunan, D. (1991) Teaching Language Methodology. Prentice Hall, New York. 18. Nuttal, C. (1989) Teaching Reading Skills in a Foreign Language. Heinemann, Oxford. 19. Rai V. (2000) Psycholinguistics and Sociolinguistics. Hira Books, Kirtipur. 20. Rai V. (2002) English Sounds and Structures. Hira Books, Kirtipur. 21. Rai, V. (2001) ELT Materials and Practices. Bhundi Puran Prakshan, Kathmandu. 22. Rai, V. (2002) ELT Methods. Bhundi Puran Prakshan, Kathmandu. 23. Rai, V. (2003) Teaching Literature. Bhundi Puran Prakshan, Kathmandu. 24. Richards & Lockhart (1995) Reflective Teaching in Second Language Classroom. CUP. Cambrodge. 25. Richards, J. & T. Rodgers (1988) Approaches and Methods in Language Teaching. CUP. Cambridge. 26. Secondary English Curriculum (2000). Ministry of Education, HMG, Nepal. 27. Sprat, M. (1994) English for the Teacher. CUP, Cambridge. 28. Tribble, C. (1996) Writing. OUP, Oxford. 29. Wallace, M. (1991) Training Foreign Language Teachers. CUP, Cambridge. 30. White, R.V. (1991) The ELT Curriculum. Basil Blackwell, London. 31. Wilkins, D.A. (1974) Second Language Learning and Teaching. Edward Arnold, London. BACK 26

27 Part Two: Generic English Course Description: This course aims to equip teachers with in-depth knowledge of generic contents. The contents include knowledge about diversity management, collegial learning, extended professional capabilities, globalization practices in teaching, instructional planning, resource management, personnel and professional dealing with stakeholders of education, classroom research, and evaluation techniques. Various modes will be adopted to deliver the contents. An external examination will be administered to test the achievement of the trainee teachers at the end of the course. Course Objective: On the completion of this course the trainee/teacher will be able to get in-depth understanding of: 1. classroom diversities 2. educational approaches to diversities management 3. educational and instructional planning 4. interactive teaching/learning process 5. inter and intra personnel dealings 6. students' evaluation 7. classroom/action research/teacher research/experiential research Course Facilitation Approaches The delivery of this course is in distance mode. Content Delivery Mode SLM Audio /Video cassette/cd Web page /Internet and Correspondence Audio conference Video conference Phone-in program Workshops 27

28 Competency 1: Diversity management Teacher diagnoses the existence of different forms of social diversities such as gender, regionalism, caste, ethnicity, language, children with disabilities, war affected children, child worker and child labor, learning abilities and disabilities, learning style, emotional state, value differences, and cultural as well as religious differences in a class Contents: Concept of gender concept of WID, WAD, and GAD concept of patriarchy approaches to gender justice in education gender mainstreaming approach implication of gender concept in classroom teaching and children's learning Concept of caste religious concept of caste division functional concept of caste division critical concept of caste division humanist concept of caste division caste issues caste mainstreaming approach approaches to caste justice in education implication of caste concept in classroom teaching and children's learning Concept of ethnicity ethnic and caste groups tribal and indigenous (ethnic) people tribal and indigenous people's mainstreaming approach tribal and indigenous peoples' (ethnic) issues approaches to ethnic justice in education implication of ethnicity concept in classroom teaching and children's learning Language management uni-lingual approach language colonialism language movements language issue bi-lingual approach to language management multilingual approach to language management regional language approach to language management Pedagogical approach to language justice in education such as language transfer approach, language immersion approach, language submersion approach, language co-existence approach, language conservation approach, language promotion approach implication of language management concept in classroom teaching and children's learning 25

29 Culture management Mono and cultural plurality cultural colonialism cultural movements cultural issues in education pedagogical approaches to cultural justice in education such as multiculturalism, cultural conservation, and cultural promotion implication of cultural management concept in classroom teaching and children's learning Disability management concept of disability forms of disabilities issues associated with disables approaches to disability justice in education implication of disability management concept in classroom teaching and children's learning Child labor management child worker child labor worst forms of child labor child at risk implication of child labor management concept in classroom teaching and children's learning Other forms of diversity management deviance, learning styles, emotional state, and war affected children Cross cutting issues implication of other forms of diversity management concept in classroom teaching and children's learning Instructional materials Thematic readings Comprehension questions Sample of classroom/action research/teacher research/experiential research Approach to content evaluation Post reading presentation Comprehensive exam Write up from the trainee-teachers' journal Presentation of classroom/action research/teacher research/experiential research Trainer/supervisor guidelines for the evaluation of the content Organize presentation sessions Asks experts to assess individual presentation of the trainee- teachers Collects classroom/action research /teacher research/experiential research reports presented by the trainee-teachers Assess research reports with the help of experts in roster Documents individual performance of the trainee-teachers in his/her personal profile 26

30 Competency 2: Collegial learning Teacher explores different approaches to knowledge construction and reconstruction for their professional updating Contents: Concept of knowledge construction Ancestors' approach to generation and distribution of knowledge Construction of knowledge through hidden curriculum Vigotsky's concept of social construction of knowledge Cognitivists concept of generating knowledge Dewey's construction and reconstruction of knowledge Commonalities and differences in the concept of generating knowledge implication of the concept of knowledge construction in classroom teaching and children's learning Theories of school learning Cooperative learning Mastery learning Problem based learning Outcome learning Implication of theories of school learning in classroom teaching Instructional materials Thematic readings Comprehension questions Case study about learning process of two students, one boy and one girl Approach to content evaluation Post reading presentation Comprehensive exam Write up from the trainee-teachers' journal Presentation of cases Deriving educational implication from the cases Trainer/supervisor guidelines for the evaluation of the content Organize presentation sessions Asks experts to assess individual presentation of the trainee- teachers Collects cases presented by the trainee-teachers Draw educational implications from the cases for teacher training Competency 3: Extended professional capabilities Teacher develops his/her professional capabilities by understanding ancestral approach to learning and draws implication for classroom teaching Contents: Documentation of inherited and acquired learning Ancestral approach to teaching through parables, puzzles, analogical presentation etc. Culture of silence Critical understanding Dialogue and discourse Collegiality Reflective practice 27

31 Ancestral approach to research and innovation Ancestral approach to reflective research Ancestral approach to Para-psychological quest of terrestrial and celestial beings General peoples' approach to research on herbs, architectural designs etc General people's approach to hand over the knowledge from generations to generations implication of ancestral approach to research in classroom teaching and children's learning Instructional materials Thematic readings Comprehension questions Good questions to be asked Approach to content evaluation Post reading presentation Write up from the trainee-teachers' journal Presentation of trainee-teachers Deriving educational implication from the presentation Trainer/supervisor guidelines for the evaluation of the content Organize presentation sessions Asks experts to assess individual presentation of the trainee- teachers Collects experiences presented by the trainee-teachers Draw educational implications from the trainee-teachers' experiences Competency 4: Knowledge of value and beliefs systems Teacher strengthens his/her ability by understanding peoples' values and beliefs systems and the way these systems are developed and continued Contents: Value/belief systems Value system of diverse groups of Nepal such as male and female, caste groups, ethnic groups, disabled people, child labor, victimized people, religious groups, and psychic people Myths and science of traditional value/belief systems Myths and science of modern value/belief system Value and belief systems about teaching profession Ethics and morals of teaching profession implication of teachers' value/belief systems in classroom teaching and children's learning Educative process to celebrate different value/belief systems Approaches to learn different value/belief systems Approaches to appreciate different value/belief systems Approaches to prepare critical masses to analyze contemporary value/belief systems Approaches to develop mosaic value/beliefs system Different approaches to eliminate corporal punishments Implication of different value/belief systems in classroom teaching and children's learning 28

32 Instructional materials Thematic readings Comprehension questions Good questions to be asked Approach to content evaluation Post reading presentation Write up from the trainee-teachers' journal Presentation of trainee-teachers Drawing educational implication from the presentation Trainer/supervisor guidelines for the evaluation of the content Organize presentation sessions Asks experts to assess individual presentation of the trainee- teachers Generate value/belief systems of the trainee-teachers towards gender, caste, ethnicity, language, disability, child labor, and deviant peoples' issues Draw educational implications from the trainee-teachers' and trainer/supervisor's value/belief systems Competency 5: Educational planning Teacher develops and strengthens his/her knowledge about educational planning Contents: Concept and process of plan Plan and planning Components of plan Planning process Plan development process implication of planning in classroom teaching and children's learning Educational plans of Nepal Grassroots' education plan (SIP, VEP, VDP) Intermediary education plan (DEP, DDP) National education plan Education sectors of development plans implication of educational plans in classroom teaching and children's learning International education plan Jomtein plan Dakar plan Other plans implication of international plans in classroom teaching and children's learning Educational and instructional materials Available materials in the market Materials that can be created and developed Low cost and no cost materials implication of educational/instructional materials in classroom teaching and children's learning Planning process PRA (participatory rural appraisal) RRA (rapid rural appraisal) PLA (participatory learning and action) PA (planning and action) 29