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ENGLISH AS A LIFE SKILL
A Programme under the guidance of the Presidential Task Force on English and IT
HANDBOOK 2009
For the guidance of the
MASTER TEACHER TRAINERS
Trained at the English and Foreign Languages University (EFLU), Hyderabad, India
(Prepared through a Participatory Process by the Master Teacher Trainers themselves)
February 9, 2009
CONTENTS
ACKNOWLEDGEMENT 2
SUMMARY OF CONTENTS …… 3
1. LESSONS LEARNED FROM EFLU TRAINING 4
2. CURRICULUM FRAMEWORK FOR TRAINING OF ENGLISH TEACHERS 5
Module 1 : Professional Development of Teaching Speaking (PDTS) 6
Module 2 : Proficiency Development of Speaking (PDS) 7
Module 3 : Professional Development of Teaching Listening (PDTL) 8
Module 4 : Proficiency Development of Listening (PDL) 9
Module 5 : Professional Development of Teaching Pronunciation (PDTP) 10
Module 6 : Proficiency Development of Pronunciation (PDP) 11
Module 7 : Professional Development of Vocabulary (PDV) 12
Module 8 : Proficiency Development of Vocabulary (PDV) 13
3. SUMMARY OF GUIDELINES AND ACTIVITIES 14
Module 1: Professional Development of Teaching speaking (PDTS) 15
Module 2: Proficiency Development of Speaking (PDS) 17
Module 3: Professional Development of Teaching Listening ( PDTL) 18
Module 4: Proficiency Development of Listening (PDL) 20
Module 5 & 6: Professional & Proficiency Development of Pronunciation (PPDP) 22
Theme 7 & 8: Professional & Proficiency Development of Vocabulary (PPDV) 25
4. ACTION PLAN for 2009 27
Conducting Teacher Training Programmes in the Provinces 28
Improvement of the Teacher Training Manual and Curriculum Framework 29
Conducting Review and Monitoring of Provincial Teacher Training Programmes 30
Updating the Knowledge and Skills of the Master Trainers 31
5. SRI LANKA ALUMNI ASSOCIATION OF EFLU, HYDERABAD – (SLAAEH) 32
6. SCHEDULE OF TRAINING PROGRAMMES FOR PROVINCIAL ENGLISH TEACHERS 33
7. LIST OF TEACHER TRAINERS 34
1
Acknowledgement
This Handbook was prepared and compiled by the 40 trainers who were trained for 3 months at the English and Foreign Languages
University (EFLU), Hyderabad, from September to November 2008 on special scholarships awarded by the Government of India in support
of the Presidential Initiative, 'English as a Life Skill'. The teachers were selected from among the nine Provinces in the Island (Annex 1).
It evolved in the course of two residential participatory workshops conducted at the National Institute of Education (NIE), Maharagama -
15th to 17th December 2008 and 20th - 21st January 2009 - and organized by the Presidential Task Force on English and IT in
collaboration with the English Unit / Ministry of Education and the English Unit / NIE. The workshops were funded by the Education for
Knowledge Society Project (EKSP) of the Education Ministry.
The participatory process through which this Handbook evolved was designed and guided by Mr. Chamindra Weerackody, Honorary
Consultant on Participatory Process Management who also structured and conducted the workshops and prepared the layout of the final
document. The professional services that Mr. Weerackody provides the Presidential Task Force in an honorary capacity are much
appreciated and commended.
On 12th January 2009 the curriculum framework and an action plan also developed by the teacher trainers were presented to the Provincial
Coordinators and Assistant Directors of Education by the trainers themselves at a one day workshop specially convened for the purpose by
the Secretary / Education at the Ministry Auditorium. The curriculum framework and action plan which were the subject of the workshop
received their fullest support and acceptance. A time frame for initiating the process of conducting teacher training programmes in the nine
Provinces and the administrative and financial arrangements for conducting them were agreed by consensus.
The Presidential Task Force recognizes with a sense of satisfaction and fulfillment, the unfailing support and cooperation extended to the
English teacher training process by all the national, provincial and zonal level officers of the Ministry of Education who have without
exception thrown in their lot to help realize the objectives of the Presidential Initiative.
Sunimal Fernando
Presidential Advisor and Coordinator of the Presidential Task Force on English and IT.
3rd. February 2009
2
Summary of Contents ……
A Review of Lessons learned: carried out by the teacher trainees while reflecting on their experiences and lessons learned at the EFLU, Hyderabad.
th th
This review was conducted at a residential workshop held at the NIE from 15 to 17 December 2008. The review points not only to the skills and
competencies acquired by the teacher trainees in advanced methodologies and techniques of teaching spoken English, but also a range of other qualities
that they accrued such as self-confidence and motivation. A summary of their reflections and lessons learned from Hyderabad training appears on page 5.
A Curriculum Framework: designed by the trained teachers (at the above mentioned residential workshop) for teaching spoken English. This framework
is exclusively based on what the teachers have learned at the EFLU and secondly, on their own experiences, skills and capacities. The process of
developing the curriculum framework involved group exercises and interactive discussions. The broad framework of the curriculum included eight modules
aimed at enhancing the professional and proficiency development of English teachers in teaching 1) speaking; 2) listening; 3) pronunciation; and 4)
vocabulary. The 40 teacher trainers would adopt this curriculum framework in training other English teachers in their respective Provinces. The
involvement and participation of the teacher trainers in this curriculum development process facilitated building a sense of ownership among the trainers to
their own teaching approaches and methodologies and developing a product that largely responds to the needs of local realities. This curriculum
framework is presented on pages 6 to 14.
A Manual of Guidelines and Exercises/Activities: compiled by the teacher trainers which they would use as a handbook in their training of other English
teachers. This Manual complements the curriculum framework and includes a variety of training material, both print and audio, that teacher trainers have
th st
gathered during their Hyderabad training. Two days (20 and 21 January 2009) were spent by the teacher trainers at a residential workshop held at the
NIE in the compilation of this Manual. A summary of this Manual of Guidelines and Exercises/Activities is presented on pages 15 to 26.
Action Plan for 2009: developed by the teacher trainers primarily aiming the conduct of training programmes for English teachers in their respective
Provinces. This Action Plan developed at the three day residential workshop held in December 2008 (referred to earlier) spells out how these Hyderabad
trained teachers would prepare themselves for, conduct and monitor the training programmes that they would subsequently conduct for other English
teachers in their respective Provinces. Specific activities, time frames, targets and responsibilities have been identified and planned. The Action Plan
comprises four components, with specific activities focused on (1) conducting teacher training programmes in the Provinces, (2) further improvement of the
teacher training curriculum framework and the Manual of guidelines/activities, (3) updating the knowledge and skills of the master trainers, and (4)
conducting reviews and monitoring of Provincial teacher training programmes. This 2009 Action Plan appears on pages 28 to 32.
Objectives and the Governing Council of the Sri Lanka Alumni Association of EFLU, Hyderabad – (SLAAEH): formed by the 40 teacher trainers
who participated in the EFLU training with the primary objectives of strengthening their interactions, networks and capacities and sharing their
experiences. (refer page 33 for objectives of the Association and the members of the Governing Council).
Chamindra Weerackody
Honorary Consultant
rd
3 February 2009
3
1. Lessons Learned from EFLU Training
What did we achieve/ Learn? What were the gaps? What can we do now?
Presentation skills How to prepare activities using any Teach presentation skills and do
Different approaches and techniques to material presentations confidently
Language teaching - teaching speaking Insufficient time for teaching speaking, How to teach literature, vocals, reading and
and grammar literature and grammar grammar innovatively.
Effective integration of Language skills Inability to observe and practice real Present effective lessons integrated with all
Importance of supra segmental features classroom teaching in Indian schools four skills
Developing sub skills of reading and Introduction of speaking activities for To exploit different texts to teach listening
listening beginners and speaking
How to do peer teaching and observe a Obtaining audio materials for later use Make speaking lessons interesting
lesson Individual attention on pronunciation and Help teachers to remedy their pronunciation
performance problems
More opportunities to develop personal Use songs in teaching vocabulary,
proficiency speaking, listening and grammar.
Needed more time for practical aspects How to evaluate and observe a lesson and
than theoretical aspects. self evaluation
4
2. Curriculum Framework for Training of English Teachers
Module 1 : Professional Development of Teaching Speaking (PDTS)
Module 2 : Proficiency Development of Speaking (PDS)
Module 3 : Professional Development of Teaching Listening (PDTL)
Module 4 : Proficiency Development of Listening (PDL)
Module 5 : Professional Development of Teaching Pronunciation (PDTP)
Module 6 : Proficiency Development of Pronunciation (PDP)
Module 7 : Professional Development of Vocabulary (PDV)
Module 8 : Proficiency Development of Vocabulary (PDV)
5
Curriculum Framework for Training of English Teachers
Module 1: Professional Development of Teaching Speaking (PDTS)
Objectives Expected Content / Methodology/ Materials Tasks (Teachers/ Target Duratio
Outcome Theoretical Inputs Techniques/ /activities Students) Group n (No.
Tools to be used (for whom hours)
& Nos.)
1. To raise Increased Introduction to Lectures Handouts Write down notes Teachers of
awareness of knowledge of speaking Tasks and Participating in English
aspects related to teachers on Features of spoken activities discussions
speaking. (Oral aspects related English Discussions Follow the activities 3
communication) speaking (peer work)
Group
presentations
Feed back
2. To make the Increased Types of Tasks, Handouts Take part in the
Teachers aware of knowledge of techniques. eg. Activities, and Text given activities Teachers of
the material and teachers on a Information gap Discussions, books Prepare sample English 5
techniques variety of Opinion gap Presentations, activities
available techniques and Preference line Debates Presentations
access to Oral fluency tasks Real life Feed back
materials from Task analysis situations
the study kit (Reflections of
tasks
4. Teach how to To equip Fluency and Debate, Take down notes Teachers of
develop teachers with accuracy discussions and Handouts, Engage in oral English 4
communicative skills effective appropriacy presentations, task sheets, activities
of students techniques to Sub skills of group work alternative Use different
teach speaking Simultaneous materials language functions
communicativ Functions of role plays according to given
e skills language Information situations
Authentic situations gaps
Opinion gaps
6
Curriculum Framework for Training of English Teachers
Module 2: Proficiency Development of Speaking (PDS)
Objectives Expected Content / Methodology/ Materials Tasks (Teachers/ Target Group Duration
Outcome Theoretical Techniques/ /activities to Students) (for whom & (No.
Inputs Tools be used Nos.) hours)
1. To develop Ability to speak Components of Oral 1. OHP Participating in Teachers of
speaking fluently and communicative presentations discussions English 6
proficiency accurately competence Discussions Pair work
of teachers Grammatical Tasks & Oral presentations
competence activities Group work
Sociolinguistic
competence
Discourse
competence
Strategic
competence
2. To improve Ability to do Features of oral Oral Collecting and
the oral presentations presentations organizing facts Teachers of 6
presentatio presentations Presentation English
n skills of confidently skills
teachers
7
Curriculum Framework for Training of English Teachers
Module 3: Professional Development of Teaching Listening (PDTL)
Objectives Expected Content / Methodology / Materials Tasks Target Duration (No.
Outcome Theoretical Techniques / /activities to (Teachers / Group hours)
Inputs Tools be used Students) (for
whom &
Nos.)
1. To enable Promoting What is listening? Pre listening, Cassettes, CDs Listen and fill in a Teachers What is listening
the sub skills of Sub skills of while listening Newspaper grid of English 1
teachers to listening listening and post articles Listen and take Sub skills of
teach Use of Listening for listening tasks Announcements down notes listening 2
listening effective specific Information Songs & Poems Listen and do an Listening for
skills listening in information. transfer News bulletins oral presentation specific
effectively classrooms Listening Lectures Stories Listen and follow information 2
Improving comprehension Discussions Dialogues instructions Listening
other Listening for Peer teaching Telephone Listen and follow comprehensive
language overall idea Presentations Conversations directions 2
skills through Listening for main Note taking Selected Listen and draw Listening for
listening. idea words and materials from Listen and report overall idea 2
details "Materials and information Listening to main
Listening to methodology" Listen and match idea words and
various types of Cartoons Listen and details 2
texts Television complete a flow Listening to
Listening to Programmes chart / mind map various types of
mood, tone and Teacher - Give texts 2
attitude. instructions Listening to
monitor the class mood, tone, texts
and attitude 3
(16 hours)
8
Curriculum Framework for Training of English Teachers
Module 4: Proficiency Development of Listening (PDL)
Objectives Expected Content / Methodology / Materials Tasks Target Duration (No.
Outcome Theoretical Techniques / /activities to (Teachers / Group hours)
Inputs Tools be used Students) (for whom
& Nos.)
1. To develop Develop Introduction to Pre listening, News paper Listen and fill in a Teachers of Listening – 1/2
listening skills to listening listening while listening articles grid English Sub skills of
enhance effective competency Sub skills of and post Announcement Listen and take listening – 1/2
communication listening listening tasks s down notes Listening for
Listening for Information Songs and Listen and do an specific
specific transfer Poems oral presentation information -1
information Lectures News bulletins Listen and follow Guessing
2. To listen to native Enabling the Guessing Discussions Stories instructions meaning, mood,
and non native listener to meaning, mood, Presentations Dialogues Listen and draw tone and attitude
speakers of respond tone and attitude Telephone Listen and follow from context -1
English and effectively to from context conversations directions Listening for
respond authentic Listening for Selected Listen and report main idea -1
effectively materials main idea materials from information Listen and note
Listen and note "materials and Listen and match taking -1
taking methodology" Listen and Listen and
Listen and complete a flow predict -1
predict chart / mind map Listening for
Listening for Teacher - Give details -1
details instruction to Listen and flow
Listen and flow monitor the class instructions -1
instructions and read the text Listen and
Listen and summerise -1
summerise Listen and make
Listen and make oral
oral presentations-1
presentations (10 hours)
9
Curriculum Framework for Training of English Teachers
Module 5 : Professional Development of Teaching Pronunciation (PDTP)
Objectives Expected Content/Theor Methodology/ Materials Tasks Target Duration
Outcome etical Inputs Techniques / /activities to (Teachers/ Group (No. of Hours)
Tools be used Students) (for whom
and
numbers)
1. To enable Teachers teach Teaching Practicing the Audio CDs Play audio CDs Teachers of 16 hours
teachers to the correct accent selected activities Printed and create English Teaching accent-
teach pronunciation Teaching in the books handouts of situations to 4
pronounce for the target intonation “Exercises in the acquire correct Teaching rhythm
words/ group patterns Spoken English” particular pronunciation –4
sentences Teaching Demonstrations lessons Practice it along Teaching
with the correct of learnt items to with the CD intonation
correct pronunciation the peers Feedback patterns- 4
intonation of consonants Use Teaching correct
patterns, Teaching -tongue twisters pronunciation of
rhythm and correct - Minimal pairs consonants – 2
accent pronunciation - Rhymes Teaching correct
2 To enable Make the of vowels - Songs pronunciation of
teachers to student aware - Poems vowels – 2
make the of Intelligibility - Rebus
target group in speaking
better users of
English
10
Curriculum Framework for Training of English Teachers
Module 6 : Proficiency Development of Pronunciation (PDP)
Objectives Expected Content / Methodology/ Materials/ Tasks Target Duration (No.
Outcome Theoretical Techniques/ activities to (Teachers/ Group hours)
Inputs Tools be used Students) (for whom
& Nos.)
1. To enable Knowledge of Teaching Practicing the Audio CDS Individual Teachers of 16 hours
teachers to phonetic Accent / selected activities Tasks from practice using English Teaching
pronounce symbols stress in the books ELT books audio CDS to accent- 4
words with Intelligibility Intonation “Exercises in Handouts create Teaching
correct Teachers pattern Spoken English” situations to rhythm – 4
accent and speak with Teaching Demonstrations of acquire correct Teaching
intonation correct stress how to learnt items to the pronunciation intonation
2. To make and intonation pronounce peers Practice patterns- 4
teachers consonants Use feedback Teaching
better users Teaching -tongue twisters correct
of English how to - Minimal pairs pronunciation
3. To improve pronounce - Rhymes of consonants
intelligibility vowels - Songs –2
of speaking - Poems Teaching
English - Rebus correct
pronunciation
of vowels – 2
11
Curriculum Framework for Training of English Teachers
Module 7 : Professional Development of Vocabulary (PDV)
Objectives Expected Content/Theoretical Methodology/ Materials/ Tasks Target
Outcome Inputs Techniques / activities to (Teachers/ Group Duration
Tools be used Students) (for whom (No. of
and Hours)
numbers)
1.To teach how to Effective use 1. Language Register Selection Various Tasks involving Teachers of 10
develop of techniques and Jargon Sequencing types of the techniques English
vocabulary in teaching 2. Collocations Presentation texts - Matching
vocabulary 3. Synonyms and Practice printed - odd man out
2. To enable Make use of Antonyms reading - cloze etc.
teachers to use available 4. Hyponyms and materials Formation of
vocabulary authentic Homonyms Selected words using
appropriately in materials to 5. Lexical words and handouts affixes (prefixes
teaching other teach Structural words given at and suffixes)
skills vocabulary 6. Homophones and EFLU
3. Identify Homographs
different types of 7. Affixes
materials to 8. Phrasal verbs
teach vocabulary 9. Denotation and
Connotation
10. Idioms
12
Curriculum Framework for Training of English Teachers
Module 8 : Proficiency Development of Vocabulary (PDV)
Objectives Expected Content / Methodology/ Materials to be Tasks Target Duration
Outcome Theoretical Inputs Techniques / used (Teachers/ Group (No. of
Tools Students) (for whom Hours)
and
numbers)
1. To enrich the Effective use of 1. Language Reading Various types of Group work Teachers of
vocabulary of vocabulary in Register and guessing texts- printed Pair work English 10
the teachers communication Jargon meanings (selected Individual
Enrich vocabulary 2. Collocations cloze passages handouts given Work
3. Synonyms and matching at EFLU
Antonyms synonyms
4. Hyponyms and odd man out
Homonyms finding single
5. Lexical words and words
Structural words selecting
6. Homophones and
arranging words
Homographs
in ascending and
7. Affixes
descending order
8. Phrasal verbs
giving definitions
9. Denotation and
Connotation use of dictionary
10. Idioms skills
13
3. Summary of Guidelines and Exercises/Activities
Module 1: Professional Development of Teaching Speaking (PDTS)
Module 2: Proficiency Development of Speaking (PDS)
Module 3: Professional Development of Teaching Listening (PDTL)
Module 4: Proficiency Development of Listening (PDL)
Module 5 & 6: Professional & Proficiency Development of Pronunciation (PPDP)
Module 7 & 8: Professional & Proficiency Development of Vocabulary (PPDV)
14
Summary of Guidelines and Exercises/Activities
Module 1 : Professional Development of Teaching Speaking (PDTS)
Task Trainers' Task Teachers' Task Time
Allocated
Objective 1 – Introduction to speaking Warmer – Group activity Engage in the activity
1 What is speaking
Get the teachers to discuss and write definitions for speaking Group work – discuss and write
Plenary – trainer gives the definitions definitions
2 Features of spoken English Group work
Get the teachers to list out the features of spoken English Discuss and list out the features
Distribute the handout PDTS1 (pg.5) and discuss it They tick the things in the list
Plenary – Introduce features of spoken English - hand out PDTS2 (pg.6)
3 Distribute the handouts PDTS3 (pg.7) and PDTS4 (pg.8) and ask them to do the Group work
task in groups
4 Distribute the worksheet on features of spoken English and ask them to identify Identify the features of spoken English in 03 hours
the features of spoken English – Hand out PDTS5 (pg.9) the activities given
Objective 2 – Types of techniques
1 Distribute the handout PDTS6 (pg.11) and ask them to do the task – Divide into two groups and engage in the
a. Find someone who two activities separately
b. Things in common Present their experience to the class
2 Introduce Information Gap - Handout PDTS7 (pg.12), PDTS8 (pg.13) Pair work
Plenary Discuss what they did
3 Distribute the handout PDTS9 (pg.14) and PDTS10 (pg.16) ask them to identify
the activities which have the features of information gap Group work
PDTS10 (pg.16)
4 Get them to prepare Information Gap activities for different levels (grade10,11 and Group work
12) Demonstrate their activities
5 Distribute the handouts 10, 11 and 12. on Opinion Gap and ask them to do them Engage in the activities
Plenary – features of Opinion Gap Discussion
6 Get them to prepare Opinion Gap activities for different levels (grade10, 11 and Group work
12) Demonstrate the activities
7 Distribute the handout on Preference Line – PDTS14 (pg.22) and ask them to do Engage in the activity
the task
Plenary
15
Task Trainers' Task Teachers' Task Time
Allocated
8 Distribute the handout on Reflection Grid – PDTS15 (pg.24) and get them to Fill in the grid
reflect on the activities they have done 05 Hours
Objective 3 – To make the teachers use different techniques of spoken English in classroom situations
1 Distribute the textbooks 10, 11 and 12 to them and assign each group 1 or 2 units Group work
to identify the types / techniques used in speech activities 06 Hours
Get the teachers to make new activities based on the themes given in the text
books and prepare activity plans to do peer teaching Group work
Get teachers to comment on the lessons Make activities for peer teaching
Objective 4 – Teach how to develop communicative skills of students
1 Display the following questions on a poster or OHP Discuss in groups
Get them to discuss in groups
a)What is spoken English?
b)What should teach our students?
c) Which aspect should be focus on fluency/ accuracy?
d)What is fluency?
e)What is accuracy?
f) Are you aware of any strategy?
g)Are there any problems that you face while teaching spoken English?
(academic/administrative)
Plenary (make use of the handout – Developing skills and strategy handout
PDTS16 (pg.25) Trainers notes
2 Get teachers to discuss the types of speaking activities List out the types of speaking activities 04 Hours
Lead a discussion introducing the types of activities such as controlled, guided
etc. (handout for the trainer- Developing skills and strategies) Hand out PDTS16 Do activities
(pg.25)
Get teachers to do some activities given in the same handout eg: role-plays,
simulations
16
Summary of Guidelines and Exercises/Activities
Module 2 : Proficiency Development of Speaking (PDS)
Task Trainers Task Teachers Task Time
Allocated
Objective 1 – To develop speaking proficiency of teachers
Warmer – Group activity Engage in the activity
1 Get them to discuss the answers to the questions What is
communicative competence and what are the components of Group work – discuss and write definitions
communicative competence (refer to handout- Components of
communicative competence Hand out PDS1 (pg.39)
Get them to do some speaking activities which involve above
competence (Handouts PDS2 to PDS9 (pg.40-52)
Get teachers to do their first presentation (3minutes) Give them a
topic
eg: a) Why English is important in the world today?
b) Why I am a teacher of English?
c) Language teaching aids.
d) Problems faced by learners of English in Sri Lanka. 06 Hours
Note – comment on teachers presentations in general
Objective 2 – To improve the presentation skills of teachers
1 Introduce the presentation skills (lecture method – two one hour
sessions)
2 Get the teachers a topic for a presentation of 3 minutes Do the presentations 06 Hours
Get them to do the presentation
17
Summary of Guidelines and Exercises/Activities
Module 3: Professional Development of Teaching Listening (PDTL)
Objectives Day Trainers task Trainees task Materials Duration
To enable to 01 Introduction 2hours
teachers to teach 1) Introduce what is Teaching Listening Brainstorming
listening skills and sub skills of Teaching Listening Group presentation
effectively (competency level)
2) Activity 1
Listens and transfers information to Listen and do the task PDTL1 (pg.57-63) 1 hour
other forms
Grade 10
Gives instructions to the Materials
and Methodology book page
141,142,143, 144
02 Gives instructions according to the Listen and take down notes PDTL2 (pg.64-66) 1 hour
Materials and Methodology book
page 154
Listen and take notes from oral PDTL3 (pg.67-69)
presentation
Gives instructions according to the
Materials and Methodology book
157
03 Engages in active listening and Listen to the text and take notes and PDTL4 (pg.70-71) ½ hour
response appropriately records
Grade 11 Texts and tasks
Gives instruction according to the ½ hour
Materials and Methodology book Listen to the trainer and given tasks
page 160
Listen to more advance text and
responds to them PDTL5 (pg.72-74)
Use instructions according to the
Materials and Methodology book
page 164, 165
To practice transferring information‟s
18
Objectives Day Trainers task Trainees task Materials Duration
from a listening text PDTL6 (pg.75)
Grade 11 Meaning in to a words
upper intermediate by Addrian Doffs 1 hour
and Christopher Johns page 48 Listen and do the task sheet
Gives instructions to trainees
04 Listening and Predicting Relates half Listen to the story and predict the rest of it Stories 2 hours
of a story
Listen and appreciate Listen to the poem appreciate and Poem Eg:
comment on it The height Great men
Recites a poem and giving achieved and kept
instructions was not a sudden
flight while there
companions slept
They were toiling up
words in the night
05 Peer teaching on teaching listening Group presentation 2 hours
Giving guidance and feed back
19
Summary of Guidelines and Exercises/Activities
Module 4: Proficiency Development of Listening (PDL)
Objectives Day Trainers task Trainees task Materials Duration
To develop 01 a) Introduction Group work – form discussions and then - 2 hours
listening skills to 3) What is listening engage in brain storming activity
enhance effective 4) Sub skills of listening Activity 1
communication b) Listening for specific information Individual work – listen and answer a Handout PDL1(pg.79)
Give instructions, encourage, lead given set of questions (Meaning in to works
To listen to native a discussion to get answers Group work – write a paragraph intermediate students
speakers of Activity 2 book)
English and Individual work – listen and answer Handout PDL2 (pg.80)
respond Group work – find out information & talk on the given (Meaning in to works
effectively topics intermediate students
book)
02 a) Guessing meaning, mood, tone Activity 1 Handout PDL3 (pg.81) 2 hours
and attitude from context Individual work – Listen and fill in the
Give instructions gaps CD Raj Gopal (listening &
Get answers Group work – Enact the dialogue speaking part II)
b) Listening for main idea Activity 2
Give instructions, Read the Write down the main idea of each
selected article, Discuss answers paragraph Selected Newspaper
Extension work – find sub titles for those article
main ideas
03 a) Listen and note taking Activity 01 Handout PDL4 (pg.82) 2 hours
Give instructions, help in Individual work – takedown notes and CD Raj Gopal (listening &
formatting the content prepare the minutes of a meeting speaking part II)
Group work – press conference
b) Listen and predict Activity 02
Give instructions, get the answers Pair work – Listen and complete the Handout PDL5 (pg.83)
table CD Raj Gopal (listening &
Individual work – Listen and mark true or speaking part II)
false
20
Objectives Day Trainers task Trainees task Materials Duration
04 a) Listening for details Activity 1 Handout PDL6 (pg.84) 2 hours
Give instructions, Have a Individual work – fill in the blanks and CD Raj Gopal (listening &
discussion on projects, complete the table speaking part II)
encourage, get answers
Activity 2
b) Listen and follow instructions Individual work – Make a cap (origami)
Give instructions
Activity 3 -
Individual work – Listen to the song and
c) Listen and gap filling fill in the gaps
Select a song eg: Dellilah, Lemon
tree or any other song, give the Whole class – sing the song -
song with blanks, ask them to
listen to the song and fill in the
gaps
05 a) Listen and do oral presentations Activity 1 PDL7 (pg.85) 2 hours
Reads the text on „internet‟, ask Individual work – listen to the text, take
the trainees to listen and note down notes and then make oral
down facts then encourage them presentation
to do oral presentation
b) Listen and summarize
Select a suitable article, read it to
the class, ask the trainees to Activity 2 Selected article
listen and summarize it. Individual work – Listen to the teacher PDL8 (pg.86)
and summarize
21
Summary of Guidelines and Exercises/Activities
Module 5 and 6: Professional & Proficiency Development of Pronunciation (PPDP)
Theme: Introducing pronunciation
Objective: 1. To enable teachers to pronounce words with correct accent and intonation to make them better users of English
2. To enable teachers to make target groups better use of English
Task Teachers’ Task Trainees’ Task Time
1 Warm up Activity
Distribute handout PPDP1 (pg.92) the poem Read the poem aloud
Brief discussion on “What‟s pronunciation” Identify different phonetic scripts
Discuss on the aspects of pronunciation using a mind map Complete the mind map 1 hour
2 Familiarising phonetic symbols through the poem Recall the phonetic symbols 1 hour
3 Introducing vowels and diphthongs - handout PPDP2 (pg.93) 1 hour
Give the activity 2.1 and 2.2 with the given procedure
Do activity 2.3 Do the task in box 8 - handout PPDP3 (pg.97) and box
11, 12 PPDP4 (pg.101).
pronunciation pairs - PPDP6 (pg.107) Do the task in box 16 in PPDP5 (pg.106)
Involve in the activity
4 Get trainees to practice the activities in “Exercises in Spoken English Practice activities 2 hours
using CD–part 3
5 Familiarising consonants 1 hour
Give activity 2.6 with given procedure Involve in the activity
Activities in “Pronunciation pairs” - PPDP8, PPDP9, PPDP10 and Engage in Activities in box 24
PPDP11 (pg.119 to 126) - PPDP7 (pg.118)
Practice the activities in “Exercises in spoken English” – part 2 using Practice
CD 2 hours
Consonant clusters
Give the activity 2.11 with given procedure Engage in activity
Activity 2.12 Engage in activity
Practice the activities in “Exercises in spoken English – part 2 pg. Engage in activity
42 using CD
22
Task Teachers’ Task Trainees’ Task Time
6 Syllables and word stress 4 hours
Give the activity 4.1 with given procedure Do the task in box 47 in handout PPDP12 (pg.128)
Give the activity 4.4 with given procedure Involve in the task
Give the activities 4.9, 4.10, 4.11, 4.12, 4.13, 4.14, 4.15, 4.17 to Do the task Box 55, 56, 57, 58, 60, 61, 62, 63, 65 Hand
practice stress patterns using the CDs outs PPDP13, PPDP14, PPDP15, PPDP16, PPDP17,
PPDP18, PPDP19, PPDP20 and PPDP21 (pgs.134 to
147) 1 hour
Involve
Practice the activities in “Exercises in spoken English – part 1 pg. 4-
6 using CD
7 Intonation 2 hours
Tone units
Activity 5.4 according to given procedure Do the task in box 81 - Handout PPDP22 (pg.149)
Involve
Do activity 45, 46 in spoken English part 1 Task in the box 83, 84 - Handout PPDP23 (pg.154) and 5 hours
Activity 5.7 on intonation PPDP24 (pg.154)
Task in box 85 - Handout PPDP25 (pg.160)
Do the activity in 5.8, 5.9
23
Summary of Guidelines and Exercises/Activities
Module 5 and 6 : Professional & Proficiency Development of Pronunciation (PPDP) Contd…
1. Warm up activity
1. Poem pg.3 Materials & Methodology samples
2. Multi – Word Verb Game – Headway English way (Liz & John Soars)
2. Introduction pg. 3 - 22
(Pronunciation practice activities) – Marting Hewings
3. Introduction of vowels, consonants, consonant clusters, word stress & intonation
Pg. 23 – 43 (Pronunciation Practice Activities)
4. Word accent
Methodology
Repetition Practice
i. Words with 2 syllables
st
ii. Accent is on the 1 syllable
nd
iii. Words with 2 syllables
iv. Accentual pattern on verb, noun, adjectives (18 -11)
Exercises in Spoken English Part I
iv. Accentuation of words containing more than 2 syllables ( 13 -15)
5. Tests
i. Ear training pg. 23
ii. Production (Ss read the sentences given with the correct … into )
24
Summary of Guidelines and Exercises/Activities
Module 7 & 8 : Professional & Proficiency Development of Vocabulary (PPDV)
Objectives :- 1. To teach how to develop vocabulary
2. To enable teachers to use vocabulary appropriately in teaching other skills.
3. Identify different types of materials to teach vocabulary
4. To enrich the vocabulary of the teachers
General Introduction
1. Introduction
a. Points to be considered
- Frequency
- Usefulness
- Definition value
- Teachability
- Learnability
- disponsibility (availability)
2. Components
- Proficiency
- Professional
3. Aspects of vocabulary knowledge (10 selected areas in the next page)
4. Introduction of one aspect of vocabulary through a game
Eg. - Introduce “word family” under lexical words – for grouping purpose
- Temperature – cool, chilly, warm, hot
- Size – tiny, small, big, enormous
- Negative forms – illegal, indelible, illegible
- Shapes – square, rectangle, circle, pentagon
- Feelings – ecstatic, nervous, perplexed, happy
25
Summary of Guidelines and Exercises/Activities
Module 7 & 8: Professional & Proficiency Development of Vocabulary (PPDV) Contd…
Day Content Hand out Trainer’s Task Teacher’s Task Time
1 Collocations PPDV1 (pg.165) Completing the task / activities in the 1 x 10
st
PPDV2 (pg.176) 1 hour – Proficiency development handout
2 Language PPDV2 (pg.176) Introduction of vocabulary item
Register Distribution of the handout
3 Synonyms PPDV1 (pg.165) Plenary discussion
Antonyms PPDV2 (pg.176)
PPDV4 (pg.190)
10
4 Hyponyms PPDV1 (pg.165) nd
2 hour - Professional Development Preparing an activity / activities to be 1 x 10
Homonyms PPDV2 (pg.176) Assigning group work to prepare used in the classroom relating to the
5 Lexical words PPDV5 (pg.211) activities based on the vocabulary item pupils text wherever possible.
Structural words PPDV4 (pg.190) which the teachers have already studied. - selection
6 Homophones PPDV1 (pg.165) - Sequencing
Homographs - Presentation
7 Affixes PPDV1 (pg.165) - practice
PPDV4 (pg.190)
PPDV6 (pg.222)
8 Phrasal verbs PPDV7 (pg.225)
9 Denotations & PPDV2 (pg.176)
Connotations
10 Idioms PPDV1 (pg.165)
10
26
4. ACTION PLAN for 2009
1. Conducting Teacher Training Programmes in the Provinces
2. Improvement of the Teacher Training Manual and Curriculum Framework
3. Conducting Review and Monitoring of Provincial Teacher Training Programmes
4. Updating the Knowledge and Skills of the Master Trainers
27
1. Conducting Teacher Training Programmes in the Provinces
Activity Time Frame - 2009 Targets for Responsibility
1 2 3 4 5 6 7 8 9 10 11 12 Achievements Initiative Collaboration
1. 1 Conducting an introductory 1. Make ADEs aware of MOE. PTF (Eng./IT)
meeting to inform ADE Eng- the programme.
Zonal. 2. Introducing Master
Trainers
3. Planning teacher
training.
1.2 Selecting Trainers. ADE Eng. MOE.
Identifying selection A set of selection Provincial. /
criteria. criteria. ADE Zonal /
Mapping of master trainer Identify the location Master Trainers
locations of MT (MTs).
Teacher selections Selection of 25 MTs
from each Province
1.3 Planning by the Provincial of
MT training by the core- Funds allocated. ADE Eng.Prov. PTF – Eng & IT
group trainers. MTs.
Allocation of funds. Timetable.
Time planning
Preparation of Materials/Manual
Materials/Manual.
1.4. Making institutional MTs affiliated to ADE Eng.Prov. MOE
arrangements for MTs for institutions ADE Eng. Zonal PTF Eng. & IT
their affiliation/reporting and TCs, RESCs.
conducting training
1.5. Conducting training for the Teacher training MTs. ADE Eng. Prov.
selected teacher trainers workshops ADE Eng. Zonal
selected from the Provinces conducted MOE/PTF(IT/EN
25 teachers selected
from each Province
1.6 Teacher trainers begin Teaching by the trained MTs. ADE Eng.Prov.
teaching in schools teachers in schools ADE Eng.Zonal
MOE
28
2. Improvement of the Teacher Training Manual and Curriculum Framework
Activity Time Frame Targets for Responsibility
1 2 3 4 5 6 7 8 9 10 11 12 Achievements Initiative Collaboration
2.1 Establishing a committee Committee MOE MOE
for the development of established with MT Committee NIE
teacher training Manual. district focal points
2.2 Conduct an information Identified information MT Committee PTF – Eng. & IT
needs assessment for the needs MOE
preparation of teacher
training Manual
2.3 Selecting relevant Relevant material MOE PTF – Eng. & IT
materials (as per the selected and MT Committee EFLU
curriculum framework) to be identified
included in the teacher
training manual. (access
EFLU for necessary
materials)
2.4 Finding resources to Resources obtained MOE MOE
prepare the teacher training PTF – Eng & IT PTF – Eng. & IT
manual
2.5 Two day workshop for Manual prepared MTs MOE
preparation of teacher NIE
training manual
2.6. Editing the teacher training Manual edited ELT Experts MOE
manual from EFLU NIE
Hyderabad
MOE
29
3. Conducting Review and Monitoring of Provincial Teacher Training Programmes
Activity Time Frame Targets for Responsibility
1 2 3 4 5 6 7 8 9 10 11 12 Achievements Initiative Collaboration
3.1 Providing access to Access to internet PTF –Eng. & IT ICTA
internet for trainers facility provided MTs MOE
through „Nenasala‟. ADE (English)
3.2 Facilitating Number of e-mails MTs PDE
interaction among the exchanged PTF-Eng & IT ADE (English)
trainers to discuss the
progress through e-
mail Nenasalas
3.3. Facilitating and Discussions held MTs Institutions
conducting discussions Number of teachers Resource persons connected to ELT
and experience involved. from the RESC
sharing among trainers ISAs
and trainees at
Provincial/district level.
3.4 Submitting monthly Progress reports MTs MOE
progress reports from received PTF – Eng. & IT
the Provinces
3.5 Conducting quarterly 4 quarterly meetings MTs MOE
meetings of the ADE(English) RESC
provincial master
trainers to discuss their
achievements and
drawbacks
3.6 Conducting bi-annual Bi-annual meetings MTs MOE
review/evaluation PTF –Eng. & IT
workshops at national
level
30
4. Updating the Knowledge and Skills of the Master Trainers
Activity Time frame – year 2009 Targets for Responsibility
1 2 3 4 5 6 7 8 9 10 11 12 Achievement Initiative Collaboration
Conducting progress Three review meetings 40 MTs MOE
review meetings for Master PTF-Eng &IT
Trainers
Producing supplementary Three workshops 40 MTs MOE
materials/ activities to be EFLU via e-mail
used in workshops
Conducting workshops for Two workshops MOE University of
Master Trainers to refresh Colombo ELT
knowledge on ELT unit
techniques/methodology
Improving the skills of MTs access facilities at 40 MTs Nanesela
Master Trainers on ICT Nenasala centres centers
linking with Nanesela PTF-Eng. & IT
Centres
Obtain services of ELT One week session MOE EFLU,
professionals from EFLU, once a year PTF-EIT Hyderabad
Hyderabad to back- stop
Master Trainers
Establishing a Forum of Three Forum meetings 40 MTs MOE,
Master Trainers to share PTF-Eng. & IT
experiences and update
their knowledge
31
5. SRI LANKA ALUMNI ASSOCIATION OF EFLU HYDERABAD – (SLAAEH)
Objectives
To promote and disseminate “SKILLS BASED LSRW APPROACH”
To communicate and share knowledge, information and experiences among the Master Trainers.
To promote professional and technical skills and capacities of the Master Trainers.
To build and sustain networks and relationships with local and international professional and other resource institutions including EFLU -
Hyderabad.
To contribute to the development of curricular, manuals and teaching techniques etc. related to Speaking, Listening, Reading and
Writing of English.
To foster unity and mutual co-operation among the Master Trainers.
To address problems and difficulties of the Master Trainers and promote their well-being.
Governing Council
Chairperson: Mr. Kingsly Nissanka
Secretary: Ms. Majaziya Mubarak
Joint Secretary: Ms. Pushpa Senanayake
Treasurer: Mr. N.W. A. Dharmaweera
Committee Members:
Ms. Shamila Dharmasena - North Central Province
Mr. Dushmantha Dissanayake - Western Province
Mr. S. Golpalakrishna - Northern Province
Ms. W.A.S.E. Kalyani - Southern Province
Ms. Priyanka Kumarasinghe - North Western Province
Ms. Jayantha Ratnayake - Sabaragamuwa Province
Ms. A. Sathyendra - Central Province
Mr. N. Sivachelvan - Eastern Province
Mr. Tilak Wimalasooriya - Uva Province
32
6. Schedule of Training Programmes for Provincial English Teachers
Province Venue Dates
Uva
Bandarawela Teacher Centre 05.02. 2009.
Western
Maharagama Training College 16.02. 2009.
North Central
Anuradapura Teachers‟ College 16.02. 2009
Northern
Mannar Teacher Centre 16.02.2009.
Sabaragamuwa
Ratnapura Teacher Centre 16.02.2009
Eastern
Ampara Teacher Centre 20.02.2009
Southern
Unawatuna Tecaher Centre 23.02.2009
Central
Gampola Training College 23.02.2009
North Western Province
Malkaduwawa Teacher Centre 24.02. 2009
33
7. List of Teacher Trainers
# Name Address Telephone Email
NORTHERN PROVINCE
01 Mrs. Manoranjini Thiruthany 2, Teachers‟ Quarters, T/Kalaimagal Vidyalayam, 026 2222775 Thiruthany.manoranji@gmail.com
Anpuvalipuram, Trincomalee 077 1744089
02 Mr. S Gobalakrishnan 28, Amman Kovil Road, Vavuniya 024 5670535 Kskrishna70@gmail.com
077 6014996
03 Mr. Chellaih Kularathan Va/Vavuniya Tamil MMV, Vavuniya 077 8084304 Kulamanchu01@gmail.com
077 6610794
04 Mrs. Shasekala Eesan V/Puthukkulam MV, Sasthrikoolankulam, Vavuniya 077 6683492 Eesan.shase@gmail.com
NORTH WESTERN PROVINCE
05 Mr. N A Kingsly Nissanka „Jayasanka‟, Koonagahagedara Road, Kuliyapitiya 037 2282009 nishshanka@sltnet.lk
077 7176640
06 Ms. Priyanka Kumarasinghe Sandya Kanchana, Heraliyawalawatte, Malkaduwawa, 060 2879126 priyanka.kumarasinghe@gmail.com
Kurunegala 071 8341389
07 Mr. A M M Weerasinghe Denagamuwa, Polgahawela 037 2222418
08 Mrs. Suthagini Sivakumaran 13/1, Service Road, Puttalam 032 2266927 sssuthagini@gmail.com
071 6443884
NORTH CENTRAL PROVINCE
09 Ms. D S K Dharmasena 522/6, Lake Road, Freeman Mawatha, Stage 11, 025 2235878 mpkeerthikumara@yahoo.com
Anuradhapura
10 Ms. K S A D Gunenayake 549/30, Airport Road, Bandaranayake Avenue, 060 2852624 ksadgunenayake@gmail.com
Anuradhapura 071 8344472
11 Ms. Kanchana Jayawardane 741/12, Stage 11, Anuradhapura 025 2223198 kanchanajwrdn@gmail.com
12 Ms. R U Seneviratne (Opposite the Electricity Board), Sri Ratnapala Mawatha, 025 2257609
Nochchiyagama 077 3788281
SABARAGAMUWA PROVINCE
13 Mr. Mahinda S Gamage „Sudharshi‟, Bulugahapitiya, Eheliyagoda 036 2259300 mahsgamage@gmail.com
077 9201948
14 Mr. N W A Dharmaweera Amarakoonmulla, Thulhiriya. - RESC Kegalle 071 3091507 dharmaweerab@gmail.com
060 2350542
15 Ms. R M J P Ratnayake 132, Hiripitiya, Pannipitiya 078 5941483 ratanayakej@yahoo.com
011 2781911
16 Mr. R Gunasinghe Naran Uyana, Wellandura, Kahawatte 071 2247991 rgunasinghe@gmail.com
045 4907822
17. Ms. D P Ellapola 348/4, Ratnapura Road, Balangoda 045 2287654 dpellepola@gmail.com
34
# Name Address Telephone Email
072 5358042
WESTERN PROVINCE
18. Mr. Dushmantha 41, Negombo Road, Kandana 071 8046341 Dush.dissanayake@gmail.com
Dissanayake 060 2968960
19 Mrs. D L P C Senanayake 242/9, Hiripitiya, Pannipitiya 011 2780364
20 Ms. K G R K Udugamage 273/5, 'Himala', Annasiwatte, Gallolluwa, Minuwangoda 011 2296304 gangarenuka@gmail.com
071 6385901
21 Mrs. Majaziyah Mubarak 8, Kettarama Temple Road, Maligawatte, Colombo 10 077 6975454 majaziyam@gmail.com
011 4925484
22 Ms. J M S K Pieris 105/2D, Maithree Mawatha, Ragama Rd, Kadawatha 077 7032171 kumudupieris@yahoo.com
071 8393187
011 2901528
UVA PROVINCE
23. Mrs. Fareena Iqbal 19/4, Pahalagama, Badulla 055 2230778 fareenaiqbal@yahoo.com
077 6048955
24 Mr. T K C Ariyawansa 3/14, Sri Wimaladharma Mawatha, Badulla 077 4850155 ariyawanshatkc@yahoo.com
071 6405102
25. Mr. D P Subasinghe RESC, Dharmadutha College, Badulla 055 5681892 subasrilanka@gmail.com
077 8495502
26 Mr. W T W De Silva B/Welimada MMV, Welimada 060 2573856
071 6562848
SOUTHERN PROVINCE
27. Ms. W A S D Kalyani 'Sarasavi', Pahalawatte, Bataduwa West, Galle 091 4921497 kalyaniwasd@yahoo.com
28. Ms. Samanthi Gamachchige Henagedarawatte, Jamburegoda, Weligama. 077 7254082 samanthigamachchige@gmail.com
071 8343717 samanthipriyanka@rocketmail.com
29. Ms. Gayathri Andrahennadi 30, Weeraketiya Road, Tangalle 071 4800080 chanakagayathri@gmail.com
074 2240426
30 Ms. Srimathie Iranganie 4/572, Subasadhaka Mawatha, Erawwala, Pannipitiya 071 6170867 Sri_iranganie@yahoo.com
071 6848132
31 Ms. S K Indrani Kandegoda, Gonapinuwala 060 2780522 isarukkali@yahoo.com
CENTRAL PROVINCE
32. Ms. Arunthathi Rajah 6, Perithudumulla Lane 3, Nawalapitiya 077 3425015 asathyendra@yahoo.com
Sathyendra 054 2222042
33 Ms. Imtazia Farook 323, D.S.Senanayke Veediya, kandy 081 2223617 Imtazia@hotmail.com
34 Ms. W D D C Abeykoon 73, Lane off Pushpadana Mawatha, Aniwatte, kandy 071 9044564 Dharshani.abeykoon@gmail.com
35
# Name Address Telephone Email
35. Ms. Vajira Ediriweera K/Gurudeniya M.V., Gurudeniya 071 8000285 Vajeewee@gmail.com
Wijesuriya 060 2824860
36. Ms. Kumari Ekanayake 239/B, Ranawana Road, Katugastota 081 2498866 ekumarie@yahoo.com
071 8339570
EASTERN PROVINCE
37 Mr. K M Anzar Methapalli Road, Sahabdeen Alim Lane, Kattankudy 2 065 7910879 anzarkmm@yahoo.com
077 4179651
38 Mr. N Abdul Rahuman Kuddikkarachchi, Kinniya 04 026 2236445 anahuran@yahoo.com
077 5027953
39. Mr. L H N Harrison De Silva 3A, Thunweni Mawatha, Ampara 063 5685242 Nevilharrison6@gmail.com
077 4273669
065 2246041
40. Mr. N Sivachelvan Arayampathy 01 071 5661720 anpumani6@yahoo.com
065 2246041
36
