Course Guide - USAID Teacher Education Project

UNIT 1: INTRODUCTIONUNIT OVERVIEWThe first unit will provide the Student Teachers with an opportunity to interact with one anotherin oral and written forms. It will serve as an icebreaker and help develop conversations throughsuggesting simple words and phrases to describe people, likes/dislikes, etc., in a logical sequence.Week 1:Making introductions• Make effective self and peer introductions• Take useful introductory notesWeek 2:Requests and enquiries• Make appropriate requests and enquiries• Respond to enquiries• Grammar Practice & Listen for specific information in English.Week 3Practice practical classroom English• Introduce different classroom language routines (functions) for effective classroommanagement• Develop more classroom language by following the given examples/ situations• Demonstrate and practice practical classroom language routines (CLRs).Learning Outcomes:At the end of the unit, the Student Teachers will be able to:• Introduce themselves to their peers and their teachers• Describe in connected speech and writing each other’s personal information e.g. usinginformation gathered from a questionnaire/interviews.• Seek information and make enquiries politely during a conversation• Use appropriate classroom language routines to manage their classes.Essential Questions:• What are the most interesting ways of making personal introductions?• How can a demand be differentiated from a request?• How can effective requests be formulated?• What are classroom language routines (CLR)? Can they also be helpful outside theclassroom?Enduring Understanding• Language is a living phenomenon which can best be learnt through using it correctly.• Using correct language structures and appropriate adjectives can make a simpledescription more interesting for the audience• A politely formulated demand can be softened to become a request.10