Course Guide - USAID Teacher Education Project

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http://wsdownload.bbc.co.uk/learningenglish/pdf/2011/07/110720155157_110720_6_minute_english_complaining.pdfWriting a friendly letter also useful for developing listening skills:http://www.ehow.com/video_4983718_write-friendly-letter.htmlHow to use WH questionshttp://www.ecenglish.com/learnenglish/how-use-wh-questionsResponding to a poem: Spontaneous poetry www.storyart.orgListening activity resources:Shilpa Sethi talking about her careerhttp://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1555_entertainment07/page13.shtmlListening to a storyhttp://learnenglish.britishcouncil.org/en/stories/serious-case12
UNIT 1: INTRODUCTIONSWeek 1/Session 1: Make effective self and peer introductions (60 min)Introduction to the Course (20 min. maximum)• Teacher introduces her/himself to the Student Teachers.• Teacher gives a brief overview of the course and will explain that the aim is to developthe participants’ English language skills so that they can function independently asEnglish users.Introduction to the syllabus• Hand out copies of the syllabus. Give the ProspectiveTeachers an opportunity to look it over, and thenhighlight the various sections.• Point out that the approach to teaching and learningthat will be used in this course is interactive and willinvolve pair work, group work and self-directedlearning [SDL].Faculty who arecomfortable with activelearning may want totry to develop PairShare into a dialogue orrole playBrainstorming (10 min)• Ask the Student Teachers to discuss with each othertheir own strengths and weaknesses in English:o How do you think you can learn to function independently in English?o What kind of conversation can you easily take part in?o What of the fours skills do you find easy to handle i.e. listening, speaking,reading or writing? And which do you find difficult?o What part does family, culture and environment play in using English forcommunication?• The teacher takes feedback from a few Student Teachers.Instructor’s GuideInstructor (Inst) introduces Activity 1 and gives instructions to the Prospective Teachers(Student Teachers).Inst distributes the questionnaire in pairs. Student Teachers will fill in the questionnaire by askinga partner some relevant questions. Inst divides the class into pairs or allows the Student Teachersto find a partner with whom they are not very familiar.Activity 1(30 min.)Instructions for Student TeachersRead the questionnaire “Getting to know each other” carefully and choose all or at least 8-10questions that you would like to ask a partner. Choose someone from your class that you don’tknow at all, or don’t know very well. Next enquire about that person’s personal, professionaland childhood memories and make introductory notes on any important points. Then youshould change your partner and introduce the person you have previously interviewed to yournew partner. Keep going around and introduce yourself by giving your name and then introducethe first partner to as many people as you can. It will be fun to see that some participants alreadyknow you.13
Page 2 and 3: CURRICULUM OF EDUCATIONB. Ed (Hons.
Page 4 and 5: How this course guide was developed
Page 6 and 7: SYLLABUSYEAR/SEMESTER: Year 1/Semes
Page 8 and 9: UNIT 3 - GIVING AND FOLLOWING DIREC
Page 10 and 11: Grammar software free downloadhttp:
Page 12 and 13: UNIT 1: INTRODUCTIONUNIT OVERVIEWTh
Page 16 and 17: The questionnaire will be used to:
Page 18 and 19: Week 1/Session 2: Taking useful int
Page 20 and 21: Session 2 (part 2): Taking useful i
Page 22 and 23: Practical Grammar• First and seco
Page 24 and 25: http://www.bbc.co.uk/worldservice/l
Page 26 and 27: Week 5 Session 2: A story of gratit
Page 28 and 29: Suggested Activities• From the re
Page 30 and 31: Practical Grammar• Present tense
Page 32 and 33: • Encourage Student Teachers to g
Page 34 and 35: encouraged to respond to the narrat
Page 36 and 37: UNIT 4 SUGGESTED ACTIVITIESWeek 11/
Page 38 and 39: uncaring / ambitious / talented / b
Page 40 and 41: to turn right. This turning right a
Page 42 and 43: to your cause you can always bounce
Page 44 and 45: Week 12/Session 1: Critical thinkin
Page 46 and 47: 'No, I don't,' the butcher replied.
Page 48 and 49: Week 12/ Session 3: Thinking about
Page 50: Week 13/Session 1Guide for Instruct
Page 53 and 54: Activity 3: How to use ‘in case
Page 55 and 56: Week 13/Session 3: Family storiesGu
Page 57 and 58: Resources for teachers & students:F
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Course Guide - USAID Teacher Education Project

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