The document outlines a 10-day training programme for Education Instructors in the Indian Army Educational Corps. It discusses: 1) The importance of training and qualities of an effective trainer. 2) A needs analysis was conducted to understand the trainees, including their educational background, attitudes towards English, and preferred learning styles. 3) The goals of the programme are to develop the instructors' language and professional teaching skills so they can effectively teach English to Army personnel.

1. TRAINER TRAINING PROGRAMME
TRAINING PROGRAMME FOR THE EDUCATION INSTRUCTORS OF
THE ARMY EDUCATIONAL CORPS POSTED AT DIFFERENT CORPS
AND COMMAND HEADQUARTERS
UNDER THE SUPERVISION OF
Prof. S Mohan Raj
&
Dr. Jayshree Mohan Raj
Centre for training and development
EFL University, Hyderabad
DESIGNED BY
Rajeev Ranjan
PGDTE Participants
2007-08
The English and Foreign Languages University

2. Hyderabad-500605
CERTIFICATE
This is to certify that the project titled ‘A 10-dayTraining Programme for the
Education Instructors of the Army Educational Corps Posted at Different
Corps and Command Headquarters’ has been completed by Mr. Rajeev Ranjan,
(Roll No. 116) PGDTE participants, under our supervision and guidance.
April 2008 (Prof. S Mohan Raj)
Hyderabad
April 2008 (Dr. Jayshree Mohan Raj)
Hyderabad

3. ACKNOWLEDGEMENTS
First of all, We thank the Indian Army and in particular, the Army Educational
Corps who detailed us to undergo this course in English Language Teaching at The
English and Foreign Languages University, Hyderabad.
We will remain indebted to Prof S Mohan Raj, our supervisor and course
coordinator and Dr. Jayshree Mohan Raj, our supervisor, for their enduring
patience, wholehearted interest, kind understanding, and steady encouragement
towards making this project a success.
We thank our parents, our family members, and our friends, specially Mr. Raj
Singh Badyal for extending their full support in all our endeavours.
Last but not the least, we thank the ALMIGHTY for guiding us the right means.
April 2008
Hyderabad Education Instructor
April 2008 Rajeev Ranjan
Hyderabad
(i)

4. CONTENTS
Acknowledgements (i)
Contents (ii)
. Chapter1: Introduction to Trainer Training Programme
1.1 Importance of training 1
1.2 Qualities of a trainer 1
1.3 The trainee 2
1.4 Justification of the programme 3
1.5 Statement of Intent 3
Chapter 2: Needs Analysis
2.1 Introduction 4
2.2 Points to be borne in mind for needs analysis 5
2.3 Analysis of the needs 6
2.4 Main sources for needs analysis 8
2.5 The instruments used in needs analysis 8
2.6 Procedure adopted for needs analysis 9
Chapter 3: General aims and specific objectives of the course
3.1 Aims of the course 10
3.2 Objectives of the course 11
Chapter 4: Course design
4.1 Syllabus 12
4.2 Methodology 19
4.3 Time-table 20
4.4 Evaluation 22

5. (ii)
5. Chapter 5: Conclusion 23
Bibliography 24
Appendices 25
Appendix 'A': Pre-Programme Information Questionnaire 25
Appendix 'B':Learners'Profile 26

6. (iii)
CHAPTER 1
INTRODUCTION
1.1 Importance of Training
“Excellence is an art won by training and habituation. We do not act rightly
because we have virtue or excellence, but we rather have those because we have
acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a
habit.”
Training helps human being as well as animals to behave aptly in specific situation
specifically to the specific situational stipulation. In fact, this is a universal truth,
“we are strange beings, we seem to go free, but we go in chains - chains of
training, custom, convention, association, environment- in a word, Circumstance-
and against these bonds the strongest of us struggle in vain”.
The beauty of the training lies in escorting human beings to reach a point of
perfection, if not 100 percent perfection.
If training is so imperative, what can be role of the trainer in a programme? What
can be the characteristic features of a good trainer? Trainer is the mentor,
facilitator, a hard worker, devotion to the organization and a co-learner. S/he
should be a good communicator, hard ruler with a kind heart which helps the
trainer to make poise with the trainee.
1.2 Qualities of a Trainer:-
Attitude
Trainer Skills Language Proficiency
(50%)
Knowledge
Professional competence
(50%)
A trainer’s attitude towards a trainee matters a lot in a training programme. S/he
should have command on the subject including consideration for the trainees. S/he
should be capable of gaining insight into personal biases and challenging oneself to
overcome them for the purpose of effective multiplicity in training. A trainer

7. should have unconditional equal treatment of the people within one’s recognized
limitations including empathy for others, even those who have different values and
beliefs. Success of a programme depends on the mutual understanding and respect
between the trainee and the trainer at different level.
The core skills of a trainer are:
a) Building rapport
b) Active listening and speaking
c) Efficient questioning
d) Managing information
1.3 The trainee
First and foremost quality of a trainee is willingness to learn. If the trainee has an
urge to learn, or high motivation level, learning can be maximized. If it is an
educational training programme, devotion and motivation is must for training.
Interest in the subject and readiness to work hard has great importance. So, the
trainee should have qualities of adaptability and adoptability, attitude and aptitude
during the training period. If the trainer and trainee have mutual understanding in a
language trainer training programme, what should be the focus of programme so
that trainees become well versed? A good communicator is a skilled professional
and has a deeper knowledge of subjects. It makes a good human being after the
completion of the programme.
Some questions always haunt our mind, what is a trainer training programme?
What are the essential features of a training program? What are the essential
features of a language training program? According to Lesly Bikinsan, a training
programme is
"A desperate attempt to avoid disaster"
Self –Instructional Design, 1986
As mentioned above, “On the mountains of truth we can never climb in vain. We
will reach a point higher up today, or we will train our powers so that we will be
able to climb higher tomorrow”. A language trainer training programme should be
aimed at developing language competence, professional competence, acquaintance
with new teaching methodology, tolerance for the trainees, etc. It should sensitize
the trainees to the latest development in language teaching –learning scenario like
use of modern technologies, OHP, computer, projector, etc. Trainer training
programme also sensitizes the trainees about modern research happened in the field
of mental and physical level like how mind works in language learning . These

8. interesting topics should be included to bring awareness in the trainees about
interesting and crucial facts. It will certainly help the trainees in their career as ELT
professionals.
1.4 Justification of the programme
The Indian Army is one of the largest in the world. It is necessary for the forces to
update themselves with the latest technological innovations so that the enemy is
not able to face at us. Education is the only medium which makes it possible for us
to achieve our ultimate goal.
English has further an important role because the instructions for using
arms, weapons, nuclear weapons etc. are not only given in English but the manuals
also are available in English.
Many Army personnel who get enrolled in the Army after Middle schools
i.e. after 8th standard want to continue their education. Similarly, personnel who get
enrolled after Secondary school feel to uplift their educational standard with
Higher Secondary. To fulfill the educational requirements of the Army personnel,
secondary and Higher Secondary classes are conducted at the Corps and Command
HRDCs (Human Resource Development Centre). The Army Educational Corps
has been imparted the duty to educate these Army personnel. For the purpose of
teaching English to these personnel, the Army Educational Corps (AEC) enrolls
Education Instructors who are M.A. in English. Before being posted to these
Headquarters, these Instructors are put to a very general type of technical training
called Diploma in Teaching. This course (Diploma in Teaching) deals with general
principles of education, the educational psychology, and information technology.
They are not given any specific training in the teaching of English so that they can

9. deal with the needs of the learners who come for secondary or higher secondary
examination.
Working in the Indian Army for the last eight years as Education Instructors,
it is our personal experience that a course should be designed for these Education
Instructors so that they can not only exposed to the different language teaching
strategies/methodologies but can also exploit the text in their own ways making
language teaching at par with the world today. This becomes more important
considering the fact that this course (Secondary or Higher Secondary) has to be
completed within six-months.
1.5 Statement of intent:
We intend to design a 10- hour course for the Education Instructors of the Army
Educational Corps posted at different Corps and Command Headquarters of the
Indian Army.
CHAPTER 2
NEEDS ANALYSIS
2.1 Introduction: Any course should be based on an analysis of learners'
needs. This is one way in which training procedures can enclose a positive
outcome in life. The answers to the analysis will probably be different, but the
questions that need to be asked are the same. Nevertheless, it is mandatory for us
to know what the learners’ require and as a result, learners' true needs are
discovered.
We come to about the learners’ age, cultural background, educational qualification,
and level of language proficiency and their requirements from the course.
In other words, ‘needs-analysis’ helps to develop in the trainer 'the ability to
comprehend and/or produce the linguistic features of the language’.
Let’s make a distinction between target needs and learning needs.
When we think in terms of trainee and trainer need, both should proceed in
one direction only then the target can be achieved. First we can distinguish

10. between the target needs (trainee) in target situations and the trainee requirements
for implication of their knowledge.
evaluation needs evaluation needs
analysis analysis
assessment course assessment course
design design
teaching- teaching-
learning learning
Process: theory Process: reality
As can be seen in the above two illustrations, needs analysis gives the course designer a
clear picture about, what (course contents), who (trainees), how (methods), and why
(objectives). On the basis of prior analysis, course designer designs the course which
caters the needs of the trainees. Suppose, most of the trainees are weak in linguistic and
phonetics areas, they include these elements in the course. It depends on the duration of
the training programme, whether it is a 10 -day course or an academic year course. The
nature of the course (orientation programme) or one full academic year programme also
helps the course designer in selection and gradation of the topics. When we analyze the
needs before starting a programme, it saves not only the time of the course designers, but
also of the trainers and trainees.
It also helps the course designers to be much focused while determining the aims and
objectives of the course. Usually in a training programme trainees are adult learners so
first course designers assume the learners previous knowledge on one hand and on the
other hand, they know that trainees almost possess the same qualification. So, most of the
time needs analysis of the trainees focuses on several aspects like language competence,
professional needs and future use of the training programme. So, a course designer
shoulders many responsibilities.
2.2 Points to be Borne in Mind for Needs Analysis:
Trainees’ needs:
Academic needs (present & future)
Professional needs

11. Trainees- oriented objectives:
Communicative skills
Language skills
Language structure
Study skills
Literary skills
Trainer Training Programme has broader aspects. It caters the needs at three levels and all
these levels are complement to each other. So at the time of needs analysis, any trainer
considers these points in mind.
Students Trainee Trainees' trainer
Trainee-centeredness
1. Autonomy
2. Independence
3. Initiative Responsibility (trainees take responsibility of their success
or failure.)
4. Training (getting trainees to lead a much disciplined academic life;
when they involve themselves in Teaching-Learning process.)
Roger Bowers says,
“If we accept that a student will learn best what he wants to learn, less well what he
only needs to learn, less well what still what he neither wants nor needs to learn, it
is clearly important to leave room in a learning programme for the learner’s own
wishes regarding both goals and processes. (1980).
In a trainee-centered class, the trainees’ involvement is essential, because of the
following reasons:
5. Learners as responsible individuals
6. ‘Managers’ and ‘monitors’ of own learning ( a sense of progress in
the learners, facing the system on their own)
7. ‘Knowers’ of objectives of learning (they know where this education
will lead them to.)

12. 8. ‘Assessors’ of success and failure (Though traditionally, teacher
assesses learners but a good learner assesses his success/failure not
in terms of marks obtained but in terms of what his achievement.)
9. ‘Providers’ of (self) remediation (Though remedial teaching is
provided by the teacher, but here the learner himself diagnoses the
problem and then finds a remedy.)
In the process of needs analysis, emphasis is on collection and assessment of
information relevant to the course, to build concrete ideas about how and what
(content /material the course should consist of). It helps us to achieve our target.
It is a continuous process i.e. since we teach presently; we discover something and
analyze it, so it always demands alertness. A good teacher/ a good course designer
tries and tests, evaluates critically and analyzes the whole course stage to the
classroom so that s/he can make changes when he designs the course next time.
So, needs analysis is a collaborative effort and gives the best outcome when it is
prepared as a joint venture.
Before starting needs analysis in a trainer training programme, we bear some
important aspects in our mind, which are as follows:
 (See Appendix 'A' for questionnaires)
 (See Appendix 'B' for learners' profile)
2.3 Analysis of the needs
10. Who are the learners?
* Age/sex/nationality/L1 – The learners are Education Instructors in
the Army Educational Corps of Indian Army, between 25-30 years
of age, and who have studied either Hindi or English as one of the
subjects in their schooling.
* Subject knowledge – All the learners are in possession of Masters
Degree in English.
* Socio-cultural background- The learners are from different states
of India and thus form a mixed group.

13. * Attitudes to subject or discipline – The learners have studies
English at the post-graduation level. So, all of them have a positive
attitude towards teaching-learning of English language.
11. Why are learners taking the course?
The trainees are posted to different Corps or Command Headquarters
where they are required to take the Secondary and Higher Secondary
classes for the Army personnel. They have to deal with the CBSE
syllabus. The trainees feel a great need to learn the teaching
strategies which not only induces in them the ability to understand
the different literary texts but also making it easier for the learners to
understand.
In adult learning programmes, the designer sends the material to the
learner two weeks before so that the learner can come with a
simulation on the day of the course.
12. How do learners learn?
* Learning background and experiences – Since the learners are from
different social and cultural backgrounds, they have studied in rural, semi-
urban, and urban schools.
* Concept of teaching and learning – The learners are serving in the
Army. So, they have developed a habit of group learning in them.
* Methodological and materials preferences-The methodologies change
from time to time and the trainees are exposed to different methodologies as
some of them have done B.Ed. So, it is necessary to train them in newer
technologies.
* Preferred learning styles and strategies-As is known, some learners are
visual, some audio, and some kin-aesthetic learners, so different strategies
will be used while imparting training.
4. What do learners know?
* Their literary abilities in L1 &L2- The learners have studied
Hindi/Regional language as one of their subjects. They all can read, write
and speak English well.
* Proficiency in English. (How much English do they know? For example,
writing articles, journals etc.)-The learners are proficient in English but need
improvement in certain areas.

14. * Writing experiences and genre familiarity (How much of writing are
they exposed to as the course demands too much of writing for future
profession.)- The learners are exposed to many genres but they are unaware
of the ways the genres can be exposed in language teaching.
5. What is the future use of the training programme?
 The trainees' will make use of the programme directly when they are
back on duty to their respective places of posting.
 They can interpret the text and reach the multiple meanings attached to
it.
6. What will the content areas be?
• Academic subject, specialism within discipline, secondary school subjects.
7. Who will the trainees use the language with?
• Non-native speakers.
• Reader’s knowledge-expert, beginner, etc.
• Relationship: peer, teacher, examiner and supervisor.
8. Where will the trainees use the language?
o Physical setting: school, conference.
o Linguistic context: home country.
(Where will a person use the language? In one’s own country, the
pressure reduces.)
o Human context: known /unknown readers. (Knowing to whom are
we writing? If the writer and the reader share something in common,
they can understand each other.)
2.4 Main sources for Needs Analysis
 The trainees
 People working or studying in the field.
 Documents relevant to that field (to look into the previous records).
 Organization
 Colleagues (friends and teachers who have done similar work earlier).
2.5 The Instruments used in Needs Analysis and their uses

15. Questionnaires (It is structured to know about the personal, educational, social,
professional, background of the learners.)
Analysis of the authentic written and spoken texts (It helps in understanding
the problems of the learners’ in a better way.)
Discussions (people open up easily in normal discussions and give many a
details which they won’t be able to give in a formal atmosphere.)
Structured Interviews (After the discussion is over, the learner can be asked to
give the specific answers to the specific questions asked, so that it helps in
designing a useful course.)
Observations (while the trainees are at work, the problems faced by them can
be understood in a better way rather than conducting discussions and
interviews).
Assessments (A kind of pre-test, which is not always done on paper. It can be
done as a talk or a discussion).
2.6 Procedure adopted for Needs Analysis
Needs analysis can be best procured only when one approaches the people
involved in the process.
 Using questionnaire
 Talking to the organization and looking previous records
 Nature of their previous training (what, how much, training focus)
 Assuming their language competence
 Needs of the organization
 Nature of their jobs
Or
 Professional needs
 Future needs
 Implication of the knowledge

16. We used traditional and very relevant way of needs analysis i.e. questionnaire and
discussed with the concerned trainees about the nature of their job. The trainees told
us that the nature of training they receive (language-oriented, based on
communicative language teaching/traditional teaching). We came to know that they
have to handle CBSE syllabus of Secondary and Higher Secondary level but they
don't receive any specific language training. They don't know the current approach
to language teaching. The organization assumes that since the instructors are
selected on the basis of PG Degree in English, they are aware of all the teaching
strategies. But how can one know by himself without proper training or exposure.
CHAPTER 3
AIMS AND OBJECTIVES
3.1 General aims of the course
a. To enable the trainees' to acquire competence in different
linguistic functions.
b. To reinforce the various sub-skills acquired related to reading,
writing, listening and speaking.
c. To broaden the language base to enable the trainee to use
language effectively.
d. To develop vocabulary through word building skills.
e. To develop greater confidence and proficiency in the use of
language skills necessary for social and academic purposes.
f. To promote advanced language skills with an aim to develop the
skills of reasoning, drawing inferences, etc. through meaningful
activities.
g. To actualize the skills of listening and speaking.
h. To enable the learners to test the listening/speaking skills which
are an important component of the overall testing pattern?
i. To appreciate and analyze special features of language that
differentiates literary texts from non-literary ones.
j. To develop the ability to be original and creative in interpreting
opinion.
k. Teaching skills and sub-skills of writing focused on the process
of writing.

17. l. The mastery of language elements: speech sound, word, phrases,
sentences, and discourse as well as their language structuring.
m. The development of communication skills involving accuracy,
fluency, and appropriacy.
n. The inculcation of literary skills to develop teacher to teach
poems and another literary genre.
o. Development of study skills.
p. Knowledge about general material.
q. Use of supplementary material.
3.2 Specific objectives of the course
i. To refer to dictionaries, encyclopedia, thesaurus and academic reference
material.
ii. To select and extract relevant information, using reading skills of
skimming and scanning.
iii. To comprehend the difference between what is said and what is implied.
iv. To understand the language of propaganda and persuasion.
v. To listen to lectures and talks and to be able to extract relevant and useful
information for a specific purpose.
vi. To make enquiries meaningfully and adequately respond to enquiries for
the purpose of travelling within the country and even abroad.
vii. To develop the art of formal public speaking.
viii. To write on various issues to institutions seeking relevant information.
ix. To present papers and taking part in symposia.
x. To take down notes from talks and lectures and make notes from various
resources for the purpose of developing the extracted ideas into sustained
pieces of writing.
xi. To write examination answers according to the requirements of the various
subjects.

18. xii. To develop the ability to comprehend technical language as required in
computer related fields.
CHAPTER 4
COURSE DESIGN
4.1 Syllabus
4.1.1 Why do we need a syllabus?
A good language syllabus is an expression of the educational philosophy of the
writer and a summary of what is best in current trends in language teaching. It
provides a support for the teacher and guide for the students,
available or obtainable in a basis for material production. A syllabus is needed for
examination; for revision and research. It is a basis for in service training and for
discussion and negotiation within administration without a good syllabus there is
nothing. (Leo O Keefe in Unique and Recurrent Elements in Syllabus for ESP, ELT,
Docs, 116. 1983)

19. So, a syllabus institutionalizes language learning. Syllabus is structured and
graded giving a sense of direction on teaching. It acts like a checklist for the
learners as well as teachers and also becomes a source of reference.
Here I would like to include the characteristic of a good syllabus:
 Provide a basis for assessment
 Giving moral support to learners and the teachers by making learning
seems manageable
 Reassures administrators that thought and planning have gone into the
course
 Establishes goals for the learning
 Helps teachers plans and organize their teaching
 Makes teachers accountable for what they do in the class
 Gives learner a sense of direction
 Gives criteria for selecting materials
 Achieves standardization across school and across country
(Source - Cambridge University Press)
Broadly syllabus concerns with:
Why? –objectives
Who ?– learners
What?- content
How?- methodology and evaluation
In fact it should be a device of public planning for teaching but not for learning.
4.1.2 Types of syllabus and materials
Right from the beginning and specially in the 20th century, two types of syllabuses
have been dominating the era of teaching English and in material production, the
structural and the communicative. Structural approach started in the 1940s with
the British and from 1960 onwards it was adopted in India. Communicative
Language Approach started In 1970s and reached India in 1980 and since then, it
has been dominating the language learning scenario.

20. Distribution of time
We have included proficiency course to develop the language competence of the
teacher and methods of teaching English to sensitize the teachers to the current
trends of language teaching. Merely giving theory does not help the teacher to
adopt the current teaching methods in the class. We have distributed equal time
to the demonstration of the actual lesson by experts of different fields. At last,
teachers will do peer teaching in the supervision of the expert teachers. We have
included theoretical knowledge as well as practical knowledge for the teachers.
Language proficiency
 Phonetics/ Spoken English - 9hrs
 Grammar - 9hrs
 Reading - 8hrs
 Writing - 6hrs
 Study skills - 3hrs
35 hrs
Professional Competence
 Methods of teaching English - 5hrs
 Demonstration classes - 6hrs
 Peer teaching - 8hrs
19hrs
Miscellaneous
 Introduction - 1hr
 Valedictory - 1hr
 Recreational - 4hrs
Total - 60hrs
4.1.3 Language Proficiency
General Objectives:

21.  To develop the spoken English of the trainees
 To develop the fluency of the trainees
 To develop the intelligible pronunciation of the trainees
 To develop the right attitude among the trainees for the spoken English
 To improve the problematic areas of spoken English like speech sounds,
word-stress and sentence stress.
Specific objectives
 At the end of the course trainees will be able to distinguish between
different sounds
 At the end of the course trainees will improve their problematic sounds
 At the end of the course trainees will be able recognize different sound-
symbols
 At the end of the course trainees will have knowledge about the stressed-
unstressed syllable
 At the end of the course trainees will be free from the common mistakes of
words stress, weak and strong words etc
 To sensitize the trainees with tone group , tonic syllable and provide
practice in the reading poetry and reading passages
 To enable the trainees to blend the theory and practice and use them in
their real teaching.
Grammar
General objectives:
 To provide confidence in English grammar
 To develop the trainees' own grammar
 To sensitize the modern trends of grammar
 To enable the trainees to develop accuracy and appropriateness in
grammar

22. Specific objectives:
 At the end of the course, trainees will have clear concepts of time
&tense, different types of verbs (regular &irregular) etc.
 To make aware the trainees, different types of use and
implications of article.
 At the end of the course trainees will have the different functions
of the modals like requesting commanding, apologizing and
reprimanding etc.
 To enable the trainees how to use different types of condition
 At the end of the course they will have knowledge non-finite forms
 At the end of the lesson trainees will be able to us clauses
correctly
Contents of the course
 Time and Tense
• Use of verbs
• Present tense
• Past tense
• Active and Passive voice
• Direct & Indirect speech
 Articles
• Countable
• Uncountable noun
• Use and omission of the articles
 Modals
• Different functions of the modals like, requesting, commanding,
probability, ability etc.
 Conditionals

23. • Different types of conditionals like hypothetical and factual
 Non- Finite
• Infinitive
• Gerunds
• Participles
 Clauses
• Relative clauses
Reading
General Objectives:
 To develop the different levels of comprehension like factual, inferential,
evaluative ,etc
 To develop the skills to exploit the texts for different purposes
 To sensitize them to the use of different strategies of reading i.e.
skimming and scanning
 To train the trainee to handle the different types of texts in the classroom
Specific objectives
 At the end of the course, trainees will be able to exploit any reading text
 To refer to dictionaries, encyclopedia, and thesaurus
 To select and extract relevant information, using reading skills of skimming
and scanning
 To comprehend the implied and the surface meaning of the text
 To develop the abilities to differentiate between claims and realities, facts
and opinions.
Contents of the course
 Reading
• Unseen passages

24. • Reading texts
• Detailed text
• Non-detailed text
Writing
General Objectives:
 To develop the understanding between spoken communication and
written communication
 To make the trainees conscious of communications functions of the
written English
 To develop the competence level of writing like letter writing,
report writing, dialogue writing etc.
 To introduce different types of style:
formal and informal
 To writing skills integrated with the other skills
 To develop the skills of writing like e.g. the structure of a paragraph
, definition , description, narration, explanations- topic sentence ,
linking, devices, introductions , conclusions.
 To develop writing tasks from less linguistically challenging to more
linguistically challenging ones
Specific objectives
• At the end of the course trainees will have proper ideas about the
writing skills , sub-skills like
• To write different types of letter
• To write different functions of language in day to day life i.e.
sending telegrams , faxes ,emails , write applications , prepare a
personal bio-data

25. • To write formal reports as parts of personal
• To write different types of writing
• To write presentation of opinions, facts, arguments in the form of
set speeches for debates.
Course contents:
• Different types of writing,
• Formal & Informal
• Letter writing- complaints and applications
• Descriptions of a process, how to do
• Articles
• Discourse
Study skills
Objectives:
 To draw their attention of the importance of the study skills
 To enable the teacher to write note making, note technique,
dictionary skills etc
 To develop the various means of information transfer
Specific objectives
At the end of the course, trainees will be able to -
 Make notes
 Take notes
 Transfer information from verbal to non-verbal and vice-versa.
 Handle reference skills.
Course content
Various types of dictionaries and their use of dictionary in the language
classroom
4.1.4 Professional Competence

26. Current Methods of English Language Teaching
General Objectives
 To equipped the trainees’ knowledge with so many previous and
current methods of language teaching
 To improve trainees competence in language teaching
Specific objectives
 Objectives of teaching English
 The problems of teaching English as L2
 The design of the prescribed teaching materials , reader etc
 Teaching vocabulary items
 Promoting reading comprehension
 Using language exercise
 Teaching lesson planning of different topics, like language skills,
study skills etc.
Course Contents
 Objectives of teaching English
 Problems of teaching English
 Language as skills etc,
Demonstration of the various topics by the experts of those particular areas
• Lesson planning
• Teaching vocabulary
• Teaching reading skill
• Teaching language exercises
• Teaching supplementary reader
• Teaching a poem

27. 4.2 Methodology
As we all know, there are many methods to make the study of English Language as
efficient as we can. This course is designed for advanced level learners and they
won't remain passive in the class and they have more worldly experiences. They
have the capability to evaluate the trainer. So, the following methodologies will be
used to make the training as constructive as possible.
♣ Lecturing: Whenever a new topic will be introduced, like the
phonetics which is a totally new topic for many a students in the north,
this method will be used. This will be supported by many examples
and illustrations, audio-visual aids (for reinforcement and creating
interest in the learners),
♣ Group Discussion: Group discussion is one of the best ways for
effective teaching specially in a mixed-ability group. This also lays
stress on time-management and listening to instructions. It also helps
in maximizing participation.
♣ Workshop: Workshop provides a hands-on experience which is
most suitable for the adult learners and enforces 'doing by learning'.
This gives them the freedom to speak, act, and experience the practical
problems.
♣ Role plays: In their leisure time, outside the classroom, the
trainees will be made to enact in role-plays which help the trainees to
learn through Para-linguistic features of the language.
4.3 Time-Table
0900-100 1000-110 1100-12 1200- 1300-140 1400-15 1500-16
0 0 00 1300 0 00 00

28. Day 1 INAU P &M RDG L WRTG PHNTK SS-DIC
Day 2 GRMR LP DL U LEC
Day3 WRTG RDG P&M N WRTG PHNTK RDG
Day4 GRMR PHNTK P &M C LEC
LEC H DL GRMR SS-NM/
NT
Day 5 GRMR P&M PHNTK
LEC DL PHNTK SS-REF
TUTRL
Day6 GRMR P&M PHNTK
TUTRL
WRTG PHNTK DL
Day7 GRMR RDG PHNTK
TUTRL
TUTRL
Day 8 GRMR PHNTK RDG
WRTG DL DL
TUTRL B
Day 9 GRMR GRMR RDG R
PRTG PRTG RP
E
PRTG PRTG PRTG
Day WRTG RDG FDBK A
PRTG PRTG PRTG
10
K
EXAM EP VAL
INAU- Inaugration
P&M- Principles and Methods
RDG- Reading
WRTG- Writing
PHNTK-LEC- Phonetic lecture
SS-DIC- Study skills (Dictionary)

29. GRMR- Grammar
LP- Lesson plan
DL- Demo lesson
SS-NM/NT- Study skills (Note making/note-taking)
PHNTK TUTRL- Phonetic Tutorial
SS-REF- Study skills (reference)
RP- Role play
FDBK- Feedback
EP- Entertainment programme
VAL- ledictory
4.4 Evaluation
Evaluation is a necessary module to weigh the knowledge of the trainees. However
no test especially language test can claim that this is the best module to check the
knowledge of the participants of a programme. But it gives organizational
feedback whether the trainees have achieved the prescribed aims and objectives of
the course or not. There are various means of checking the language competence of
the trainees'.

30. These can be:
§ Ask them to prepare different types of lesson plan for the teaching of literary
skills, language skills, language study, study skills etc.
§ Ask them to teach their colleagues.
§ Conducting written examination of Grammar and writing skills
§ Ask them to give a demo lesson of a particular topic
Through using various evaluation techniques programme designer can judge their
trainees language proficiency as well as professional competence. It is necessary to
give feed back to the trainees so that they can improve their weak points in terms
of expression, teaching methods, and language specific areas. It may be spoken
English, grammar, vocabulary, writing etc.
The participants will also be evaluated based on their Classroom participation.
CHAPTER 5
CONCLUSION

31. Though any course is ought to be designed in the very beginning i.e. before the
commencement of any course. Before any course starts, all the components of the
course, the trainer, the trainee, and the materials should be well tuned to grasp the
course contents.
It is an irony that since long no serious initiatives have been taken into this aspect
except for the fact that a selected few are being detailed to undergo the PGDTE
programme conducted at the three EFL University Campuses (formerly CIEFL)
and some of the instructors are made to attend the CTE course at the AEC Training
College and Centre, Pachmarhi (MP) which is again run mostly by those people
who don't have any specific training in English Language Teaching.
The question that arises here is, can a few trained instructors change the entire
scenario when we have a whole lot of trainees eagerly waiting to be trained in the
aspects of English Language teaching? Can a course run successfully when the
teacher himself is not trained enough in the teaching methodologies? Can a teacher
teach people when he is trained after completing 7-10 years of service and
imparting training to many secondary and higher secondary courses without
knowing much about the teaching principles? Can a teacher teach well when he is
not aware of the phonetics of English? The answer to all of the above questions is
definitely an intrepid 'no'.
It is a matter of pride for us to design this course which meets the needs of
Education Instructors posted at different Corps and Command Headquarters of the
Indian Army. Being a part of the Instructor community, we feel an urge to enhance
our knowledge by conducting such courses at different formations.
This programme has a direct impact on the instructors as well as the students. As
English literature is very rich and that richness can only be felt with a deeper
understanding of the different genres that can be used to teach the language.
CBSE syllabus is considered to be an ideal syllabus in the whole country and the
Education Instructors can teach the students this CBSE syllabus only when they
are up-to-date and are aware of the latest trends/innovations in the field of English
Language Education. They can instill positive qualities in the students only when
they are qualified in speaking patterns, comprehending and inferring the different
types of literary genres. Only when the instructors are able to look beyond the text,
they will be able to make the learners feel that variety, cultural, and social integrity
of the English language.

32. BIBLIOGRAPHY

33. 1. Leo O Keefe: 1983. Unique and Recurrent Elements in Syllabus for ESP, ELT,
Docs
2. Teach English, 2005,Adorien Doff, Cambridge CUP
3. PGDTE Syllabus
4. RP Syllabus
5. CBSE Class XI and XII Syllabus