PROGRAMME

1. Unit 1. November 20th: “Introductory Session”
   Introduction to the basic principles of teacher training methodology, the do’s and don’ts
   of teaching adult learners; Course requirements and procedures.
2. Unit 2. November 27th: “Principles of Teaching English as a Foreign Language”
   There are different teaching methods to teach English as a foreign Language: the Direct
   Method, the Grammar-Translation, the Audio-Lingual Method, and the communicative
   Approach. Each method has its strengths and weaknesses.
3. Unit 3. December 4th: “Lesson Planning for Learners of Today and Tomorrow”
   With or without the use of technology tools and blended learning, efficient lesson planning makes teaching much more effective and stimulating to both teacher and student.
4. Unit 4. December 11th: “Materials and Aids for Teaching English”
   What are they? What is the role of visuals, action songs, stories, games and drama activities in EFL teaching? How to find and/or make them and how to use them to teach creatively and effectively?
5. Unit 5. December 18th: “Grammar is Great!: The Place of Grammar Practice in the Language Lesson”
   A discussion of the usefulness of a teacher’s application of her knowledge of grammar in teaching. Practical demonstrations and workshops on ways of engaging learners in using appropriate expressions of everyday English as an effective way of leading them to discover the workings of grammar.
6. Unit 6. January 8th: “Teaching Vocabulary”
   How learners learn, different approaches to learning vocabulary, the steps of eliciting vocabulary. Methods of getting the meaning across, the stages of a vocabulary lesson ,and hands-on activities.
7. Unit 7. January 15th : “Listening and Speaking Skills”
   What makes a successful speaking activity? Types of speaking activities; fluency-based, accuracy-based. Scaffolding technique, stages and aims in a speaking lesson. Correction techniques and feedback and the difference between Content-focused and language-focused feedback. How to teach a Listening lesson; how can we improve our learners listening skills? The most important guidelines for listening, factors that help our learners listen. The stages and aims in a Listening Lesson. Pre, while and post activities.
8. Unit 8. January 22nd: “Teaching Reading”
   The stages and aims in a reading lesson, Reading sub-skills. Pre, while, and post Reading activities. The difference between the traditional and communicative Reading approaches. Discussion of the Steps that should be taken when reading. Problems students find when reading.
9. Unit 9. January 29th: “Fun with Phonology”
   A focus on grammar of spoken English: features of phonology for language teachers, the vowel system within varieties of English and an analysis of your learners’ potential pronunciation issues. With the goal of ‘comfortable intelligibility’, language teachers can use non-threatening, enjoyable and instructive techniques to help learners master the sounds and rhythm of English.
10. Unit 10. February 5th: “Teaching Writing Skills”
    Students need to spend time on less structured writing experiences to help them become more comfortable putting their own words and thoughts on paper. They need to have enough vocabulary, the ability to write complete sentences and the need to know the concept of development.
    [February 11th, 11:00 a.m.: ” Pre-Micro Teaching Preparation Session”
    Participants and trainers discuss and pre-view individual micro-teaching sessions in the pre-assigned groups.]
11. Unit 11. February 12th: “Teaching English to Young Learners”
    Discussion of the fundamental principles of teaching children, ages 6 – 11. How do teachers need to prepare? What is the role of a well-managed environment? How important is song & movement, games and pleasant activities in helping children learn, develop and enjoy collaborating in the EFL classroom?
12. Unit 12. February 19th: “Using Resources Effectively”
    The more diverse we can make materials, the more chance there is of retaining learners’ attention. Encouraging higher-level cognitive skills means adapting materials in such a way as to require students to predict, infer, make connections and visualize.
13. Unit 13. February 26th: “Micro-Teaching Sessions”
    Participants will conduct 10-minute Lesson Plans (Lead in and Presentation Stages only) on a point of grammar, selected by each one of them. Observation and Feedback will take place.