Day 1

English is usually learnt in schools as a subject and not as a language. As a result,

most-people learn a lot of words and grammar but are unable to communicate
effectively indifferent situations.Learners in the language classroom are there to work
on fluency and build on their language accuracy.They want to be able to use the
language effectively in professional and social situations. Some learners are in a
language classroom for educational purposes too.The activities in a language
programme are planned to ensure practice in all four skills -LSRW, as students need
a combination of all the four language skills to be able to communicate in
English.ESL means English as a Second Language and is the traditional term for the
study of the English language by non-native speakers. ESL also refers to specialised
approaches to language teaching adopted for those whose first language is not
English.There are different areas in ESL - communicative English, exam preparation-
IELTS,TOEFL etc, English for specific purposes like Business English and Academic
English.Each of these areas need a different type of study plan as the objectives are
different.

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 Day 2
Setting an Agenda
Being organized is crucial to success. Having a clear-cut agenda helps the trainer
control the flow and pace of the activities in a classroom. One to one teaching is
not exempt from agenda setting. Every class period needs an agenda. Key aspects
of an agenda include -
• time for each activity
• specific learning objectives that have to be met
• information about breaks
• open discussion time
• any starting and ending routines that are followed
• Time for activities will be determined by the difficulty level of the task or activity.
• In short, an agenda is a chronological order of activities throughout the duration of
the day’s training time.
• Of equal importance to setting an agenda is sharing the set agenda with the
stakeholders - students, coordinators, managers and maybe even parents if it’s
warranted.
• It is beneficial to begin each class period or day by going over the agenda, it sets the
stage for the teaching learning process to be initiated. Learning objectives are
achieved when students are engaged and engagement starts when learners and
trainers are on the same page - agenda setting is one way of achieving it.
How to create and follow a lesson plan
The lesson planning model chosen here is PPP - Presentation, Practice and
Production
This is one of the most popular models of lesson planning followed in ESL. The first
stage includes Warm up and introduction of the topic of the lesson. The second
stage is the first ‘P’ when the target language is presented to the students. This is
followed by the second ‘P’ - practice, where students practice the target language in
controlled and guided activities. The third stage always includes a free speaking or
writing activity where the student uses the target language and previously learnt
language to complete a given activity.
Elements of a lesson plan include language focus and/or skill focus, objectives,
activities in chronological order, time for each activity, number of students, grouping
methods for each activity and the materials needed for the class.

Day 4
• Instructional strategies abound and the choice of a particular strategy depends on
five factors:
• Level of the learner
• Purpose of the lesson - content or skill
• Time available for in-class learning
• Resources available to the learner
• Need for the course of study - upskilling, expanding on a pre-existing area of
knowledge, higher education, school education
• Flipped classrooms are an active learning strategy where the traditional classroom
model has been flipped. It is a model of blended learning strategy

Flipped classes can be structured in many ways:

Traditional Flipping - The content is presented before class as a document or a
video for the students to read or listen to before class. They then practice in class
using conventional systems like completing a worksheet or completing an activity
supervised by the teacher.
Debate-oriented flipping - Students watch or read assigned material with and
prepare their comments as directed. They then use this knowledge to present their
side in a classroom debate.
Demonstration-based flipping - Students watch a demonstration and have to
perform the same in class.
Group-based flipping - Students work in groups online to complete a task after
watching the assigned material and come to class prepared with their presentations.
Double-flipped classroom - The students take on the role of the trainer in the
classroom. The teacher gives feedback after the students’ presentations. Flipped
classrooms provide an opportunity to maximize learning by enriching the classroom
experience where students take centre stage and the trainer acts as a facilitator.
Students can pace their learning and have unlimited access to the content.

Benefits of using Flipped Classrooms

• Foster questioning - Students ask questions to clear doubts encountered while
reading or watching the material.
• Encourage critical thinking - Students have to answer questions in class or participate
in discussions to show understanding of the concept.
• Develop a deeper understanding of concepts - Students can be set in-class tasks
that will check and improve their understanding. Students can also watch the videos
again after the class discussion and notice details or information they probably
missed the first time around.
• Encourage collaborative learning - Students work in groups and prepare for debates
and presentations which require collaboration.
• A common misconception about flipped classrooms is that it is heavily
techdependent but it does not have to be so. This model can be delivered using
preexisting material with students like course textbooks, authentic reading material
and handouts.
 Limitations and Drawbacks
As with any other instructional strategy, flipped classrooms have their limitations and
drawbacks. It is based on the assumption that all students will view the content and
complete the necessary pre-class activities assigned before coming to the classroom
- relies heavily on student motivation.
1. It requires a lot of planning and preparation on the part of the teacher before the
start of the session - teacher time on lesson planning will increase significantly.
2. May not be an ideal tool for test preparation as tests require timed practices and are
mostly best achieved under the supervision of a teacher.
3. Not suitable for young learners as they may not have enough language skills to
actually understand new concepts from watching a video.

All teaching and learning processes depend on clear and concise communication
between the trainer and the student. In a language classroom, instructions given in
the target language have to be carefully and consciously framed for easy and proper
comprehension.
Instructions have to be broken down into steps and require a system to ensure that
they have been understood.
Instruction Checking Questions or ICQs help the trainer know if the given instruction
shave been understood. This ensures that time and effort spent on activities are not
wasted and that classroom time is being maximized.
When not to use ICQs - ICQs depend upon the level of the students. Students with
higher language levels require fewer ICQs.
Simple instructions for activities routinely carried out in the classroom do not require
CQs. They will increase the Teacher Talking Time (TTT) and will not serve any
purpose. For repeatedly done activities, a student can be nominated to deliver
instructions and the teacher can observe if the rest of the class are following.
It is not mandatory to include ICQs in every lesson plan.
Another type of questioning that is required in the language classroom is Concept
Checking Questions or CCQs. This is used to check understanding of the key
concepts of the content presented in the classroom or meaning of newly presented
lexis. CCQs are to be used at appropriate points in the lesson to ensure that all
students are at a level of understanding that will help them meet the learning
objectives by the end of the lesson.
As with ICQs, CCQs depend on the level of the learners and do not have to be
included in definite pre-decided numbers for every lesson. CCQs require thought
before answering.
How to frame a CCQ?
● Keep it short
● Ensure Qs are in simple present tense or simple past tense
● If checking target language, then question should not contain the target language
 ● Use language below the level of the students

When to frame CCQs?

Frame them at the planning stage - identify points in the lesson where you might need them.

Why Activity-Based Learning is better than Lecture-Based Learning

Because it builds fluency by providing opportunities to use the language needed for
real-life situations in a stress-free classroom environment!
Activity-Based learning
Activity-based learning, as the name implies, refers to teaching that allows students
to learn actively by doing. Concepts are learnt towards the end of the lesson by
doing a series of activities of increasing complexity. Understanding of the concept is
assessed by another activity at the end of the lesson. Students go through a series of
controlled, guided and free activities to achieve the desired learning objective.
• This system allows for application and analysis and caters to all three learner profiles
- visual, auditory and kinesthetic.
• It encourages collaborative learning and leads to improved interpersonal skill
development.
• Presentation skills are developed.
• Students learn patience and tolerance.
• Activity learning promotes leadership skills among learners of all ages.
• There is a marked increase in achievement when activity-based learning is adopted
because objectives are clear to the learner and give them a tangible sense of
achievement.
• Activities can be done individually, in pairs or in small groups.
The limitations of this system are -
• Extensive preparation by the teacher before the class - materials, time for each
activity, clear objectives
• Can cause classroom and time management issues - The teacher needs to ensure
that all the students are contributing to the activity and that activities are completed
within the given time frame.
• Can be expensive depending on the materials needed
• Requires space to provide for seating arrangements that can enable group work
• Cannot be effectively conducted with large classes
• Requires constant monitoring
Lecture Based Learning
The traditional methodology used in teaching was teacher centered and the
maximum talking time in the class period was the teachers. The teacher was not
a facilitator but a controller and dictated all classroom processes. This is a passive
learning model. Benefits -
• It has a remarkably good effect on immediate knowledge retention. It is also the
most common form of adult education and is hence easily accepted as the norm.
• It requires less preparation as compared to Activity BL and keeps the teacher at the
center stage of every lesson. A large amount of content can be delivered in a short
span of time to a very large number of students.
• This method appeals to auditory learners and students who excel at note-taking.
• Students don’t require to be actively involved in the classes and do not need to
come prepared to the classroom with research or material for a particular activity. 
It is economical in some contexts.
• Suitable for IELTS test preparation Limitations -
1. One of the biggest limitations of this system is the assumption that all learners are at
the same level and learn at the same pace.
2. Not all teachers are effective speakers.
3. Lecture-based lessons don’t track students’ engagement.
4. Lectures are not suitable for teaching applications, analysis etc.
5. It adapts itself very well to certain fields of study and will always have its place in the
education system but is almost absent today in the language classroom as it does
not meet the objectives of a language lesson.\

Day 6

Cooperative Learning
An instructional strategy that enables students to work in pairs or small groups to achieve the common learning
goals.
● It encourages collaboration and leads to development of interpersonal skills
● This system of learning achieves academic and social goals simultaneously ● Does not require direct teaching at
all times during the class period How to plan for cooperative learning? At the lesson planning stage:
● Select activities and time them
● Decide on the number of students in a group ( pair work, groups of 4)
● Decide on grouping strategy - by language level or randomly with a simple activity like Draw a straw and group
as per colours drawn
● Plan for activity time and feedback time
● Identify areas of difficulty and how to deal with them
● Ensure that every group gets the same amount of time to present to the class at the end of the activity
● Time for feedback at the end of the class is essential
During the lesson
● Use a warm-up activity to put students into groups or use pre decided groups
● Go over the rules of behaviour to be followed
● Explain the activity in easy to follow steps and use ICQs if necessary
 ● Once activity starts, monitor each group by moving from group to group and
answering any questions that may arise
● Note common errors for cold correction to be done during feedback time or as
basis for future lessons
● Keep track of time and update students on the same
● Ensure each group stops their presentation at the designated time
● Give feedback and summarise the learning objectives achieved
● Always end the class on a positive note

Day 9

What is Google and what does it do?

• Google is a platform that educators can use for teaching and learning. It also
empowers students to learn, collaborate and innovate together. What are Google
Apps?
• These are the tools in Google and are web-based. These can be used on any device
after logging in with your email ID. These are web-based tools but if you want to use
them in your mobile phones, then you need to download these Google tools
from the Play Store/ App Store.
How are Google Apps useful?
Google Apps help you to access your data anytime and from anywhere.
Google apps will help you in teaching in the following ways -
1. Collaborating in real-time
2. Managing your class, courses, and assignments
3. Prioritizing tasks and schedule management
4. Documenting important information
5. Sharing information uniformly with all stakeholders
How many types of Google Apps are of primary use to educators?
• Google Drive
• Google Docs
• Google Slides
• Google Sheets
• Google Forms
How do we learn to use these apps?
• The first step to access all these applications is to login through your Gmail ID.
• After login, you will come to the homepage and there you will see these nine dots,
which is called app launcher also. When you click on this app launcher then you can
see all the applications.
GOOGLE DRIVE
• In Google Drive you can upload all your data and make it accessible online. You can
also create folders for your class, subjects, for data record, etc.
• By clicking on ‘+New’ , you can create new files using Docs, Slides, Sheets, Forms etc.
• By clicking on ‘My Drive’, you can go to the main page of your drive.
• By clicking on ‘Shared with me’ , you can check the material shared by others and
access those files
GOOGLE DOCS
Google Docs allows you to create and edit documents online and collaborate. You
can comment and work together in real-time. You can create lesson plans, syllabus,
reports, notes, notices, etc.
There are two ways to share the docs:
1. Write the person’s email id and give permission to edit or view or
comment and click on done.
2. You can also share the link and check the settings you want to set. You can
copy the link and share it via email.
GOOGLE SLIDES
• Google Slides is a presentation tool that allows you to create and edit presentations
online and collaborate with each other.
• Google Slides can change the way students engage, process and apply concepts.
Teachers can create presentations and use them for greater interaction and
enhanced comprehension. Teachers can also share the presentations with students
who can view the presentations at their own pace and learn.
GOOGLE SHEETS
• Google Sheets is a free, web-based spreadsheet tool that allows you to create and
edit spreadsheets online and collaborate in real-time. It is great for data analysis and
organization.
• You can create online report cards, record your class data, maintain the session
record, etc.
GOOGLE FORMS
 Google Forms is a free, web-based tool that allows you to create forms, surveys, and
quizzes that collect information in real-time.
Managing email - INBOX ZERO
The idea behind Inbox Zero is that you keep your inbox as empty as possible, at all
times. Basically, it stops you from having to re-read the same email titles over and
over again. The ultimate goal of Inbox Zero is moving tasks out of your head,
 enabling you to focus on what you should be doing now. Achieving Inbox Zero
in 4 Simple Steps
1. Streamline Your Inboxes
• In your computer, login to Gmail
• Move cursor to the left, scroll down and click on ‘More’
• Click on ‘ + Create new label’
• Name the label
• Click Create
• Create as many labels as necessary.
• Select emails and move them to the appropriate label
• Select email - click on ‘Move to’ icon - select the label - and click on it
• The selected email will be moved to the selected folder
2. Delete – Do It - Delegate – Defer It!
Delete
If an email is not important you should delete it right away. And this means all the
promotional emails, spam and junk that come into your Inbox. They need to leave
your Inbox just as quickly as they came in! Don’t skip them while you deal with other
messages – they simply clutter up your Inbox. If they’re useless to you, delete them!
Do It
Any message that arrives in your Inbox that takes three minutes or less to be
attended to should be dealt with straight away. There’s no point in putting off such a
simple task. Putting off these small tasks creates a larger more demanding task, so
do it right now. Then archive the email. Job done!
Delegate
Getting work done is one thing, but delegating is an entirely different matter. If the
email you receive has to be handled by someone else, delegate it! Forward it to the
concerned person immediately.
Defer It
There will always be those emails that are going to take up a large chunk of your
time - work on these emails only when you have time to deal with them.
3. Respond to Repetitive Emails Using Templates
The quicker you respond to an email, the quicker it's gone from your inbox. But do
you sometimes wonder why you keep writing the same types of emails over and over
again? There is a solution, and it’s a simple one: use template responses.
1. Open Gmail
2. Click on settings
3. Select ‘Advanced’
4. Enable Templates and Save changes
5. Click on ‘Compose’
6. Select the three dots in the right hand bottom corner
7. Select ‘Template’
8. Create and save for future use
4. Keep Emails Short
• Many people feel that writing short emails is rude, when in fact many long emails
never get read. People simply don’t have time. If you’re determined to adopt the
inbox-zero habit, then you need to lose the idea that it’s rude to give short answers.
• It’s now your job to stop filling emails with fluff and instead use precisely worded
responses. So, if a question demands a one-sentence response from you, that’s what
you’ll be providing from now on.
Other Useful Tips for Better Handling Your Inbox
Turn off Email Notifications
• Email notifications can be very disruptive. It seems that no matter what you’re doing,
a notification pops up on your computer or your phone. You can’t help it – you’re
compelled to immediately check this message!
The solution is simple: Turn off all Gmail notifications
The best way to handle emails is to open your Inbox only at certain times
during the day.
• Obviously, you’ll use a schedule that works best for you. Some people refuse to
check their email first thing in the morning, while others recommend checking emails
only at noon and once again in the late afternoon. Work out what best suits your
schedule, then stick to it!

Day 10

 Prepare well for the class: o Rehearse your lesson plan to

provide optimal benefit to the student.
o Conduct your classes only on a laptop/ PC. o Check and ensure the
functionality of your equipment before the class.
o Ensure a good set-up- virtual background, audio-video quality, lighting, angle
of the camera.
o Ensure that your attire is office- appropriate/ formal (clothing/ hair/
accessories etc) o Ensure a conducive environment for learning: your
surroundings should be free of all audio/ video distractions and interruptions.
o Ensure a reliable internet connection and a back-up if necessary. o Do not
forget to record each session and save the session- recording.
• Be punctual and adhere to the 30/60 minute time-plan (no less- not too much
more). Respect the student’s time and attention- span.
• Keep your class student-centric:
o Start on a positive note and keep your tone & vocabulary polite and professional
throughout the session.
o Start the interaction by checking for clear communication, followed by a brief
pleasantry, and transition into the planned lesson promptly and smoothly.
o Align your narrative with the student’s requirement and response. o Provide inputs
with clarity and confidence.
o Adhere to the promised agenda.
o Allow for interaction at due intervals to ensure that the student is attentive and
interested.
o Be alert to the student’s body language and adapt your lesson’s flow accordingly. o
Do not engage in an argument/ debate with the student.
o Be truthful and sincere in your communication; if you do not know the answer to a
question, commit to getting the correct information and reverting with an answer.
o Converse within the scope of your areas of knowledge- avoid speaking about the
aspects of the course outside the academic scope. Redirect these queries to the
appropriate team members.
o Ensure that the post class-assignments are clearly laid out for and understood by the
student. o Encourage feedback from the student before you conclude the class.
Post- class documentation: This should be done promptly and in detail, to help the
team members take the appropriate onward steps to ensure smooth progress of the
course.

Day 11

LSRW
Every language is made up of four main skills L,S, R & W supported by grammar,
vocabulary & pronunciation.
Language teaching is teaching the skills needed for a learner to carry out all
language functions successfully in different situations. In formal education, the goals
are the same for each course level but the personal goals of every learner are not
always the same whatever the age.
LSRW are the skill areas and grammar, vocab & pronunciation are the language
areas.
Reading and Listening are receptive skills and Speaking and Writing are productive
skills. A lesson should be made up of both - receptive and productive skills.
Teaching receptive skills
The secret to teaching receptive skills is exposure and a lot of it.
It’s vital that exposure be enjoyable and level-appropriate to ensure success in
receiving and interpreting messages of varying levels of complexity.
Metalinguistic explanations in L1 would benefit students in early days of learning.
Listening and reading are not passive activities and have to be taught actively.
Listeners and readers make use of different cognitive processing strategies while
listening or reading.
Scanning and skimming are reading techniques that use rapid eye movement and
keywords to identify key information from a text.
Skimming is used to identify the gist or theme. Ex. You look through a text and
identify the theme
Scanning is used to identify specific information. Ex. date of a certain event
These techniques help readers build flexibility and read texts quickly for information.
Most listening and reading activities are taught using the top-down method. In this
method, all activities are based on activation of pre-existing knowledge and use of
contextual clues. (A warm up activity to elicit the word ‘Holiday’ has already been
completed.)
Here’s an example of how to start a reading lesson about ‘G’s Holiday in France’
T - We will be reading about G’s holiday today. (T gives some information about G)
(Ss are reminded of their own holidays and recollect words associated with holidays -
hotels, travel, food, shopping, sightseeing…)
T - G went to a country in Europe. Can you guess which country she visited? (Ss
start mentally going through names of European countries or places before
replying)
T - G spent 6 wonderful days in France. Let’s find France on this map here.
( Ss will immediately start scanning the map while trying to recall
neighboring countries or the exact location of France)
T - Let’s now learn about what she did and where she went and what she saw.
This is how a top - down lesson will start. This stage is known as pre-reading. Ss
preexisting knowledge of vocabulary has been reviewed and language (past tense)
has been activated. They will also have made some predictions about what they are
going to be reading about.
Let’s look at an example of how we would start the same lesson if the skill focus was
listening instead of reading. (A warm up activity to elicit the word ‘Holiday’ has
already been completed.)
T - We will be listening to G's holiday experience.
(Ss are reminded of their own holiday and Words associated with it - hotels, travel,
food, shopping, sightseeing…)
T - G went to a country in Europe. Guess which country she visited.
( Ss start going through names of European countries or places that they know
before replying)
T - G spent 6 wonderful days in France. Let’s find France on this map here.
( Ss will immediately start scanning the map while trying to recall
neighboring countries or the exact location of France)
T - Let’s now learn about what she did and where she went and what she saw. After
completing the pre-listening activities, Ss are already clear about the gist of the
listening material and the purpose of the lesson. As with the reading lesson example
given before, they will also have made some predictions about what they may hear,
reviewed vocabulary and used the past tense.
We see that both lessons can be introduced in almost exactly the same manner. This
is known as pre-skills activities. This stage is completed after the warm-up and before
the actual content is presented. It is part of the presentation stage. Pre- Skills
Activities
Let’s discuss different types of pre-skill activities -
Predicting facts -
This can be done using leading questions that have been carefully framed to the
level of the learner.
Ss can predict facts by using a picture or video, the T can get the students talking
about a place, or time. A lot of vocabulary can be activated through this activity. Ss
can share information that they already have about the place in the picture or the
person in the picture.
Ss can listen to a short conversation and brainstorm ideas.
During reading - Given below are some examples of activities that students could do
while reading. Activities are to be included only if required.
Use the word in a sentence
Give a word that means the opposite
Draw the Ss attention to markers like and (addition), but (contrast) and analyze their
role in sentence structuring.
Prefixes and suffixes
Learn the spelling of sight words
During Listening - Given below are some examples of activities that students could
do while they are listening to the material. Activities are to be included only if
required.
Identify contractions - don’t, can’t, wanna, gonna
Identify syllable breaks in words
Identify word endings and beginnings in connected speech
Listen to past tense endings and their pronunciation
Word stress - pronunciation
Intonation of sentences and its purpose
After Reading - Given below are activities that students can do after reading the
material. Activities are to be included only as required.
Ss can go back to the predictions made before reading and check if they were
accurate
Ss can complete activities to show comprehension
Ss relate the content to their own context and share past experiences or opinions
Ss can create speaking activities from the content
Ss can use information to complete speaking and writing activity
After Listening - Given below are activities that students can do after listening to the
material. Activities are to be included as required.
Ss can go back to the predictions made before reading and check if they were
accurate
Ss can complete some activities to show comprehension
Ss relate the content to their own context and share past experiences or opinions
Ss can model the language through different activities
Ss can use information to complete speaking and writing activities