1. Target Market
The Course is for Teachers, specifically teachers of English as First Additional Language.
The course is based on the principle of content-based instruction whereby the language instruction is linked to language teaching methodology.
2. Benefits of Course
It can be argued that the failing of education in South Africa can be attributed in some measures to the inadequate language completely level of the educators particularly if those in the Foundation and Intermediate Schooling phases.
An additional cause of educational failures is pedagogical deficit particularly in the teaching of reading and writing skills. This deficit is shown in the general absence of a wide reading culture among both educators and learners, and the extremely limited amount of writing most learners do.
The interrelated benefits of the course will be:
a) The improved competence in the use of English by teachers.
b) Improved practices in the teaching of English as a first additional language.
c) Improved language performance by learners.
d) Improved general performance by learners across the curriculum.

3. Structure of the Course

Module 1 – Reading
10 Hours
1. Introduction to Reading
2. What we Read
3. Why we read
4. Ways of reading
5. Intensive reading
6. Use of predicting in reading
7. Steps in a reading lesson
8. Assessing reading
9. Types of Questions on reading.

Module 2 – Writing
10 Hours
1. Pre-requisite writing, skills, and Punctuation
2. Pre-requisite writing skills – comma
3. The structure of the paragraph
4. Text structure – denoting place
5. Text structure – denoting process
6. Text structure – instruction and direction
7. Text structure – causes and effects
8. Text structure – exemplification
9. Text structure – defining
10. Text organisation – classification
11. What to write
12. Writing to be read
13. The teacher’s role
14. Controlled writing
15. Guided writing
16. Responding to learners’ writing

Module 2 – Speaking and Listening
9 Contact Hours
1. Micro skill – Pronunciation, stress, and information
2. Informative speaking
3. Explaining
4. Story telling
a. Predicting in listening
b. Using context to deduce what was missed in listening
c. Understanding the meaning which stress and Intonation gives
d. Using prior knowledge to deduce new meaning
e. Distinguishing relevant from relevant information
f. Understanding link words are the meanings they signal
5. Types pf Listening in language learning
6. Task listening activities

Module 2 – Language Teaching
15 Contact Hours
1. Word structure – affixes
2. Parts of speech
3. Word formation
4. Sentence structure
5. Questions are Question tags
6. Phrasal Verbs
7. Modals
8. The infinitive
9. a) Using verbs as nouns – gerunds
b) Using verbs as adjectives – participle
10. Modifiers
11. a) Verbs and tenses – The Present tense forms
b) The Past tense forms
c) The future tense forms
12. Common errors
13. Formal and informal use
14. Vocabulary
• Synonyms and antonyms
• Oral and visual vocabulary
• Denotative and commotative meanings
• Literal and figurative meaning
• Homongous and homophones
• Vocabulary testing


We live in a largely alliterate society where both learners and their teachers are generally disinclined to read and write. The course, in its focus on the many reasons advanced for the need to read and write seeks to counter the trend of a declining literacy practice.
Given the divided nature of our society where many of our schools are in communities where there is limited explosive to spoken English, the modules on speaking and listening attempt to mitigate the effects of this situation by providing practice in speaking and listening.
Finally, while the language focus is presented within the reading and writing modules, we have devoted a whole module on the meta language cognitive needs of language teachers. The swig to communication language teaching has, to a great extent resulted in teachers’ reduced knowledge of grammatical terms essential even for communicative language teaching. The aim is then to help teachers become not only competent users of English but also practitioners with the metacognitive, skills necessary for successful teaching and learning. 


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