The role of English as a language of international communication had expanded rapidly lately. The recent developments in the fields of information technology and communication have ushered the need for a practical command of English for people in many parts of the world including Bangladesh. In response to the changing needs there have been methodological reforms in the area of English language teaching. The concept of communicative teaching learning was developed in the 1970s to address the need for developing communicative competences of the learners of English as a Foreign Language (EFL). Bangladesh has a long history of teaching English which was dominated by grammar translation method. However, one of the major developments in the history of teaching English in Bangladesh was marked by the introduction of communicative language teaching (CLT) in 1997. Since then the teachers of English at secondary level have been sensing a process of reform in and outside their classroom. Within that spell of change new communicative curriculum was developed. The new curriculum recommended the introduction of a communicative syllabus for the secondary schools and Madrasahs in Bangladesh. Accordingly newly written communicative textbooks have been published by the National Curriculum and Textbook Board (NCTB). This series of English textbooks known as English for Today (EFT) are being now taught at the secondary schools and Madrasahs in the country. These changes have caused much confusions, frustrations and resistance from the teachers as they have no familiarity with the contents and methodological aspects of this new approach. Moreover, these teachers in general have a very poor level of English proficiency. The only way to help these teachers cope with these odds is to train them. LPC is trying to address the issue of Madrasah teachers’ professional training through this course.