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Assignment4.6 parte3

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Fabiola Pérez Palma-UTC

Fabiola Pérez Palma-UTC


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  • 1. GENERAL INFORMATIONThe aims of the training This manual will help you to develop your own teaching dossier in any of the following areas: o Language Awareness o Language and Culture o Language Learning Processes o Language Teaching o Planning and Evaluation o Self-Assessment and DevelopmentThe requirements We have all the material resources, financial,(General requirements) administrative, logistical and teaching staff, which have the necessary characteristics for operation of the teachers’ training.Which language the The training will be offered in both languages: Englishtraining is offered in and and Spanish.for English because when explaining about the six areas it will be necessary to discuss information in English. Spanish when explaining about the dossier development.Requirements of the To join the course "Teachers’ training” trainees musttrainee (previous demonstrate the following competencies:requirements of trainees Basic:for taking the course) 1. Properly use Spanish, both oral and written expression. 2. Use properly English, both oral and written expression in a minimum level B1. 3. Use logical and systematic reasoning. 4. Organizes and uses a proprietary method of study: learning to learn, autonomy and personal initiative. 5. Interacts and communicates with one or more people in their social group. 6. Competently handles word processing and basic computer tools. Specific 1. Master the four skills of English at an intermediate to advanced intermediate minimum. (Level B2 of the 1
  • 2. ALTE; Breakthrough of Cambridge; 500-550 pts. Pen and paper TOEFL exam, Level B2 of the Common European Framework of Reference for Languages.An application form fortrainees interested APPLICATION FORM FOR TRAINEES Last Name Name Telephone Sex Male Female E-mail Address English Level B2 C1 Document TOEFL TRINITY Other: presented ________ Academic LevelA questionnaire – profileof the trainee (aspreparation) Questionnaire No: ____ Thank you for participating in the teachers’ training. We would like to know your current skills level and your profile about this kind of training. It only will take few minutes to answer these questions. There is no right or wrong answers, as we are interested only in knowing your opinions. We will ask you complete this questionnaire at the star of the course. Full name: 1. I feel that I could run training for teachers. a. Completely agree b. Don’t agree at all c. Agree d. Agree somewhat e. Agree a little 2. I can describe what topics dealt with Language awareness. a. Completely agree b. Don’t agree at all c. Agree d. Agree somewhat 2
  • 3. e. Agree a little 3. I can describe what topics dealt with Language and culture.a. Completely agreeb. Don’t agree at allc. Agreed. Agree somewhate. Agree a little 4. I can describe what topics dealt with Language Learning process.a. Completely agreeb. Don’t agree at allc. Agreed. Agree somewhate. Agree a little 5. I can describe what topics dealt with Language Teaching.a. Completely agreeb. Don’t agree at allc. Agreed. Agree somewhate. Agree a little 6. I can describe what topics dealt with Planning and evaluation.a. Completely agreeb. Don’t agree at allc. Agreed. Agree somewhate. Agree a little 7. I can describe what topics dealt with self- assessment and development.a. Completely agreeb. Don’t agree at allc. Agreed. Agree somewhat 3
  • 4. e. Agree a littleCourse rules: o The participant must maintain a 80% attendance otherwise cause global low course. o To be considered as approved participant that obtains total at least 80 points after the course. o No absences will be excused under any circumstances.STRUCTURE AND TIMINGStructure and timing of the Face to face course form: MODULE MODULE LESSON HOURS OF HOURS EVALUATION SESSION SESSION HRS THEORY FOR CRITERIA HOURS PRACTICE Lesson 1. Module 1. Pronunciation 2 Hrs. Know 20% Language training Research Papers Lesson 2. Learning Sesión 1 5 hours Awareness Writing vocabulary 1 Hr 1 Hrs. Assessment Lesson 3Listening 10 hrs. comprehension, Session 1Hr 2 hr understanding 1 /2 different accents KNOW HOW TO Lesson 4 Learning DO 60% spoken and written 5 hours language (and Rubrics to assess 1 Hrs. 2 Hrs. Session 2 thier differences) participants demo classes Trainee dossiers Lesson 1. Awareness of socio-cultural and intercultural 1 Hr 1 hr aspects of HOW TO BEHAVE language use and 20% language learning Class Session 3 5 hours 10 hrs. Lesson 2. Dealing participation Module 2. sensitively with Language and difficult classroom Checklist to Culture situations relating 1 Hr 1 hr review the to intercultural evidence folder. differences. Lesson 3. Sessión Understanding 1 Hr 1 hr 3/4 5 hours 4
  • 5. different backgrounds (therefore different study methods) of students. Lesson 4. Cross- cultural communication, e.g. work-related 1 Hr 1 hr situations (dos and donts) Lesson 5. Application of this knowledge to the 1 Hr 1 hr teaching situation Lesson 1. How to correct mistakes and the use of social forms - how 1 Hr 1 Hr. adults learn a language Session Lessson 2. Which 4/5 5 hours are the different 1 Hr 1 Hr. learner types? Module 3. Lesson 3. Learning Language strategies and 1 Hr. 10 hrs. learner autonomy 1 Hr Learning process Lesson 4. Progress tests 1 Hr. 1 Hr Lesson 5. Application of Session 6 5 hours theoretical 1 Hr. knowledge in 1 Hr authentic situations Lesson 1. Speaking activities 1 Hr 1 Hr. Lesson 2. How do I Session 7 5 hours present a grammar 1 Hr 1 Hr. structure? Lesson 3. DifficultModule 4. classroom 10 hrs. 1 Hr 1 Hr.Language situationsTeaching Lesson 4. The use of media - e- learning/blended 1 Hr 1 Hr. Session 8 5 hours learning Lesson 5. How do I teach vocabulary? 1 Hr 1 Hr. Lesson 1. Aims andModule 5. 10 hrs. objectives of 1 Hr. 1.5 Hr Session 9 5 hoursPlanning and language teaching 5
  • 6. evaluation in the context of the institution and of the course Lesson 2. Structure and sequence of 1 Hr. 1.5 Hr course content Lesson 3. Evaluation of 1 Hr. 1.5 Hr learners progress Lesson 4. Session Awareness of 10 5 hours European 1 Hr. 1.5 Hr Language Portfolio Lesson 1. Dealing 1 Hr. 1.5 Hr with feedback Lesson 2. Awareness of Session ones own 11 5 hours 1 Hr. 1.5 Hr strengths and weaknesses Module 6. Lesson 3. Self- Awareness of 10 hrs. assessment possibilities for and further 1 Hr. 1.5 Hr professional Develpment development Session 12 5 hours Lesson 4. Awareness of European Language Portfolio 1 Hr. 1.5 HrCONTENTSThe training contents and content areas MODULE CONTENT CONTENT AREAS Lesson 1. Pronunciation training Module 1. Language Awareness Lesson 2. Learning vocabulary Lesson 3Listening comprehension, understanding different accents 6
  • 7. Lesson 4 Learning spoken and written language (and thier differences) Lesson 1. Awareness of socio-cultural and intercultural aspects of language use and language learning Lesson 2. Dealing sensitively with difficult classroom situations relating to intercultural differences. Lesson 3. Understanding different backgrounds (therefore different study methods) of students. Module 2. Language and Culture Lesson 4. Cross-cultural communication, e.g. work-related situations (dos and donts) Lesson 5. Application of this knowledge to the teaching situation Lesson 1. How to correct mistakes and the use of social forms - how adults learn a language Lessson 2. Which are the different learner types? Module 3. Language Learning process Lesson 3. Learning strategies and learner autonomy . Lesson 4. Progress tests Lesson 5. Application of theoretical knowledge in authentic situations Lesson 1. Speaking activities Lesson 2. How do I present a grammar structure? Module 4. Language Teaching Lesson 3. Difficult classroom situations Lesson 4. The use of media - e-learning/blended learning Lesson 5. How do I teach vocabulary? Lesson 1. Aims and objectives of language teaching in the context of the institution and of the course Module 5. Planning and evaluation Lesson 2. Structure and sequence of course content Lesson 3. Evaluation of learners progress Lesson 4. Awareness of European Language Portfolio Lesson 1. Dealing with feedback Lesson 2. Awareness of ones own strengths and weaknesses Module 6. Self-assessment and Develpment Lesson 3. Awareness of possibilities for further professional development Lesson 4. Awareness of European Language PortfolioThe 6 main areas of the training (Description) 7
  • 8. These content areas are included in the teachers’ training: I. Language Awareness II. Language and Culture III. Language Learning Processes IV. Language Teaching V. Planning and Evaluation VI. Self-Assessment and DevelopmentI. LANGUAGE AWARENESSTrainees are able to do at the end of the course: o Describe the language I am teaching and use the appropriate terminology o Understand the principles of language learning and teaching o Select the appropriate teaching points from teaching materials to suit different levels o Provide my students with clear and effective explanations in a way that is helpful to them o Select and apply the appropriate methodological tools to highlight differences in language systems o Use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questionsII. LANGUAGE AND CULTURETrainees are able to do at the end of the course: o Take into account and incorporate into my teaching the educational experiences my students have had previously o Provide for individual learner styles and strategies in my teaching o Design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating o Give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are at o Encourage and motivate my students to improveIII. LANGUAGE LEARNING PROCESSESTrainees are able to do at the end of the course: o Take into account and incorporate into my teaching the educational experiences my students have had previously 8
  • 9. o Provide for individual learner styles and strategies in my teaching o Design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating o Give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson o Encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my studentsIV. LANGUAGE TEACHINGTrainees are able to do at the end of the course: o Define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are o Be confident in selecting, adapting and designing materials to suits those aims o Use a variety of exercise types o Use various media forms appropriately (Moodle, whiteboard, Smartboard...) o Evaluate learning tasks and activities o Incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners learning styles and cultural expectations o Give clear instructions and make sure they are understood o Manage a class effectively in a wide variety of contexts taking into consideration the learners needs and levels of language competence as well as mixed abilities o Clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understoodV. PLANNING AND EVALUATIONTrainees are able to do at the end of the course: o State the general aims of a course with reference to the CEFR (European Framework) o Define the aims of my lesson so that they fit within the context of the whole course o Plan lessons and teaching programmes and include appropriate tasks to 9
  • 10. suit the learning outcomes o Use various ways of conducting a course evaluation o Do a needs analysis and assess my students language competence according to the CEFR o Inform my students on language examinations available to them and advice them on the appropriate options for them o Help my students to plan further learning to suit their needs o Use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group Im teachingVI. SELF-ASSESSMENT AND DEVELOPMENTTrainees are able to do at the end of the course: o Reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching o Receive and make use of feedback on my teaching performance o give constructive feedback to colleagues o Incorporate the systematic sharing of ideas with colleagues to promote best practice o Access the relevant support systems that will enable me to develop further and find solutions to my teaching problems o Put forward ideas on how to ensure continuous professional developmentCERTIFICATE1. General informationThe rating will be taking at least quantitative approving 80.Here we present the evaluation parameters and criteria to accredit the course.Table of benchmarks: KNOWINGS UNIDADES A EVALUAR PARÁMETROS A MEDIR Module 1. Language Awareness Module 2. Language and Culture Know Module 3. Language Learning 20% Process Module 4. Language Teaching 10
  • 11. Module 5. Planning and Evaluation Module 6. Self-Assessment and Development Know how to do o Rubrics to assess 60% o Participants demo classes o Trainee dossiers Know to behave Class participation 20% Checklist to review the evidence folder TOTAL 100%Criteria for passing the course: o The participant must maintain an 80% attendance otherwise he/she causes global low course. o The participant deemed approved if he/she obtains the total at least 80 points at the end of the course. o No absences will be excused under any circumstances.2. Application form for Teachers’ Training CertificationTrainee Name: ______________ ________________ _______________ Last First MiddleAddress: _________________________ ____________ ___________ (stree Address, Home number) City State _________ Zip CodeE-mail Address: ______________________ Phone number: ______________I would like to apply for the teachers’ certification course and I agree all theinformation above is true.______________________Signature3. Application form for lesson observation: 11
  • 12. Teachers’ know how to do: Building a learning unit AU DE SA NA NA2 1 Set the objectives of the class session 2 Target students adequately toward achieving the goal 3 Set the class session consistently 4 Selected the appropriate teaching tools to your audience 5 The activities proposed where according to objectives set 6 Prepared the necessary materials for your class 7 Used easily the selected material. Conduct a teaching sequence AU DE SA NA NA2 8 Used materials to develop group dynamics 9 Use equipment in the session to motivate the envirment. 10 Is organized with students participation 11 Used efficiently class time 12 Used media to promote learners autonomy 13 Did clear explanations 14 Checked students understanding to instructions given Evaluation AU DE SA NA NA2 15 Encouraged the students to correct themselves. 16 Promoted peer correction 17 Used the errors to check a specific point 18 Proposed remedial activities or autonomy to improve 19 Practiced a positive assessment 20 Conducted competency-based assessment 21 Used rubrics and / or cross-checking lists in his/her assessment.Teachers’ knowledge: 12
  • 13. Knowledge AU DE SA NA NA2 22 Showed a mastery of the language based on the teaching level 23 Used the language taught in a fluid and accurate way. 24 Participated actively in workshops and conferences. Teachers’ know how to behave: Create a good learning environment AU DE SA NA NA2 25 Know to create a climate of confidence in the classroom 26 Listen to the students 27 Know how to face possible discipline problems 28 Look at the whole classroom when directed to all students 29 Speak loud enough for all to hear 30 Is always on time 31 Is well organized 32 Is patient 33 Is dynamic Observatios: ______________________________ ______________________________ Observer’s signature /Date Teacher’s signature /DateMANUAL 13
  • 14. The 6 areas for the dossier:The content areas that should be included in your dossier are: a. Language Awareness b. Language and Culture c. Language Learning Processes d. Language Teaching e. Planning and Evaluation f. Self-Assessment and Developmenta. Language AwarenessTopics dealt with in this area:  Pronunciation training  Learning vocabulary  Listening comprehension, understanding different accents  Learning spoken and written language (and their differences)b. Language And CultureContent for language and culture  Awareness of socio-cultural and intercultural aspects of language use and language learning  Dealing sensitively with difficult classroom situations relating to intercultural differences  Understanding different backgrounds (therefore different study methods) of students  Cross-cultural communication, e.g. work-related situations (dos and donts)  Application of this knowledge to the teaching situationc. Language Learning ProcessesTopics dealt with in this area:  How to correct mistakes  Use social forms - how adults learn a language  Which are the different learner types?  Learning strategies and learner autonomy  Progress tests  Application of theoretical knowledge in authentic situationsd. Language Teaching 14
  • 15. Topics dealt with in this area:  Use of social forms  Speaking activities  How do I present a grammar structure?  Micro - peer teaching  Pronunciation training  Using pictures in a language classroom  Difficult classroom situations  Progress tests  The use of media - e-learning/blended learning  Encouraging and motivating the students to learn and use the language  Using authentic materials  How do I teach vocabulary?e. Planning And EvaluationTopics dealt with in this area:  Use of social forms  How do we draw up a lesson plan?  How do I present a grammar structure?  Micro-peer teaching  Pronunciation training  Using pictures in a language classroom  Difficult classroom situations  Progress tests  The use of media e-learning/ blended learning  Positive, yet constructive feedback  Explaining assessment criteria to students  Preparing materials (for class and online)f. Self-Assessment And DevelopmentTopics dealt with in this area:  Micro-peer teaching  Feedback rules  Difficult classroom situations  Progress tests  Continuous self-assessment in e.g. learning diary  Setting targets for learning at the beginning of the course (or at the end, based on feedback, for further improvement) 15
  • 16. Intructions:Review the material of the CONTENT AREAS OF A DOSSIER (see the aboveinformation).a) Choose a topic for your dossier. (A topic you like to teach to language students)b) Choose a level for your topic. (Level to be taught)b) Design a dossier for the 6 areas: (Development of the topic for each of the 6 areas)Language Awareness (LA)Language and Culture (LC)Language Learning Processes (LLP)Language Teaching (LT)Planning and Evaluation (LE)Self-Assessment and Development (SAD)c) Please follow this check list for the design of your dossier: 1 (LA) 2 (LC) 3 (LLP) 4 (LT) 5 (PE) 6 (SAD) Cover 1 page 1 page 1 page 1 page 1 page 1 page Description of 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph the area Description of 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph class and course Topic 1 topic for the 1 topic for the 1 topic for 1 topic for 1 topic for 1 topic for 6 areas 6 areas the 6 areas the 6 areas the 6 areas the 6 areas Aims of the 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph lesson Personal aims 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph Procedure 1 page 1 page 1 page 1 page 1 page 1 page Conclusions 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph Self evaluation 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph Lesson plan 1 page 1 page 1 page 1 page 1 page 1 page Attachments 1 page 1 page 1 page 1 page 1 page 1 pageFORMAT:WORD FORMATFeatures: Free 16
  • 17. EVALUATIONContent area: Language AwarenessTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)  The teacher is completely familiar with the basic tools for language analysis.  The teacher is able to make general comparisons between the source language of the learners and the target language.  The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses.  The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources.There is clear evidence of the mastery of the following skills and competencies in thecandidates certification dossier.The teacher is able to  use correct and appropriate terminology to describe language.  formulate learning objectives clearly and comprehensibly for language lessons and parts of language lessons  analyse language and help learners to understand language structures  perceive and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems  provide grammatical explanations which are readily comprehensible and accessible to his/her learnersContent area: Language and CultureTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)  The teacher is aware of socio-cultural and intercultural aspects in language use and language production.  The trainer is able to sensitive learners to cultural differences.There is evidence of the following skills and competencies in the certification dossier:The teacher is able to  Show empathy with/sensitivity to the cultural background(s) of the learners  Promote sensitivity towards cultural differences whilst avoiding cultural 17
  • 18. stereotypes in his/her learners.  Integrate socio-cultural and intercultural topics into the language lessons.Content area: Language Learning ProcessTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)The teacher  Takes into account and incorporate into his/her teaching the educational experiences their students have had previously  Provides for individual learner styles and strategies in his/her teaching.  Designs the lessons with my students needs and interests in mind in order to make it interesting, lively and motivating.  Gives his/her students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson  Encourages and motivates his/her students to improve, being aware of different types of motivation and capable to relate those to my studentsIn his/her certificate dossier the teacher has provided evidence that s/he is able to:  Maneage different educational contexts of learning and teaching (awareness of the educational experiences that learners bring into the classroom)  Know about theories of language learning and acquisition.  Correct and give feedback.Content area: Language TeachingTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)The teacher  defines the aims of the lesson and understands how to achieve them by the end of the lesson as well as makes his/her students aware of what thier aims are.  is confident in selecting, adapting and designing materials to suits those aims  uses a variety of exercise types.  uses various media forms appropriately (Moodle, whiteboard, Smartboard...)  evaluates learning tasks and activities.  gives clear instructions and make sure they are understood  manages a class effectively in a wide variety of contexts taking into consideration the learners needs and levels of language competence as well as mixed abilities.  clarifies the meaning of new vocabulary through the use of different means and is 18
  • 19. to check that the students have understood.In his/her certificate dossier the teacher has provided evidence that s/he is able to:  Select of appropriate methods to suit learning and teaching objectives.  Evaluate, select and adapt different teaching and learning materials to suit the aims of the lesson.  How to evaluate language learning tasks.  Include any use of media.Content area: Planning and EvaluationTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)The teacher  Is able to plan and evaluate language lessons within the context of a given curriculum/course of studies.  Understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution.  Understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations.In his/her certificate dossier the teacher has provided evidence that s/he is able to:  State general aims and objectives for a course or a series of lessons.  Define aims and objectives for a lesson and integrate them in the context of a course.  Plan lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lessonContent area: Self-Assessment and DevelopmentTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)Practical teaching competenceThe teacher is able to  Combine theoretical knowledge with practical language teaching.  Acquire basic methodological-didactic competence and skills and know when and how to apply them. 19
  • 20.  Understand the different aspects and problems related to modern language teachingAbility to reflect and judgeThe teacher is able to  Reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development.  Try out and evaluate new and alternative solutions.CooperationThe teacher is able to  learn from others.  work together with others.CHECK LIST FOR THE CLASS OBSERVATION:Before the lesson takes partThis is a list of headings and rationale for an acceptable lesson plan.You can choose other formats as long as you cover the same ground.Cover Sheet:DateLocation of LessonTime and Length of LessonLevel of Class - Elementary, Intermediate, Advanced.You can also define the level by the number of hours of instruction, or bycoursebook.Number of StudentsClass Composition - What sort of group they are, nationalities, sexes, strengthsand weaknesses, know each other, etc.Aim(s) - What you expect your students to achieve in the lesson, or to haveachieved by the end of the lesson!This needs careful thought and wording as your lesson will be assessed on yourachievement of your aim(s).Make sure your aims are achievable. They must meet your students needs.Sub-aim(s) - Use this section to include aims that you consider are of secondaryimportance.Assumptions - Language - what students have already covered in previouslessons or courses and so should be familiar with.Also assumptions you can make about the students, e.g. likes/preferences,familiarity with type of activity, etc.Anticipated Difficulties - This is a useful section where you can put any 20
  • 21. difficulties you may encounter in the lesson.These may be· Conceptual - problems with the meaning of a structure or vocab items· Structural - problems with the formation of a structure· Phonological - problems with getting their tongues round a structure or vocabitem· Cultural - this can include the content causing problems or the activities you plane.g. working in pairs· Other - time of class, class dynamics, use of Arabic, etc.Solutions - use this section to present your solutions to the above difficulties.Some people prefer to put their solutions with the anticipated difficulties.Materials - include everything you will use in the lesson: whiteboard, board pens,cassette, pictures, realia, handouts, etc…..During the lessonSuccessful lesson is all about setting realistic aims that meet the students needsand achieving them!Heres a list of aims and sub-aims:1. Introducing and practising new vocabulary.2. Revising previously taught vocabulary.3. Introducing a new grammatical point.4. Introducing new functional language.5. Revising or reviewing one or more grammatical points.6. Revising or reviewing functional exponents.7. Giving controlled/less-controlled/freer practice of a language point.8. Contrasting two (or more) grammatical points.9. Contrasting two (or more) functional exponents.10. "Warmers/icebreakers" - getting to know your students.11. Raising awareness/ear training and/or practising aspects of phonology: a) pronunciation of phonemes/individual sounds b) word stress c) sentence stress d) intonation e) features of connected speech11. Error correction work (usually revising previously taught language)12. Self-access work.13. Learner training.14. Developing reading skills - prediction/skimming/scanning/inferring, etc.15. Developing listening skills - prediction/gist/for specific information/inference,etc.16. Developing speaking skills - fluency/accuracy practice/ consolidating recentlytaught language.17. Freer speaking (e.g. role play) for revision of previously taught language.18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc. 21
  • 22. 19. Developing study skills - note-taking/summarizing.20. Developing dictionary skills.21. Promoting interest in the culture.22. Using video to build awareness of non-verbal communication.23. Integrating the four skills.24. Simulations for revision of previously taught language / for fluency practice.25. To create a relaxed, non-threatening atmosphere in the classroom.After the lessonTimetable Fit - classwork (past and future)- what was covered in previous lesson(s), and what will be covered in follow-uplesson(s).Does the lesson review language from previous lesson(s) or preview language forfuture lessons?4.-Instructions:How to proceed with the evaluations and the assessment criteria KNOWINGS UNIDADES A EVALUAR PARÁMETROS A MEDIR Module 1. Language Awareness Module 2. Language and Culture Module 3. Language Learning Know Process 20% Module 4. Language Teaching Module 5. Planning and Evaluation Module 6. Self-Assessment and Development Know how to do o Rubrics to assess 60% o Participants demo classes o Trainee dossiers Know to behave Class participation 20% Checklist to review the evidence folder TOTAL 100%MATERIAL1.- A reading list 22
  • 23. This web page is about how to elaborate a lesson plan. o http://www.philseflsupport.com/lessonplan_checklist.htmThe following are power point presentations: o Methods of language learning o Second language teaching methodsA PDF document o Learning Teaching By James Scrivener2.- My own dossier of each area as example for you: 23