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  • 1. TRAINEE HANBOOK TASK 4.6 Part 3 PREPARING A TRAINEE HANDBOOKAim: To design a training manual for a teachertraining.Handbook for UT Teacher Training in UNIVERSIDADTECNOLOGICA DEL SURESTE DE VERACRUZ. 1/83
  • 2. TASK 4.6 Part 3PREPARING A TRAINEE HANDBOOKAim: To design a training manual for a teacher training. Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.GENERAL INFORMATIONThe aims of the trainingThe requirementsWhich language the training is offered in and forRequirements of the traineeApplication form for trainees interestedA questionnaireCourse rulesSTRUCTURE AND TIMINGCONTENTSCERTIFICATEGeneral informationApplication form for certificationApplication form for lesson observationMANUALDossiers ExplanationInstructions for dossier ElaborationEVALUATIONTeaching dossiers checklistsClass Observation checklistEvaluation Procedure and Assessment criteriaTrainer Evaluation checklistMATERIALReading ListDossiers ExamplesMaterials 2/83
  • 3. GENERAL INFORMATIONThe aims of the trainingThis Trainee handbook (TH) is designed and produced by Jorge Augusto Ordoñez Valenciamembers of the English Academy from Universidad Tecnologica del Sureste de Veracruz(UTSV), which has provided examinations in English for speakers since 2003.The teacher in training should know: concepts related to pronunciation training, listeningcomprehension, understanding different accents, learning spoken and written language,planning and preparing dossier in language awareness, language and culture, languagelearning processes, language teaching, planning and evaluation and self-assessment anddevelopment.This handbook also will encourage teachers in their professional development by providingsteps in a developmental framework of awards for teachers of English. 3/83
  • 4. The requirementsThe trainee handbook is suitable for: - Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del Sureste de Veracruz - Classroom assistants who work with levels 1-9 in the UTSV - Candidates taking this certification will normally have some experience of teaching English to speakers of other language. - Teachers need at least an intermediate level of English level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2. - English as an additional language teacher who work with non-native speaker learners in mainstream classes.Which language the training is offered in and forThis trainee handbook is offered only in English language for helping teachers in training todevelop their own teaching dossiers. The TH includes the language used as Englishteachers and their activities. It guides to understand and design a dossier for the 6 areas, forany topic and level 1-9 that they choose to work on. 4/83
  • 5. Requirements of the traineeAll the candidates taking this training will normally have experience of teaching English tospeakers of other language. They may also be taken: - Candidates studying for teaching qualifications who may have non-native learners in their classrooms. - Teachers need at least an intermediate level of English. Level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) - Candidates taking this training are expected to be familiar with the language of teaching a represented in the glossary from level 1-9 as well as the terminology related to the description of language, subject vocabulary and concepts for this training. - Successful candidates are likely to have experience of teaching school subjects through the medium of English. - Candidates should be certificated in a teaching Knowledge Test with minimum band 3. - All trainees must receive at least major or bachelor is necessary for our college admission. - All trainees must update their application form for trainees interested. - We are required to send a quarter progress reports on the training. - All trainees must answer the questionnaire to get integrated in their profile. - Trainees’ updated CVs every year - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching. 5/83
  • 6. Application form for trainees interested Personal Information Saludation First Name Last nameEmail( ) ( )Phone Mobile phone / /Birth day Birth month Birth yearCitizenship F M GenderMarital StatusCityCountryZip / Postal code Education and ExperienceTitle of BachelorYears of Years as a teacherexperience Certification Band /Score Signature 6/83
  • 7. 7/83
  • 8. A questionnaireNAME: ____________________________________________________________Instructions: Choose the best answer1. When you are teaching do you use the appropriate terminology to your students?a) Yes b) Sometimes c) No d) I need to improve in it2. Do you understand the principles of language learning and teaching?a) Yes b) Sometimes c) No d) I need to improve in it3. Do you select the appropriate teaching points from teaching materials to suits differentlevels?a) Yes b) Sometimes c) No d) I need to improve in it4. Do you provide your students with clear and effective explanations in a way that is helpful to them?a) Yes b) Sometimes c) No d) I need to improve in it5. Do you use grammar books, platforms or websites effectively to provide your students with clear answers?a) Yes b) Sometimes c) No d) I need to improve in it6. Do you provide to my students styles and strategies for learning?a) Yes b) Sometimes c) No d) I need to improve in it7. Do you give your students feedback on their language competence in a way that isappropriate and helpful?a) Yes b) Sometimes c) No d) I need to improve in it8. Do you encourage and motivate your students to improve?a) Yes b) Sometimes c) No d) I need to improve in it9. Do you define the aims of my lesson and understand how to achieve them?a) Yes b) Sometimes c) No d) I need to improve in it10. Do you use a variety of exercise types?a) Yes b) Sometimes c) No d) I need to improve in it11. Do you use various media forms appropriately as moodle, whiteboard, smart board, etc?a) Yes b) Sometimes c) No d) I need to improve in it 8/83
  • 9. Course rulesThis training handbook includes all the rules to do these certifications possible. - All trainees must update their application form for trainees interested before starting the training. - Trainees’ updated CVs with their application form - We are required to send a quarter progress reports on the training, depending the English level that they’re teaching. - All trainees must answer the questionnaire to get integrated in their profile. - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching. - This course should be read it completely before planning and doing the dossier. - The questionnaire should be answered by all candidates without any exception. 9/83
  • 10. STRUCTURE AND TIMINGFace to faceThe face to face program provides you an opportunity to sit in on University of Technologicalof south-east from Veracruz class to explore experiential learning in a small class setting.This trainee handbook can be development in different structures or way to teaching.The training will include “train the trainer” programmes. This course also comes with a set ofa manual where it describes and explain how to do the dossier in six different areas and itwill explain the topic of the dossier as Language Awareness, Language and Culture,Language Learning Processes, Language Teaching, Planning and Evaluation, Self-Assessment and Development.Members of the English academy will explain to the trainees what are the aims of the eachlesson, it will give an example of the description of a class, it also will explain what are thecorrect procedure to do the dossier and the conclusion of the lesson. It is also important fortrainees to know all attachments or resources that they could use for develop their classes.All the material or resources to support are showed face to face by the English Academy willalso be made available. The ultimate objective should be to create increased the bestmethodology and strategies for teaching, so that all trainees can utilise the information forimprovement of their quality of teaching, and to create scope for teaching skills development.All nine members of the English academy will be instructors who will teach in the face to faceformat. We should not forget all benefits of face to face training which are though face to facecommunication, additional information is available such as the deducting through bodylanguage, tone, volume and modulations of voice. Sometimes technology often does notfacilitate the right type of information being shared or exchanged. This means that learningpotential can be limited. However, the trainees are not entirely passive in this relationship ortutorial, as they give the instructor valuable information about how they are progressing,areas in which they are doing well and those that would benefit from further input. Face toface also delivery allows trainees to share their personal experiences, thoughts andchallenges in relation to the content. This can be a rich source of learning and one that manytrainees miss when undertaking distance education.The timing for this program using face to face training will be twice a week, three hours perday, counting 60 hours in total 10/83
  • 11. Blended courseThe benefits of face to face courses are well documented elsewhere on this handbook.Onsite courses have the face to face contact which online courses lack, and online coursesdo not include any practice teaching, and for this reason are less recommended for absolutebeginner teachersThere are many factors which may lead a trainee to go for online training, however, factorswhich include convenience, cost, access, location, learning styles and preferences.Online courses do enable you to gain a useful insight into this handbook, and where there isa lower minimum requirement for the qualifications of teachers, these courses can serve as apassport into teaching. Online courses give a foundation which is ideal for helping toorientate potential teachers who may be going off on a short term teaching mission, whereteaching English is not being seen as a long-term career, nor to provide a sustainable sourceof income, where teaching might take place on a casual or volunteer basis.This kind of course will take more time because it will required more practice for face to faceand online practices. It should count 60 hours in total.Online courseWith our busy lives, conventional employee training can become a repetitive, time-consuming task for all involved. In-person classroom training requires that everyone involvedget together at the same time/place, and the teacher must be paid for his/her time, eventhough the same material is presented again and again. Conventional training involves printmaterials, travel expenses, and many other cost-producing aspects.Flexibility: Online training works great with tight schedules. Since many people are livingbusy lives, these Web-based applications can be reached from home or any other Internet-accessible computer anytime! No more scheduled training sessions to work around. Traineescan train at their own pace, and work around their schedules, thereby minimizing loss ofproductivity.Relevance: All content-managed courses stay up-to-date, ensuring that the most accurate,relevant information reaches trainees.Affordable: Companies with a large volume of high-turnover positions where continuoustraining is necessary can save thousands with online training programs. They eliminateclassroom related costs and materials expenses. Now trainers can develop the coursecontent, present it once and go on to the next project. Trainers only need to revisit the courseif the content needs to be modified.Retention: Since trainees are learning at their own pace, the learning retention rate is oftenhigher than in a classroom setting. They can still have opportunities to email or call theteacher to ask questions, although many online courses now offer an updatable FAQ sectionwhere they can look first for answers to the most commonly asked questions, which reducesrepetitive questions. 11/83
  • 12. Reporting: Most applications, like Osmosis, are customizable. The reporting tools are alsocustomized to suit the company. During the analysis phase of the project, specialistsdetermine what components are most important and develop easy ways to gather the exactdata needed for grading.This kind of course will take more time because it will required more practice for face to faceand online practices. It should count 60 hours in total.Weekend courseThe way for this training will be only apply on weekends, it gives to teachers all theinformation that they need to know but on weekends so they will be able to develope theirwork and put in practices their experimental work in the week with their students.Compact courseIn this course, we use the summary of all the methodologies and strategies for teaching, italso focus in the meaning of the main concepts and includes a lot of examples about to howmake the dossiers. Talking about compact course is spending the same hours for having thiscourse but the insensitive for learning and practice increase, it means that teachers will haveto spend more time practicing and doing research that reading or assist face to face to acourse. It will be more practical than theoretical. 12/83
  • 13. CONTENTSThis handbook helps the teachers in training to develop their own teaching dossier. It is reallypractical for trainees; it will help in order to design teacher’s teaching dossiers. This manualcontents general information such as the aims of the training, the requirements of the trainee,the application form for trainees interested, the questioner and all the course rules.It also specifies all strategies, structure and timing that we are using for this training. Somestrategies are face to face, blended course, online course, weekend course, compact course.This trainee handbook will develop the language awareness, language and culture,Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development in all the trainees teachers in order to guide to meet,understand and design six dossiers for different areas, for any topic and level they choose towork on.The six main areas of the training are:1. Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Trainees will be able to describe the language I am teaching and use the appropriate terminology, to understand the principles of language learning and teaching, to select the appropriate teaching points from teaching materials to suit different levels, to provide my students with clear and effective explanations in a way that is helpful to them, to select and apply the appropriate methodological tools to highlight differences in language systems, to use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questions at the end of the course.2. Language and culture, the purpose in this area is 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 and applicacion of this knowledge to the teaching situation. Trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating, to 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, to encourage and motivate my students to improve at the end of the course.3. Language learning processes, in this area the trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating, to 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 13/83
  • 14. language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson, to encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students at the end of the course.4. Language teaching, trainees will be able to 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, to be confident in selecting, adapting and designing materials to suits those aims, to use a variety of exercise types, to use various media forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate learning tasks and activities, to incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners learning styles and cultural expectations, to give clear instructions and make sure they are understood, to 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 and clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understood at the end of the course.5. Planning and evaluation, in this area trainees will be able to state the general aims of a course with reference to the CEFR (European Framework), to define the aims of my lesson so that they fit within the context of the whole course, to plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes, to use various ways of conducting a course evaluation, to do a needs analysis and assess my students language competence according to the CEFR, to inform my students on language examinations available to them and advice them on the appropriate options for them, to help my students to plan further learning to suit their needs and 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 teaching at the end of the course. At the last area but not the least6. Self-assessment and development, in this area trainees wil be able to 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, to receive and make use of feedback on my teaching performance, to give constructive feedback to colleagues , to incorporate the systematic sharing of ideas with colleagues to promote best practice, to access the relevant support systems that will enable me to develop further and find solutions to my teaching problems and to put forward ideas on how to ensure continuous professional development at the end of the course. CERTIFICATEGeneral InformationGetting a certification as English trainee teachers will improve the trainee’s teaching-learningstrategies in English as a second language. It gives the teacher the abilities andunderstanding to increase the cognitive process in the way that they teach, it also helps allthe communications strategies to develop the intercultural understanding.The global necesity to learn another language, specially English, as teacher, we shouldmotivate our student the importance of this language at present and getting this certificationwill help teachers to do that kind of motivation. 14/83
  • 15. This certification will provide to teachers to develop their own teaching strategies ormetodologies for teaching. Getting this certification, teachers will improve how to correctmistakes from their students in class, it is really important to teachers use social forms andidentify how adults learn a language.The documents require to obtain the certificate are: - A bachelor degree - Teaching Knowledge Test certification (three modules with at least band 3 in each one) - Elaborate and develop six dossier in areas as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development. - Have at least 1 year of experience in teaching - Trainee teachers should be attendance to all hours of this courseThe candidates receive a certificate for Trainee Teachers. Candidates performance isreported to the European Competence Systems Certificate and evaluate it by this importantand international organization. This one will be who decided is the certification has beensuccessful and it will let the teachers know about it. 15/83
  • 16. Application form for certificationFill in the boxes with your information, all required fields must be completed or your form willbe returned.LAST NAME (as photo ID)FIRST NAME (as photo ID)ADDRESS. LINE 1ADDRESS. LINE 2CITYCOUNTRY ZIP CODEPHONE NUMBER GENDER M FEMAL AL E EDATE OF BIRTH NATIVE LANGUAGEMO D YNTH A E Y A R 16/83
  • 17. Application form for lesson observationDate / Time: Duration:Teacher: Level. & Subject: No. in Class:Support Staff: Observer:Context:Where the teaching was effective, it was Where the teaching was not so effective itbecause: was because:Where the learning was effective, it was Where the learning was not so effective itbecause: was because: 17/83
  • 18. Agreed areas for developmentMANUALDossiers ExplanationThe first area is Language Awareness. Here the trainee is going to be able to describe thelanguage taught in class, and making reference about appropriate terminology. Theapprentice is going to learn how to select the appropriate teaching points from materials, inorder to share the principles of language learning; also he/she is going to learn how toprovide effective explanations to the learners through the use of appropriate methodologicaltools. By doing this, is necessary to make use of reference materials which are going toprovide clear information related to the language.Instructions for dossier ElaborationCover.- Your dossier must contain a cover where you specify the area that you are going towork with. Provide the title, the date, and the name of the person that is elaborating thedossier.Description of the area.- Here you have to explain the characteristics of the area that you aredeveloping, providing just a brief explanation about the area in no more than a full page.Description of the class and course.- here you have to explain the participants of the class.You have to include number of students that are in the class, the level of the learners, theirage; the characteristics of the course like the goals of the session, the topic, and the orderwhich is going to be performed.Topic.- You have to provide the main topic that you are using to elaborate your dossier.Aims of the lesson.- provide the objectives that learners have to achieve at the end of thelesson according to the topic.Personal aims.- provide the personal objectives that you want to achieve at the end of thelesson.Procedure.- In this section you have to describe all the activities of the class. This descriptionhas to be very detailed. It must be described in order, and explaining what should thelearners do and the dynamic issues. It is important to add the materials that students need inevery activity. It must cover the whole class, from the introduction to the conclusion. 18/83
  • 19. Conclusion.- here you have to write a general conclusion about the way you developed thedossier. You have to provide your thoughts about the aims you completed, and if it isnecessary changing anything.Self evaluation.- in this section you have to elaborate a personal evaluation about yourperformance and if you found any problem during the dossier creation. You have to includewhat you have learnt, and what do you think you could improve for future activities.Lesson plan.- here you have to include the lesson plan that you elaborated for the dossier.You have to consider all the activities of the class, the material that you are going to use, thetime for each activity, and how is going to be the interaction per activity.Attachments.- in this section you have to include all the extra materials that you are going touse for the class; they could be worksheets, flashcards, pictures, etc.Dossier FormatCover.- “ENGLISH LEVEL” Objectives of the lesson Topic Theme: “NAME OF THE AREA” DateBody.-You have to consider this format: Font: Arial 12 Line space: 1.5 Include a content table.Note: The information of each section of the dossier, does not have to pass 15 lines, only theprocedure section must be no less than a full pageEVALUATIONTeaching dossiers checklists Teaching Dossier Area: Language Awareness 19/83
  • 20. The teacher is able to make generalcomparisons between the sourcelanguage of the learners and the targetlanguage.The teacher can deploy this knowledgein his/her teaching, using it in particularfor the planning of language lessonsand language courses.The teacher is able to check his/herknowledge of the language system andto further develop it, using relevantreference sources.Uses correct and appropriateterminology to describe language.Formulates learning objectives clearlyand comprehensibly for languagelessons and parts of language lessonsAnalyses language and help learners tounderstand language structuresPerceives and understand difficultiesrelated to the structures of the targetlanguage which learners encounter andto provide appropriate didactical andmethodological measures to deal withsuch problemsProvides grammatical explanationswhich are readily comprehensible andaccessible to his/her learners Teaching Dossier Area: Language and CultureNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of socio-culturaland intercultural aspects in languageuse and language production. 20/83
  • 21. The trainer is able to sensitivelearners to cultural differences.Shows empathy with/sensitivity to thecultural background(s) of the learnersPromotes sensitivity towards culturaldifferences whilst avoiding culturalstereotypes in his/her learners.Integrates socio-cultural andintercultural topics into the languagelessons. 21/83
  • 22. Teaching Dossier Area: Planning and EvaluationNecessary point to cover Covered? Observation/comment Yes noIs the teacher able to plan andevaluate language lessons within thecontext of a given curriculum-syllabus.Understand the institutional context ofhis/her teaching activities and isfamiliar with the overall trainingprogrammes offered within his/herinstitution.Understands the levels ofcompetence defined in the EuropeanFramework of Reference, is familiarwith the main language examinationsoffered in the target language and isable to prepare learners to take suchexaminations.States general aims and objectivesfor a course or a series of lessonsDefines aims and objectives for alesson and integrate them in thecontext of a coursePlans lessons, selecting appropriatelearning tasks and activities to suit theaims and objectives of the lesson 22/83
  • 23. Teaching Dossier Area: Language AcquisitionNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of the mostimportant concepts related to currenttheories of language acquisition, canrecognise development patterns inthe target language, and is able tointegrate these into the planning oflanguage lessons, thus structuringand supporting the language learningprocess.Integrates learners previous learningexperience in his/her languagelessonsPresents learning materials in a livelyand relevant mannerTakes into consideration the needsand interests of the learnersRecognises the level of languagecompetence of the learnersAnticipates possible languageproblems and show evidence ofenvisaged solutions in his/herplanning 23/83
  • 24. Teaching Dossier Area: Global EvaluationNecessary point to cover Covered? Observation/comment yes noCombines theoretical knowledge withpractical language teachingAcquires basic methodological-didactic competence and skills andknow when and how to apply themUnderstands the different aspectsand problems related to modernlanguage teachingReflects and analyse own teaching,based on practical examples, anddraw conclusions for own furtherdevelopment.Tries out and evaluate new andalternative solutions.Learns from others.Works together with others. 24/83
  • 25. Class Observation checklistName of trainee _____________________ Observer ___________________________Class observed _____________________ Date ______________________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Teaching Dossier Area: Global EvaluationNecessary point to cover Result Observation/ 1 2 3 4 5 CommentBefore the lesson takes part: The planning of the lesson The choice of material, activities and tasks Reflection on potential problems Well designed materialsDuring the lesson: Review of previous topic Invites to class discussion Solicits students input Demonstrates awareness of individual needs of students aims of the lesson (clear and transparent) correction (how) language of instruction Context appropriate? classroom management 25/83
  • 26. social forms atmosphere Confidence provider Content organized Relates concept to students needs and experienceAfter the lesson: topics to be discussed Commitments Proper and clear feedback Personal feedback (if needed)Evaluation Procedure and Assessment criteriaThe evaluation criteria for the trainee are going to be according to the way which evaluationis held in the institution. The evaluations’ university is divided in two parts, 70% practice and30% theoretical knowledge. Based on this, the observation must be considered by followingthe practical part. It is important that the trainee provides practical activities, more thangrammar explanation. Also, the institution is focused on communicative approach; for thisreason, the interaction must be by speaking practices.The evaluation criteria would be obtained by taking into account the next activities:Class preparation, class development, and class ending. The first part must contain the waywhich the trainee is getting ready for the class, including material, resources, and how thereis an anticipation to possible problems.During the class development, it is considered the interaction between the trainee and thestudents. It is necessary to catch student’s attention by providing interesting information forthem. One of the most important points to consider in this part is clarifying doubts andquestions properly, as well as providing clear explanations about grammar structures andcommunication patterns.Finally, the class ending must cover a feedback about the topic. It is important that duringthis section of the class, students clarify all the doubts. It is needed a general review of thesession as well.In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoreticalknowledge, the teacher has to achieve those three sections in every session. For thatreason, the trainee has to comprehend and put into practice all those requirements. Theevaluation will be divided in the next form: 26/83
  • 27. Class preparation.- 30%Class development.- 45%Class ending.- 25%Trainer Evaluation checklistName of trainer _____________________ Date ______________________________Class observed ______________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Trainer EvaluationPoint to cover Result Observation/ 1 2 3 4 5 Comment 1. The training met my expectations. 2. I will be able to apply the knowledge learned. 3. The training objectives for each topic were identified and followed. 4. The content was organized and easy to follow. 5. The materials distributed were pertinent and useful. 6. The trainer was knowledgeable. 7. The quality of instruction was good. 27/83
  • 28. 8. The trainer met thetraining objectives.9. Class participation andinteraction wereencouraged.10. Adequate time wasprovided for questions anddiscussion.11.- The trainer showedpatience during thetraining12.- The trainer showedfairness and objectivity inevaluations 28/83
  • 29. January, 2013. TASK 4.1 PREPARING A TEACHING DOSSIER Aim: To design a TEACHING DOSSIER for a class.Dossier for UT Students as Technician University Superiors in Mecatronics Career. 29/83
  • 30. • Task 1: LANGUAGE AWARENESS – Topic: Musical notes• Task 2: LANGUAGE AND CULTURE - Topic: Culture Vulture• Task 3: LANGUAGE LEARNING PROCESSES – Topic: The 1990s• Task 4: LANGUAGE TEACHING - Topic: It could happen to anyone!• Task 5: PLANNING AND EVALUATION - Topic: Tickets, Money, Password!• Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT (Future plans- Am I able to talk about my vacations plans and preferences?) TOPIC: Musical Notes 30/83
  • 31. To describe music and musical genres. Vocabulary: words to describe music and musical genres.The students have to choose one topic about Musical festivals, a band, a type of music orPlaylist; they will explain about it in three minutes, for example if they choose a band, theywill explain musicians, musical styles, history, recent CDs, recent tours and albums that theyrecommended. They can use a Power Point presentation to support their ideas. January 2013 31/83
  • 32. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments 32/83
  • 33. Description of the areaThis area includes Link between linguistic competence and communicative competence,Target language description and appropriate terminology, language description beingunderstood as a system of abstract elements, constructions, and rules Awareness oflanguage systems differences Application of this awareness to teaching and learningexperience (i.e. analysis of learning materials). Description of class and course This course is an A2 course. Students will be able to understand and produce present perfect and simple past sentences with music vocabulary and musical genres. There are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male students come from different classrooms and careers and the rest of them come from the same classroom and career. The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book is Openmind 2 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to communicate basic ideas with friends, at work or for travelling purposes. Topic: Musical Notes. Aims of the lesson To revise and practice simple past and present perfect tense. To expand vocabulary relating to music and musical genres. To talk about musical genres. To revise music and musical genres vocabulary Personal aims To provide an interesting, lively lesson those students will enjoy. To explain how to use simple past and present perfect at the same time. To motivate and encourage to learn English as a second language. ProcedureTo start the class I asked the students to tell me the names of any famous musicians orsinger that admire and the type of music that they play. Then I asked them if there are any 33/83
  • 34. performers who sing in English and what were their favorite musical instruments (e.g. Guitar,drums, piano, saxophone, violin, etc.)I had students to listen and match some excerpts of music with the countries on page 47 inthe student book; they had to write the number of each excerpt next to the correct country,after that I explained the vocabulary words with a power point presentation in each slide thatI presented appear the words with a picture that reflect the meaning of it, the studentsrepeated at least three time each word to avoid mis pronuntiation of this vocabulary.Then, the students used the vocabulary studied previously to create sentences. To conductthis activity I played first an excerpt of music from different musical genres for example blues,country, R & B, Funk, gospel, heavy metal, dance and rap, etc. I stimulated them to expresstheir personal opinion about each type of music using the correct vocabulary and timeexpressions. After that, I asked the students to do the exercise A on page 52 part 8individually and then compare their answer in pairs, they discussed differences in theiranswers, then I checked the answer with the class, finally the student made a list of all themusical genres that they can think and they wrote an example of a band, singer or album foreach genre. Then ask their partner for any information that they need to complete their list.After that I listened some ideas from the class and we found which musical genre was themost popular.To finish this class the students read a text about music, they used the strategy predictionusing titles, headings, pictures and what they already knew about the topic to understand thetext, when they finished, they discussed in groups some questions about fusion music andthey made recommendation. VII. Conclusions I think this lesson contained a variety of vocabulary about music and musical genres and different kind of exercise to practice present perfect and simple past. The conversation model used recycled vocabulary and it was a good idea for integrating old vocabulary in students’ conversations or activities. The activities were very interesting because the student tried to integrate the vocabulary that they studied and gave them the opportunity to express their personal opinion about music and their favourite musical genre, this motivated them to expand the discussions, as well as promoting group adhesion. VIII. Self EvaluationI tried to make this lesson interesting and fun, providing material which would appeal to alllearner types and promoting learner autonomy wherever I could. I attempted to encouragethe students to use the vocabulary studied and the grammatical structure they learned before 34/83
  • 35. as a communicative tool to help them complete the task in hand, and they did it verysuccessfully. I also stimulated the students to express their feeling about their favoritemusical genre, singer, band, or group. Lesson Plan. T = teacher / S = studentsPhases of Activities Social Media/materials Aim of activity TimeLearning Form (mins)Icebreaker/ Elicit from --group Board -Introduce 5Introduction to theme.theme students -to elicit Markers“Musical Notes” different names vocabulary of musicians or already known. -plenary singer that they admire and the type of music they play.Extension of - Students listen and match -Teacher Board -Extendtheme some excerpts of music with -Students Markers vocabulary the countries on page 47 in Student Book - Learn Musical the student book. Computer genres 10 - T explain the vocabulary Speakers words with a power point presentation and Student repeat at least three time each word to avoid mis pronuntiation of this vocabulary. b) T play an excerpt of Computer -Recognition of 10Personalization music from different -Plenary Speaker vocabulary musical genres for example blues, country, R&B, Funk, Gospel, Heavy Metal, Dance and Rap, etc. then students express their personal opinion about each type of music using the correct vocabulary and time expression.Transfer Students use -Pairs Power point S: Use the -Plenary presentation information in a the information Pictures different context 15 that they Clues - provides a learned to talk progressive way to build about a special vocabulary topic related skills for education and with the music for practicing and musical vocabulary genres. studied recently.Consolidation -Have ss read a text about - -Student book S:Reflect on music, they used the Individual their lifestyles strategy prediction using -pairs and practice titles, headings, pictures and -plenary about music the 15 35/83
  • 36. what they already knew learned about the topic to vocabulary understand the text.Conclusion and Students discuss in group Plenary T. Measure theEvaluation some questions about fusion progress of 20 music and they made students about recommendation about it. the numbers of words learned and the concept they studied.Homework task Ask ss to work on Individual Internet connection Reinforce activities at Macmillan knowledge. platform section vocabulary 36/83
  • 37. Attachments 37/83
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  • 40. Task 2:Describing and comparing art.Discussing and comparing cultural activities.Comparatives with as...as/not as...as- Superlatives.Talking about moviesDiscussing cultural differences.Learning vocabulary of adjectives for describing the arts and cultural activities. JANUARY, 2013. 40/83
  • 41. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments Description of the area This area will awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to 41/83
  • 42. intercultural differences, understanding different backgrounds (therefore different study methods) of students and cross-cultural communication. Description of class and course There are 15 students between the ages of 18 and 25, 13 male and 5 female. 3 of the ladies like to talk and express their feelings in English. The other 2 ladies joined the class but they admitted that they do not like English language too much and the male students joined the English course saying that they don’t dislike English but it’s not their favourite subject. The group meets on Tuesday and Thursday between 9:30 and 11:10 a.m. The course book is OpenMind 2 and their English level is 3. The reasons for joining the course were to accredited their English class but also communicate with friends abroad, for being able to have a normal conversation about their abilities, places, their lives in the past and their plan in the near future. Topic – CULTURE VULTURE Aims of the lesson: To learn how to compare art, discussing cultural activities, talking about movies and discussing cultural differences. To learn comparatives with as...as/not as...as and superlatives. To learn adjectives for describing arts and cultural activities. To identify speaker´s opinions. To learn how to link sentences. To talk about cultural activities. To develop cultural awareness. Personal aims To provide an interesting, lively lesson that students will enjoy. To explain the grammar structure in simple steps that the students understand and can easily employ. To encourage my students to become critically aware of different cultural standards. To promote empathy with other cultures. ProcedureBefore the lesson begins, write the topic “Culture Vulture” on the board and ask students if theyhave an idea what this phrase really means giving them some clues, and finally let them knowits real meaning, once doing this, paste some images on the board with famous people, movies 42/83
  • 43. and cities from different countries, then tell students they are going to test their cultureknowledge.After ask them to look one of the pictures and telling you the name(s) of this person, movie, playor city, making sure your students have understood your instructions. In order to make them thisactivity easer, write some expressions for giving opinions on the board, e.g. I think (she) isfrom... I am pretty sure (he) was...I am not absolutely sure, but I think..., please do not forget toalways encourage your students to use them when discussing the pictures, one way to achievethis is encourage them to share any other information they know about the people andcharacters in the pictures, and eliciting some more ideas from the class.Once doing this activity, think of 6 or 8 words which are form of art (in order to teach themadjectives for describing the arts) e.g. theatre, photography, music, painting, opera, ballet,sculpture, movies, etc., write the words on the board in scramble order (anagrams) and haveyour students work in pairs to unscramble the words and write the correct spellings, the first pairto correctly guess and spell all the words wins.In order to teach your students the comparatives with as... as/not as... as highlight that thesecomparative forms are fixed forms and we cannot use them with that. Then ask them to do thepractice exercise (p. 19 part C.) individually and then compare the answers in pairs, and checkthe answer with the class. The next step will be to make your students to speak using thesecomparative forms, make them look at the pictures (p.19 part. D) and compare them in oralform. An extra practice of the comparatives would be make the students to work in groups of 4or 5, setting a time limit of 5 minutes and then tell them to make as many sentences as possiblein that time comparing the different members of their groups e.g. Tony isn´t as tall as Anna,Simon´s watch is not as expensive as Paula´s. Eliciting some ideas from the class and correctany errors in the use of as...as.. /not as... as. The group with the most correct sentences will bethe winner.Referring the identification of speaker´s opinions you could give the students time to read theinformation in the skill box (p.20 part A) and ask them to name some aspects that could helpthem identify the opinion of the person who is speaking and invite them to tell you any word ofphrases they know that introduce an opinion.To teach Superlatives it will be necessary to focus on the superlative forms and then invite thestudents to tell you the superlative forms of these one-syllable adjectives: short, long, young,new and cold (shortest, longest, etc). Then focus on one-syllable adjectives ending inconsonant–vowel-consonant and emphasized that the final consonant is doubled. Ask thestudents to spell the superlative forms of big, sad and wet (biggest, saddest, wettest). Then ask 43/83
  • 44. them to practice these rules by doing an exercise (p. 22 part C) individually and then tocompare their answers in pairs, checking the correct answers with the class.Another way to put all this knowledge in practice is through a “guessing game”, asking thestudents to think of five culture-related categories using superlatives, have them write theiranswer for each one. In pairs, have the students read aloud their answers, their partner has toguess the category for each answer, the winner will be the student who guesses the mostanswers within a set time limit.On the other hand, we cannot leave the writing practice behind, mainly at the time of likingsentences, we most highlight our students the use of words so and because to link ideas,eliciting them why it is a good idea to use these words when writing (because they allow them toform longer sentences, which can make them writing more interesting.)Finally, but not less important is to ask the students what they understand by the term culturalawareness. If necessary explain that it means knowing that people from other cultures do thingsdifferently from them and understanding and respecting these differences. Explain that the wordawareness means knowledge or understanding of a particular subject or situation, emphasizingthat in order to be culturally aware, it is important to understand not just the differences betweencultures but the reasons for those differences. Conclusions This lesson encourages our students to compare art, and discuss about different cultural activities, make students aware of the patience, tolerance and respect on their own culture. Self Evaluation I tried to make this lesson different from the rest. Joining in these activities, and hearing the students´ comments, made me reflect on my own cultural attitudes and made me aware of the importance of developing the competences necessary for intercultural interaction and dialogue.Lesson Plan T = teacher / S = studentsPhases of Media/ Aim of TimeLearning Activities Social Form materials activity (Minutes ) 44/83
  • 45. Engage -engage Students: - Before lesson begins, T. - group - board students in Introduction tells students (ss) they are topic. to theme: going to test their culture - set of six - introduce 10 knowledge. “Culture - T. Ask ss to lok at the different theme. Vulture” fourth picture (Name the pictures. -S. reflect on (Reflecting artist. - Pair culture in on what this - T. Will write some work own country. expression expressions for givingreally means) opinions on the board... I think she is from.., I´m pretty sure he was..., I´m - Team -S.use not absolutely sure, but I work -Grammar clothing think... - T will ask ss to work in structure (p. vocabulary, pairs and take the quiz, 78-79) comparative 10 Pre-teach then ss will work in groups -grammar s and grammar: of 4 and will compare their sheet superlatives (comparing answers to the quiz. to describe art) - plenar it. - T. Will ask ss to look at the y -S. reflect on picture. Inviting them to say life/people in where they think these -worksheet other people are... 1(p.21) countries - Asking ss questions about and Present their opinions of acknowledge photography: Do youGrammatical similarities 10 prefer paintings or Structure pictures?, Do you like and abstract pictures? Why or - plenar differences. Why not? y Grammar Practice: - T. Will highlight the -T. explainsComparative comparative forms as...as grammar with and not as... as are fixed structure as..as/not forms and they cannot - Indivi - worksheet -S. revise 25 as... as used them with that. dual 2 (p.22) structure and ask - T. Will ask ss to do a practice exercise - plenar questions if individually and then y required. Grammar compare their answers in -S. practiceComparative pairs and checking the and use s and answer with the whole demostrativesuperlatives class. andConclusion: - Indivi comparative 20 (Reflect on dual s cultural - Have the ss to work -S. talk about differences individually to look at the differences and pictures and make notes to with othersimilarities) compare them. Encourage - group country them to use as many s -S. reflect on adjectives as possible. - Have the ss to work in and evaluate groups of three to compare their the pictures. Once they behaviour have compared the and pictures, listen some ideas response to from the class. - group cultural 15 s situations - T. Will ask the ss to work in and groups of four. Set a time encounters. limit of five minutes and tell them to make as many sentences as possible in -S. practice that time comparing the - plenar comparative different members of their y s, group. superlatives 45/83
  • 46. X. Attachments 46/83
  • 47. Task 3:• Talking about the effect of technology.• Talking about past events (review of the simple past and past progressive).• Evaluating different sources of information.• Talking online activities (internet activities)• Taking about you birth year.• Describing people´s reactions 47/83

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