I HAD PARTICIPATED IN A TRAINING CALLED TESOL POR PERUVIAN TEACHER 2012 IN GEORGETOWN UNIVERSITY, SUPPORTY BY RELOANDES - EMBASSY OF THE UNITED STATES. THANK YOU RELOANDES. I WANT TO SHARE ALL I LEARNED IN GEORGETOWN WITH MY COLLEGUES, BECAUSE IF WE WANT TO GET BETTER RESULTS WITH OUR STUDENTS EVERYTHINGS DEPENDT OF US

1. KNOWLEDGE THAT I RECEIVED IN TESOL GU
1.- Student centered learning and motivation.
2.- Objetives – based teaching
3.- Task – based learning.
4.- Experiantial Educatión.
5.- Aithentic material and scaffolding for communicative competence.
6.- Cooperative learning.
7.- Authentic assessment
8.- Writing process projects.
COURSE OBJECTIVES.- This cpurse aims to provide English teacher with practical methodologies to
maxime student learning in their English classes by the conclusion of the course teacher
participants will be able to:
- Incorporate student interests and motivation into their teaching.
- Developing and adapt authentic materials to meet student meet students needs and
course objectives.
- Design students – centered lesson plans.
- Incorporate integrated performance assessments into teaching.
- Use cooperative learning in order to maximize students communication
- Incorporate the writing process into teaching
- Incorporate reading strategies into teaching
I: STUDENT- CENTERED LEARNING
Consist who build learn in the students and many activities have to be designed for to be made by
students.
Relies on innate student motivation due to a number of factor personal responsibility: asses their
own progress towards goals, students relate class topics to their lives, active participation,
students produce knowledge rather than njjust receiving it topics relevant to their lives.
II: TASK – BASED LEARNING:
Task are activities where the target language is used by the learners for a communicative purpose
(goal) in others words, in a task, learners have to use the language to interact with other people to
get something done, to complete something:

2. Decidir que comprar para un cumpleaños.
Como preparar un alimento
Comprar 2 possibles objetos, cursos,
Brainstorming fact finding
Ranking ítems according to personal values or specified criteria
Comparing prices.
sharing experiences
creative task project, class journals, planning an event.
III: OBJECTIVES – BASED LEARNER-CENTERED INSTRUCTION
What knowledge and skills do I want my students to have? What evidence is needed to stablish
that students have met the goal?
How will I know that students have met the goal?
WHAT do I nedd to do in the classromm to help students prepare for the assessment?
IV: AUTHENTIC MATERIALS AND SCAFFOLDING TO PROMOTE COMMUNICATIVE COMPETENCE
Evidence used to evaluate achievement of these goals also relies on communicative competence,
class survey,patners interviews, language, experience approach, class research grids,
games,puzzles, journalism, simulations-
- Learning goal: knowledge or skill
- Evidence
- Learning experiences
- Materials in support of these goals and experiences
V: COOPERATIVE LEARNING
Is a powerful educational approach for helping and students attain content standars and develop
the interpersonal skills needed for succeeding in a multicultural world, involve small,
heterogeneous teams, usually of 4 or 5 members, working togheter towards a group task,

3. members should also engage in group processing activities in which they discuss the interpersonal
skills that influence tneir effectiveness in working together (social skills should be taugh or
rainforced)
. positive interdependence
. Individual accountability.
. equal participation
. simultaneous interaction.
SAMPLE KAGAN STRUCTURES
Timed pair share; 1 student talk for specific time the other listen
Numbered head together; put a number every student into a group, that student try to obtain
the best result for the group in an oral exam.
MIX-N- MATCH, Los alumnos tratan de encontrar a su compañero emparejando según símbolos.
VI : AUTHENTIC ASSESSMENT
- Oral interview: personal background, activities Reading and interest.
- Story or text retelling.
- Writing samples (produce documents)
- Project exhibitions, students make formal presentation.
- Experiments, demonstrations
- Constructed response items
- Teacher observation
- Portafolio.
VII: RUBRICS (MATRIZ DE EVALUATION)
A rubric is a scoring guide that seeks to evaluate a students performance base don the sum of a
full range of criteria rather a single numerical score.
EJEMPLO DE MATRIZ DE EVALUACION EN EL AREA DE INGLES (COMPRENSION DE TEXTOS), puede
ser adaptado a otras áreas para trabajar lecturas o manejo de información.
Identifica la información global o especifica de textos sencillos (lectura de anuncio)
INDICADOR O EVIDENCIA

4. El estudiante relata el contenido de la historia o lectura con apropiada secuencia incluyendo
detalles y experiencias personales con nuevo vocabulario en una exposición.
Criterios a evaluar:
- Secuencia apropiada del contenido.
- Detalles relevantes de la historia.
- Personajes importantes.
Hace preguntas significativas.
Inclusión de nuevo vocabulario.
http://youtu.be/-lQXmcg1JPo

5. EVALUANDO EL PRODUCTO DE UNA EVALUACION
CATEGORIAS 4. EXCELENTE 3. BUENO 2. COMENZANDO 1. INICIANDO
Puede relatar la Relata la lectura Relata la lectura Relata la historia Relata la historia
historia en secuencia en secuencia oralmente puede con muchos
oralmente apropiada apropiada tener 1 o 2 errores en la
usando bastantes usando algunos errores en la secuencia usa
detalles. detalles secuencia, usa pocos detalles.
algunos detalles.
Puede escribir un Escribe 5 Escribe 3 o 5 Escribe 2 o 3 Escribe pocos
resumen de la importantes detalles detalles acerca detalles
historia. detalles acerca importantes de la historia que relevantes sobre
de las partes acerca de las puedan no la historia
relevantes de la partes pertenecer a las
historia. importantes de la partes relevantes
historia. de la historia.
Puede relatar la Puede relatar Puede relatar Puede relatar un No puede hacer
historia a su muchos eventos pocos eventos o evento o ninguna
experiencia o personajes en personajes en la personaje en la conexión con los
personal la historia o historia o historia o eventos o
experiencias experiencias experiencias personajes de la
personales. personales. personales. historia.
Puede formular Puede hacer Puede hacer Puede hacer una No puede hacer
preguntas de la muchas pocas preguntas pregunta ninguna
historia preguntas significativas y significativa y pregunta sobre la
significativas y bien formuladas bien formulada lectura.
bien formuladas referidas a la referidas a la
referidas a la historia. historia.
historia.
Puede entender Puede definir y Puede definir y Puede definir y No puede usar
y utilizar usar muchos usar pocos usar 1 nuevo ningún nuevo
vocabulario de la nuevos nuevos vocabulario de la vocabulario de la
lectura vocabulario de la vocabulario de la historia lectura.
historia historia