The training aims to develop teaching dossiers in areas like language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. It will be offered in English and Spanish. Trainees must demonstrate basic competencies like language proficiency and computer skills. The training consists of 6 modules covering the key content areas. It will be delivered through 120 hours of face-to-face lessons, assignments, and evaluations. Trainees must maintain 80% attendance and score at least 80% overall to complete the certification which assesses knowledge, skills, and participation.

1. GENERAL INFORMATION
The 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 Development
The 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: English
training 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 must
trainee (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
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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 for
trainees 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 Level
A questionnaire – profile
of the trainee (as
preparation) 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 agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
4. I can describe what topics dealt with
Language Learning process.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
5. I can describe what topics dealt with
Language Teaching.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
6. I can describe what topics dealt with Planning
and evaluation.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
7. I can describe what topics dealt with self-
assessment and development.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
3

4. e. Agree a little
Course 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 TIMING
Structure 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 (do's and
don't's)
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. Difficult
Module 4. classroom
10 hrs. 1 Hr 1 Hr.
Language situations
Teaching
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 and
Module 5. 10 hrs. objectives of 1 Hr. 1.5 Hr Session 9 5 hours
Planning 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
learner's 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
one's 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 Hr
CONTENTS
The 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
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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
(do's and don't's)
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 learner's progress
Lesson 4. Awareness of European Language Portfolio
Lesson 1. Dealing with feedback
Lesson 2. Awareness of one's 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 Portfolio
The 6 main areas of the training (Description)
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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 Development
I. LANGUAGE AWARENESS
Trainees 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 questions
II. LANGUAGE AND CULTURE
Trainees 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 improve
III. LANGUAGE LEARNING PROCESSES
Trainees 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 students
IV. LANGUAGE TEACHING
Trainees 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 understood
V. PLANNING AND EVALUATION
Trainees 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 I'm teaching
VI. SELF-ASSESSMENT AND DEVELOPMENT
Trainees 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 development
CERTIFICATE
1. General information
The 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 Certification
Trainee Name: ______________ ________________ _______________
Last First Middle
Address: _________________________ ____________ ___________
(stree Address, Home number) City State
_________
Zip Code
E-mail Address: ______________________ Phone number: ______________
I would like to apply for the teachers’ certification course and I agree all the
information above is true.
______________________
Signature
3. Application form for lesson observation:
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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:
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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 /Date
MANUAL
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 Development
a. Language Awareness
Topics 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 Culture
Content 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 (do's and don't's)
 Application of this knowledge to the teaching situation
c. Language Learning Processes
Topics 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 situations
d. 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 Evaluation
Topics 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 Development
Topics 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 above
information).
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 page
FORMAT:
WORD FORMAT
Features: Free
16

17. EVALUATION
Content area: Language Awareness
Target 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 the
candidate's 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 learners
Content area: Language and Culture
Target 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 Process
Target 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 students
In 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 Teaching
Target 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 Evaluation
Target 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 lesson
Content area: Self-Assessment and Development
Target Skills and Competencies
(Please tick the boxes, if the statement is true for the person you are evaluating.)
Practical teaching competence
The 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 teaching
Ability to reflect and judge
The 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.
Cooperation
The teacher is able to
 learn from others.
 work together with others.
CHECK LIST FOR THE CLASS OBSERVATION:
Before the lesson takes part
This 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:
Date
Location of Lesson
Time and Length of Lesson
Level of Class - Elementary, Intermediate, Advanced.
You can also define the level by the number of hours of instruction, or by
coursebook.
Number of Students
Class Composition - What sort of group they are, nationalities, sexes, strengths
and weaknesses, know each other, etc.
Aim(s) - What you expect your students to achieve in the lesson, or to have
achieved by the end of the lesson!
This needs careful thought and wording as your lesson will be assessed on your
achievement 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 secondary
importance.
Assumptions - Language - what students have already covered in previous
lessons 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 vocab
item
· Cultural - this can include the content causing problems or the activities you plan
e.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 lesson
Successful lesson is all about setting realistic aims that meet the students' needs
and achieving them!
Here's 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 speech
11. 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 recently
taught 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.
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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 lesson
Timetable Fit - classwork (past and future)
- what was covered in previous lesson(s), and what will be covered in follow-up
lesson(s).
Does the lesson review language from previous lesson(s) or preview language for
future 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%
MATERIAL
1.- A reading list
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23. This web page is about how to elaborate a lesson plan.
o http://www.philseflsupport.com/lessonplan_checklist.htm
The following are power point presentations:
o Methods of language learning
o Second language teaching methods
A PDF document
o Learning Teaching By James Scrivener
2.- My own dossier of each area as example for you:
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