This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.

1. British Council Resources I
The following resources are designed by members of the British Council
and are meant to be implemented thorughout LINGUAVENTURAS, ESL
Project from SED

2. COOPERANTES’ FUNCTIONS
• Get familiar with curricular guidelines for methodology and
lesson planning.
• Plan lessons.
• Lead the classes or sessions.
• Plan activities that are appealing to students.
• Include citizenship, arts and sports topics in the classes.
• Follow recommendations regarding methodology and
execution of the classes.

3. SHARED FUNCTIONS
• Organize and make an inventory of the technological,
bibliographical, didactic resources in the immersion room.
• Keep participant teacher and student lists in order.
• Keep track of attendance and desertion rates among students.
• Plan activities in the immersion room to be part of the special
activities and celebrations carried out in the school.
• Attend training workshops to improve the quality of the service
offered in the classrooms.

4. SUPPORT TEACHERS’ FUNCTIONS
• Support and assess lesson planning according to curricular
guidelines given by SED.
• Observe, take field notes and provide feedback about
cooperante’s performance.
• Support methodological and pedagogic processes involved in
teaching and learning a foreign language.
• Organize groups of students according to the cycle they
belong to.
• Keep track of the outcomes and impact the immersion room
has had in the community or school.
• Arrange meetings between ‘cooperantes’ and teachers
interested in improving their proficiency whenever it is
necessary.
• Keep contact with the foreign language team (SED) to
articulate actions to be taken.

5. AIMS
• By the end of this session you will:
• be better prepared to choose classroom tasks for
different age ranges and needs.
• have a better and wider understanding of your
students behaviors and how you can deal with them in
the classroom.

6. Suitable tasks per age range
VYL Children Preteens Teenagers
Chants
TPR
Stories
Artcraft(cutting,
coloring)
Picture dictations
Songs
Wall displays
Board Games
Trivias
Songs
Projects
Games
Competitions
Songs
Problem-solving tasks
Creative tasks
Music
Songs

7. INPUT METHODS: Pictures
Graphic Organizers
Realia
Mime and gesture
Verbal definitions
Synonyms
Antonyms
Scales
Examples of type
Translation
Example situation
Guess meaning
from context
Dictionaries
Word parts
(pre/suffixes)
Using learners prior
/ group knowledge

8. Aims
By the end of this session you will:
▪ be better prepared to set activities and give clear,
well-staged instructions without resorting to
students’ L1.
▪ have become familiar with a number of tips to for
effective instruction-giving.

9. Failure to get instructions through
Any failure to hear or understand teachers
directions will undoubtedly result in unwanted
behavior:
▪ Failure to do the tasks, teachers will need to
use reminders, reprimands, sanctions…
▪ Repeating things all the time will teach
students not to bother listening as you always
repeat things.

10. Failure to get instructions through
▪ Both students and teachers will feel
frustration, a deadly feeling for any learning
and teaching process.
▪ Learners get angry because they feel helpless.
▪ Teachers get angry because learners fail to
comply.

11. The 4 Step Formula for Giving
Great Instructions
1. Show ‘em
2. Tell ‘em
3. Ask ‘em
4. Give ‘em
Taken from: http://www.barefootteflteacher.com/teaching-techniques/giving-instructions/

12. Show’em
▪ If possible, model the activity. Act out what you expect them
to do.
▪ Let students help you do this. If it is a dialogue, ask a high
achiever to help you role-play an example. If it’s a worksheet,
show them an example using the smart board.
▪ You set the standards when you show a perfect example so,
plan your model really well. Setting the standards gives you a
higher chance of drawing out better quality work.

13. Tell’em
▪ Plan your instructions.
▪ Grade your language so that students understand you. Are
there any words that they won’t understand? Leave out the
‘um, er, yeah, like, OK’ fillers that creep into our daily speech.
▪ Simplify and shorten your instructions. How can you say
what you need to in the minimum number of words?
▪ Stage your instructions. Turn them into a list. Hold up your
fingers for emphasis as you count through them. By turning
instructions into bite-size chunks, students are more likely to
remember them.

14. Ask’em
▪ You’ve set the stage and filled their ears with instructions. Did
they listen? Did they understand? So, check understanding
of these instructions.
▪ The question “What do I want you to do?” works wonders.
Avoid asking questions as “Did you understand?”, the answer
you are most likely to get is “YES!”, even if students did not
get a word of what you said.
▪ If you used a list for your instructions, ask different students
for different bullet points. Make sure that low achievers
understand (but don’t always pick on them to answer, the
class will catch on).

15. Give’em
▪ Now, finally, you can give students any worksheets or
materials that they need to complete the task.
▪ Now you can let them re-arrange their chairs if the seating
has been rearranged.
▪ Do so beforehand, and watch the attention focused on you
evaporate as you’re no longer the most interesting thing in
the room.

16. Tips to effective instructions
1. Teach useful classroom language at the beginning of the course.
2. Pre-teach vocabulary you foresee could be unknown.
3. Make a checklist with the instructions broken into steps.
4. Teach gestures connected to some instructions. You can also use a picture
connected to a command.
5. Make emphasis on keywords as you speak.
6. Avoid distractions. Secure students’ attention.
7. Keep the same routine to give instructions.
8. Run through what you’re going to say in your head or out loud.

17. Tips to effective instructions
9. As you plan your instructions, ask yourself:
▪ What is the important information I am trying to convey?
▪ What must students know in order to complete the task successfully?
▪ which information do they need first?
▪ Which comes first?
▪ What materials do students need to do the tasks?
▪ Are they going to work individually, in pairs or in groups?
10. Scan the room and circulate, look for the pupil who is complying and make a
positive comment about those who are following the instructions.
11. L1 is the last resort!

18. AIMS
• By the end of this session you will
• Be more aware of the importance of observation for your professional
growth as a teacher
• Have identified practical aspects to focus on during observations
• Have experienced observing peers to mirror your own teaching.

19. WHAT TO OBSERVE?
1. Lesson structure
2. Classroom management strategies
3. Types of teaching activities
4. Teaching techniques
5. Use of materials
6. Teacher’s use of language
7. Learners’ use of language
8. Student interaction

20. HOW TO OBSERVE?
1. Select the aspect or aspects your observation will focus on.
2. Take notes during the observation, both on what the teacher does
and on what that makes you think
3. Identify the main aspects observed
4. If possible, discuss your observations with a peer to make sure you
have identified the same points
5. Plan your feedback

21. SESSION AIMS
• By the end of this session you will…
• have become more aware about the importance of
providing feedback after observation in teacher development
and practice improvement.
• have gotten familiar with a variety of styles and
procedures to give feedback.

22. Aims of Feedback
•To help teachers develop their teaching
•To help teachers develop awareness &
reflection
•For teachers to experiment with their own
ideas in a ‘safe’ environment
• In feedback, trainer is always aware of these aims
and thinking how to help teacher develop

23. ‘Default Model’ of feedback
Observer asks teacher: ‘How do you feel now?’
Observer asks teacher: ‘What went well in the lesson?’
Observer asks teacher: ‘What could you have changed?’
Observer tells teacher what was wrong with lesson
(making about 3 points)
Observer rounds off feedback by noting some good points in the
teacher’s lesson