This document provides an overview of a trainee handbook for teacher training at Universidad Tecnologica del Sureste de Veracruz. The handbook aims to help teachers in training develop teaching dossiers in six key areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. It outlines the requirements for trainees, including their level of English and teaching experience. The handbook also describes different training structures, such as face-to-face, blended, online, and weekend courses. It provides templates for forms, evaluations, and other materials to support trainees in completing their dossiers.

1. TRAINEE HANBOOK
TASK 4.6 Part 3
PREPARING A TRAINEE HANDBOOK
Aim: To design a training manual for a teacher
training.
Handbook for UT Teacher Training in UNIVERSIDAD
TECNOLOGICA DEL SURESTE DE VERACRUZ.
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2. TASK 4.6 Part 3
PREPARING A TRAINEE HANDBOOK
Aim: To design a training manual for a teacher training.
Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE
DE VERACRUZ.
GENERAL INFORMATION
The aims of the training
The requirements
Which language the training is offered in and for
Requirements of the trainee
Application form for trainees interested
A questionnaire
Course rules
STRUCTURE AND TIMING
CONTENTS
CERTIFICATE
General information
Application form for certification
Application form for lesson observation
MANUAL
Dossiers Explanation
Instructions for dossier Elaboration
EVALUATION
Teaching dossiers checklists
Class Observation checklist
Evaluation Procedure and Assessment criteria
Trainer Evaluation checklist
MATERIAL
Reading List
Dossiers Examples
Materials
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3. GENERAL INFORMATION
The aims of the training
This Trainee handbook (TH) is designed and produced by Jorge Augusto Ordoñez Valencia
members 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, listening
comprehension, understanding different accents, learning spoken and written language,
planning and preparing dossier in language awareness, language and culture, language
learning processes, language teaching, planning and evaluation and self-assessment and
development.
This handbook also will encourage teachers in their professional development by providing
steps in a developmental framework of awards for teachers of English.
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4. The requirements
The 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 for
This trainee handbook is offered only in English language for helping teachers in training to
develop their own teaching dossiers. The TH includes the language used as English
teachers and their activities. It guides to understand and design a dossier for the 6 areas, for
any topic and level 1-9 that they choose to work on.
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5. Requirements of the trainee
All the candidates taking this training will normally have experience of teaching English to
speakers 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.
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6. Application form for trainees interested
Personal Information
Saludation First Name Last name
Email
( ) ( )
Phone Mobile phone
/ /
Birth day Birth month Birth year
Citizenship
F M
Gender
Marital Status
City
Country
Zip / Postal code
Education and Experience
Title of Bachelor
Years of Years as a teacher
experience
Certification Band /Score
Signature
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7. 7/83

8. A questionnaire
NAME: ____________________________________________________________
Instructions: Choose the best answer
1. 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 it
2. Do you understand the principles of language learning and teaching?
a) Yes b) Sometimes c) No d) I need to improve in it
3. Do you select the appropriate teaching points from teaching materials to suits different
levels?
a) Yes b) Sometimes c) No d) I need to improve in it
4. 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 it
5. 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 it
6. Do you provide to my students styles and strategies for learning?
a) Yes b) Sometimes c) No d) I need to improve in it
7. Do you give your students feedback on their language competence in a way that is
appropriate and helpful?
a) Yes b) Sometimes c) No d) I need to improve in it
8. Do you encourage and motivate your students to improve?
a) Yes b) Sometimes c) No d) I need to improve in it
9. 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 it
10. Do you use a variety of exercise types?
a) Yes b) Sometimes c) No d) I need to improve in it
11. 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
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9. Course rules
This 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.
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10. STRUCTURE AND TIMING
Face to face
The face to face program provides you an opportunity to sit in on University of Technological
of 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 of
a manual where it describes and explain how to do the dossier in six different areas and it
will 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 each
lesson, it will give an example of the description of a class, it also will explain what are the
correct procedure to do the dossier and the conclusion of the lesson. It is also important for
trainees 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 will
also be made available. The ultimate objective should be to create increased the best
methodology and strategies for teaching, so that all trainees can utilise the information for
improvement 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 face
format. We should not forget all benefits of face to face training which are though face to face
communication, additional information is available such as the deducting through body
language, tone, volume and modulations of voice. Sometimes technology often does not
facilitate the right type of information being shared or exchanged. This means that learning
potential can be limited. However, the trainees are not entirely passive in this relationship or
tutorial, 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 to
face also delivery allows trainees to share their personal experiences, thoughts and
challenges in relation to the content. This can be a rich source of learning and one that many
trainees miss when undertaking distance education.
The timing for this program using face to face training will be twice a week, three hours per
day, counting 60 hours in total
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11. Blended course
The 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 courses
do not include any practice teaching, and for this reason are less recommended for absolute
beginner teachers
There are many factors which may lead a trainee to go for online training, however, factors
which 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 is
a lower minimum requirement for the qualifications of teachers, these courses can serve as a
'passport' into teaching. Online courses give a foundation which is ideal for helping to
orientate potential teachers who may be going off on a short term teaching mission, where
teaching English is not being seen as a long-term career, nor to provide a sustainable source
of 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 face
and online practices. It should count 60 hours in total.
Online course
With our busy lives, conventional employee training can become a repetitive, time-
consuming task for all involved. In-person classroom training requires that everyone involved
get together at the same time/place, and the teacher must be paid for his/her time, even
though the same material is presented again and again. Conventional training involves print
materials, travel expenses, and many other cost-producing aspects.
Flexibility: Online training works great with tight schedules. Since many people are living
busy 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. Trainees
can train at their own pace, and work around their schedules, thereby minimizing loss of
productivity.
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 continuous
training is necessary can save thousands with online training programs. They eliminate
classroom related costs and materials' expenses. Now trainers can develop the course
content, present it once and go on to the next project. Trainers only need to revisit the course
if the content needs to be modified.
Retention: Since trainees are learning at their own pace, the learning retention rate is often
higher than in a classroom setting. They can still have opportunities to email or call the
teacher to ask questions, although many online courses now offer an updatable FAQ section
where they can look first for answers to the most commonly asked questions, which reduces
repetitive questions.
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12. Reporting: Most applications, like Osmosis, are customizable. The reporting tools are also
customized to suit the company. During the analysis phase of the project, specialists
determine what components are most important and develop easy ways to gather the exact
data needed for grading.
This kind of course will take more time because it will required more practice for face to face
and online practices. It should count 60 hours in total.
Weekend course
The way for this training will be only apply on weekends, it gives to teachers all the
information that they need to know but on weekends so they will be able to develope their
work and put in practices their experimental work in the week with their students.
Compact course
In this course, we use the summary of all the methodologies and strategies for teaching, it
also focus in the meaning of the main concepts and includes a lot of examples about to how
make the dossiers. Talking about compact course is spending the same hours for having this
course but the insensitive for learning and practice increase, it means that teachers will have
to spend more time practicing and doing research that reading or assist face to face to a
course. It will be more practical than theoretical.
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13. CONTENTS
This handbook helps the teachers in training to develop their own teaching dossier. It is really
practical for trainees; it will help in order to design teacher’s teaching dossiers. This manual
contents 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. Some
strategies 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 to
work 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
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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 I'm teaching at
the end of the course. At the last area but not the least
6. 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.
CERTIFICATE
General Information
Getting a certification as English trainee teachers will improve the trainee’s teaching-learning
strategies in English as a second language. It gives the teacher the abilities and
understanding to increase the cognitive process in the way that they teach, it also helps all
the communications strategies to develop the intercultural understanding.
The global necesity to learn another language, specially English, as teacher, we should
motivate our student the importance of this language at present and getting this certification
will help teachers to do that kind of motivation.
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15. This certification will provide to teachers to develop their own teaching strategies or
metodologies for teaching. Getting this certification, teachers will improve how to correct
mistakes from their students in class, it is really important to teachers use social forms and
identify 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 course
The candidates receive a certificate for Trainee Teachers. Candidates performance is
reported to the European Competence Systems Certificate and evaluate it by this important
and international organization. This one will be who decided is the certification has been
successful and it will let the teachers know about it.
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16. Application form for certification
Fill in the boxes with your information, all required fields must be completed or your form will
be returned.
LAST NAME (as photo ID)
FIRST NAME (as photo ID)
ADDRESS. LINE 1
ADDRESS. LINE 2
CITY
COUNTRY ZIP CODE
PHONE NUMBER GENDER
M FEMAL
AL E
E
DATE OF BIRTH NATIVE LANGUAGE
MO D Y
NTH A E
Y A
R
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17. Application form for lesson observation
Date / 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 it
because: was because:
Where the learning was effective, it was Where the learning was not so effective it
because: was because:
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18. Agreed areas for development
MANUAL
Dossiers Explanation
The first area is Language Awareness. Here the trainee is going to be able to describe the
language taught in class, and making reference about appropriate terminology. The
apprentice is going to learn how to select the appropriate teaching points from materials, in
order to share the principles of language learning; also he/she is going to learn how to
provide effective explanations to the learners through the use of appropriate methodological
tools. By doing this, is necessary to make use of reference materials which are going to
provide clear information related to the language.
Instructions for dossier Elaboration
Cover.- Your dossier must contain a cover where you specify the area that you are going to
work with. Provide the title, the date, and the name of the person that is elaborating the
dossier.
Description of the area.- Here you have to explain the characteristics of the area that you are
developing, 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, their
age; the characteristics of the course like the goals of the session, the topic, and the order
which 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 the
lesson according to the topic.
Personal aims.- provide the personal objectives that you want to achieve at the end of the
lesson.
Procedure.- In this section you have to describe all the activities of the class. This description
has to be very detailed. It must be described in order, and explaining what should the
learners do and the dynamic issues. It is important to add the materials that students need in
every activity. It must cover the whole class, from the introduction to the conclusion.
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19. Conclusion.- here you have to write a general conclusion about the way you developed the
dossier. You have to provide your thoughts about the aims you completed, and if it is
necessary changing anything.
Self evaluation.- in this section you have to elaborate a personal evaluation about your
performance and if you found any problem during the dossier creation. You have to include
what 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, the
time 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 to
use for the class; they could be worksheets, flashcards, pictures, etc.
Dossier Format
Cover.-
“ENGLISH LEVEL”
Objectives of the lesson
Topic
Theme:
“NAME OF THE AREA”
Date
Body.-
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 the
procedure section must be no less than a full page
EVALUATION
Teaching dossiers checklists
Teaching Dossier Area: Language Awareness
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20. 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.
Uses correct and appropriate
terminology to describe language.
Formulates learning objectives clearly
and comprehensibly for language
lessons and parts of language lessons
Analyses language and help learners to
understand language structures
Perceives 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
Provides grammatical explanations
which are readily comprehensible and
accessible to his/her learners
Teaching Dossier Area: Language and Culture
Necessary point to cover Covered? Observation/comment
yes no
The teacher is aware of socio-cultural
and intercultural aspects in language
use and language production.
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21. The trainer is able to sensitive
learners to cultural differences.
Shows empathy with/sensitivity to the
cultural background(s) of the learners
Promotes sensitivity towards cultural
differences whilst avoiding cultural
stereotypes in his/her learners.
Integrates socio-cultural and
intercultural topics into the language
lessons.
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22. Teaching Dossier Area: Planning and Evaluation
Necessary point to cover Covered? Observation/comment
Yes no
Is the teacher able to plan and
evaluate language lessons within the
context of a given curriculum-
syllabus.
Understand 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.
States general aims and objectives
for a course or a series of lessons
Defines aims and objectives for a
lesson and integrate them in the
context of a course
Plans lessons, selecting appropriate
learning tasks and activities to suit the
aims and objectives of the lesson
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23. Teaching Dossier Area: Language Acquisition
Necessary point to cover Covered? Observation/comment
yes no
The teacher is aware of the most
important concepts related to current
theories of language acquisition, can
recognise development patterns in
the target language, and is able to
integrate these into the planning of
language lessons, thus structuring
and supporting the language learning
process.
Integrates learners' previous learning
experience in his/her language
lessons
Presents learning materials in a lively
and relevant manner
Takes into consideration the needs
and interests of the learners
Recognises the level of language
competence of the learners
Anticipates possible language
problems and show evidence of
envisaged solutions in his/her
planning
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24. Teaching Dossier Area: Global Evaluation
Necessary point to cover Covered? Observation/comment
yes no
Combines theoretical knowledge with
practical language teaching
Acquires basic methodological-
didactic competence and skills and
know when and how to apply them
Understands the different aspects
and problems related to modern
language teaching
Reflects and analyse own teaching,
based on practical examples, and
draw conclusions for own further
development.
Tries out and evaluate new and
alternative solutions.
Learns from others.
Works together with others.
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25. Class Observation checklist
Name 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 Evaluation
Necessary point to cover Result Observation/
1 2 3 4 5 Comment
Before the lesson takes part:
The planning of the lesson
The choice of material,
activities and tasks
Reflection on potential
problems
Well designed materials
During 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
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26. social forms
atmosphere
Confidence provider
Content organized
Relates concept to
students needs and
experience
After the lesson:
topics to be discussed
Commitments
Proper and clear feedback
Personal feedback (if
needed)
Evaluation Procedure and Assessment criteria
The evaluation criteria for the trainee are going to be according to the way which evaluation
is held in the institution. The evaluations’ university is divided in two parts, 70% practice and
30% theoretical knowledge. Based on this, the observation must be considered by following
the practical part. It is important that the trainee provides practical activities, more than
grammar explanation. Also, the institution is focused on communicative approach; for this
reason, 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 way
which the trainee is getting ready for the class, including material, resources, and how there
is an anticipation to possible problems.
During the class development, it is considered the interaction between the trainee and the
students. It is necessary to catch student’s attention by providing interesting information for
them. One of the most important points to consider in this part is clarifying doubts and
questions properly, as well as providing clear explanations about grammar structures and
communication patterns.
Finally, the class ending must cover a feedback about the topic. It is important that during
this section of the class, students clarify all the doubts. It is needed a general review of the
session as well.
In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical
knowledge, the teacher has to achieve those three sections in every session. For that
reason, the trainee has to comprehend and put into practice all those requirements. The
evaluation will be divided in the next form:
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27. Class preparation.- 30%
Class development.- 45%
Class ending.- 25%
Trainer Evaluation checklist
Name 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 Evaluation
Point 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.
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28. 8. The trainer met the
training objectives.
9. Class participation and
interaction were
encouraged.
10. Adequate time was
provided for questions and
discussion.
11.- The trainer showed
patience during the
training
12.- The trainer showed
fairness and objectivity in
evaluations
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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.
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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
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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 or
Playlist; they will explain about it in three minutes, for example if they choose a band, they
will explain musicians, musical styles, history, recent CDs, recent tours and albums that they
recommended. They can use a Power Point presentation to support their ideas.
January 2013
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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
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33. Description of the area
This area includes Link between linguistic competence and communicative competence,
Target language description and appropriate terminology, language description being
understood as a system of abstract elements, constructions, and rules Awareness of
language systems differences Application of this awareness to teaching and learning
experience (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.
Procedure
To start the class I asked the students to tell me the names of any famous musicians or
singer that admire and the type of music that they play. Then I asked them if there are any
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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 in
the 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 that
I presented appear the words with a picture that reflect the meaning of it, the students
repeated 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 conduct
this 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 express
their personal opinion about each type of music using the correct vocabulary and time
expressions. After that, I asked the students to do the exercise A on page 52 part 8
individually and then compare their answer in pairs, they discussed differences in their
answers, then I checked the answer with the class, finally the student made a list of all the
musical genres that they can think and they wrote an example of a band, singer or album for
each 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 the
most popular.
To finish this class the students read a text about music, they used the strategy prediction
using titles, headings, pictures and what they already knew about the topic to understand the
text, when they finished, they discussed in groups some questions about fusion music and
they 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 Evaluation
I tried to make this lesson interesting and fun, providing material which would appeal to all
learner types and promoting learner autonomy wherever I could. I attempted to encourage
the students to use the vocabulary studied and the grammatical structure they learned before
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35. as a communicative tool to help them complete the task in hand, and they did it very
successfully. I also stimulated the students to express their feeling about their favorite
musical genre, singer, band, or group.
Lesson Plan. T = teacher / S = students
Phases of Activities Social Media/materials Aim of activity Time
Learning Form (mins)
Icebreaker/ Elicit from --group Board -Introduce 5
Introduction 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 -Extend
theme 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 10
Personalization 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
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36. what they already knew learned
about the topic to vocabulary
understand the text.
Conclusion and Students discuss in group Plenary T. Measure the
Evaluation 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
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37. Attachments
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38. 38/83

39. 39/83

40. Task 2:
Describing and comparing art.
Discussing and comparing cultural activities.
Comparatives with as...as/not as...as- Superlatives.
Talking about movies
Discussing cultural differences.
Learning vocabulary of adjectives for describing the arts and cultural activities.
JANUARY, 2013.
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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
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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.
Procedure
Before the lesson begins, write the topic “Culture Vulture” on the board and ask students if they
have an idea what this phrase really means giving them some clues, and finally let them know
its real meaning, once doing this, paste some images on the board with famous people, movies
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43. and cities from different countries, then tell students they are going to test their culture
knowledge.
After ask them to look one of the pictures and telling you the name(s) of this person, movie, play
or city, making sure your students have understood your instructions. In order to make them this
activity easer, write some expressions for giving opinions on the board, e.g. I think (she) is
from... I am pretty sure (he) was...I am not absolutely sure, but I think..., please do not forget to
always encourage your students to use them when discussing the pictures, one way to achieve
this is encourage them to share any other information they know about the people and
characters 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 them
adjectives 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 have
your students work in pairs to unscramble the words and write the correct spellings, the first pair
to correctly guess and spell all the words wins.
In order to teach your students the comparatives with as... as/not as... as highlight that these
comparative forms are fixed forms and we cannot use them with that. Then ask them to do the
practice exercise (p. 19 part C.) individually and then compare the answers in pairs, and check
the answer with the class. The next step will be to make your students to speak using these
comparative forms, make them look at the pictures (p.19 part. D) and compare them in oral
form. An extra practice of the comparatives would be make the students to work in groups of 4
or 5, setting a time limit of 5 minutes and then tell them to make as many sentences as possible
in 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 correct
any errors in the use of as...as.. /not as... as. The group with the most correct sentences will be
the winner.
Referring the identification of speaker´s opinions you could give the students time to read the
information in the skill box (p.20 part A) and ask them to name some aspects that could help
them identify the opinion of the person who is speaking and invite them to tell you any word of
phrases they know that introduce an opinion.
To teach Superlatives it will be necessary to focus on the superlative forms and then invite the
students 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 in
consonant–vowel-consonant and emphasized that the final consonant is doubled. Ask the
students to spell the superlative forms of big, sad and wet (biggest, saddest, wettest). Then ask
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44. them to practice these rules by doing an exercise (p. 22 part C) individually and then to
compare 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 the
students to think of five culture-related categories using superlatives, have them write their
answer for each one. In pairs, have the students read aloud their answers, their partner has to
guess the category for each answer, the winner will be the student who guesses the most
answers within a set time limit.
On the other hand, we cannot leave the writing practice behind, mainly at the time of liking
sentences, 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 to
form 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 cultural
awareness. If necessary explain that it means knowing that people from other cultures do things
differently from them and understanding and respecting these differences. Explain that the word
awareness means knowledge or understanding of a particular subject or situation, emphasizing
that in order to be culturally aware, it is important to understand not just the differences between
cultures 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 = students
Phases of Media/ Aim of Time
Learning Activities Social Form materials activity (Minutes
)
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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 giving
really 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 you
Grammatical 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. explains
Comparative 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. practice
Comparative pairs and checking the and use
s and answer with the whole demostrative
superlatives class. and
Conclusion: - 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 other
similarities) 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
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46. X. Attachments
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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
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