The document provides guidance for developing a teacher training manual on English language learning. It outlines 10 sections covering: aims and requirements of the manual; requirements and application process for trainees; a questionnaire to assess trainee profiles; course rules; structure and timing; certification process; descriptions of training topics; contents and areas; evaluation of tasks; and checklists for lesson observation. The overall goal is to teach English teachers how to develop handbooks on language learning and effectively plan and organize English classes.

1. MANUAL “How to develop a dossier”
Everybody knows that today English is very important around the world. The
importance is because all scientific articles, books and technological information
are writhed in English. For this reason we are offering this language in this manual.
1. Aims
 Teach to English teachers how to develop a handbook about the 6
different areas of language learning.
 Language Awareness
 Language and Culture
 Language Learning Processes
 Language Teaching
 Planning and Evaluation
 Self-Assessment and Development
 Facilitate a way to organize and planning an English class and course.
2. Requirements
To develop an English handbook you need to have internet access, a
computer, office package, grammar books about your topics and to read the
“Info content areas” document.
3. Requirements of the trainee.
To join the course "Teachers’ training” trainees must demonstrate the following
competencies:
Basic:
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
Master the four skills of English at an intermediate to advanced intermediate
minimum. (Level B2 of the ALTE; Breakthrough of Cambridge; 500-550 pts. Pen
and paper TOEFL exam, Level B2 of the Common European Framework of
Reference for Languages.

2. 4. Application form for trainees
Last Name: Name:
Telephone
Sex: Male Female
E-mail Address:
English Level A1 A2 B1 B2 C1
Document TOEFL TRINITY Other:
Presented? ________

3. 5. 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
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

4. 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
e. Agree a little
6. Course Rules
 The participant must maintain an 80% attendance otherwise cause global
low course.
 To be considered as approved participant that obtains total at least 80
points after the course.
 No absences will be excused under any circumstances.
7. Structure and timing
You must to make a plan and consider how long takes you the explanation of every
topic and activity you teach. And need to know how to ask for the delivery including
times and the way of it between face to face or online way.

5. 8. How to obtain the certificate
This is the evaluation parameters and criteria to accredit the course.
BENCHMARKS:
Language awareness
Language and culture
Language learning process
- Know 20% Language teaching
Planning and evaluation
Self-Assessment and development
Rubrics to assess
- Know doing 60% Participant´s demo classes
Trainee dossiers
- Being 20% Class participation and checklist to review
The evidence folder
100%
CRITERIA:
- The participant must get an 80% attendance otherwise he/she causes
global low course.
- The participant deemed approved if he/she obtains the total at least 80
points at the end of the course.
APPLICATION FORM FOR TEACHERS’ TRAINING CERTIFICATION
Trainee name: ___________________________________________
Address: ________________________________________________
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:
___________________________

6. 9. Description of the topics
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:
 Describe the language I am teaching and use the appropriate terminology
 Understand the principles of language learning and teaching
 Select the appropriate teaching points from teaching materials to suit
different levels
 Provide my students with clear and effective explanations in a way that is
helpful to them
 Select and apply the appropriate methodological tools to highlight
differences in language systems
 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:
 Take into account and incorporate into my teaching the educational
experiences my students have had previously
 Provide for individual learner styles and strategies in my teaching
 Design my lessons with my students' needs and interests in mind in order to
make it interesting, lively and motivating
 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
 Encourage and motivate my students to improve.

7. III. LANGUAGE LEARNING PROCESSES
Trainees are able to do at the end of the course:
 Take into account and incorporate into my teaching the educational
experiences my students have had previously.
 Provide for individual learner styles and strategies in my teaching
 Design my lessons with my students' needs and interests in mind in order to
make it interesting, lively and motivating
 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.
 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:
 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
 Be confident in selecting, adapting and designing materials to suits those
aims
 Use a variety of exercise types
 Use various media forms appropriately (Moodle, whiteboard, Smartboard...)
 Evaluate learning tasks and activities
 Incorporate learning tasks and activities which encourage and facilitate
learner autonomy and take into account learners' learning styles and cultural
expectations
 Give clear instructions and make sure they are understood
 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
 Clarify the meaning of new vocabulary through the use of different means
and I am able to check that the students have understood.

8. V. PLANNING AND EVALUATION
Trainees are able to do at the end of the course:
 State the general aims of a course with reference to the CEFR (European
Framework).
 Define the aims of my lesson so that they fit within the context of the whole
course.
 Plan lessons and teaching programs and include appropriate tasks to suit
the learning outcomes.
 Use various ways of conducting a course evaluation
 Do a needs analysis and assess my students' language competence
according to the CEFR
 Inform my students on language examinations available to them and advice
them on the appropriate options for them
 Help my students to plan further learning to suit their needs
 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:
 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
 Receive and make use of feedback on my teaching performance
 give constructive feedback to colleagues.
 Incorporate the systematic sharing of ideas with colleagues to promote best
practice.
 Access the relevant support systems that will enable me to develop further
and find solutions to my teaching problems.
 Put forward ideas on how to ensure continuous professional development.

9. 10. Training contents and contents areas
I. LANGUAGE AWARENESS
 Pronunciation training
 Learning vocabulary
 Listening comprehension, understanding different accents
 Learning spoken and written language
II. LANGUAGE AND CULTURE
 Awareness of socio-cultural and intercultural aspects of language
 Dealing sensitively with classroom situations relating to intercultural
differences
 Understanding different backgrounds of students
 Cross-cultural communication
III. LANGUAGE LEARNING PROCESSES
 How to correct mistakes and the use of social forms
 The different learner types
 Learning strategies and learner autonomy
 Progress tests
 Application of theoretical knowledge in real situations
IV. LANGUAGE TEACHING
 How do I teach vocabulary
 Speaking activities
 Difficult classroom situations
 The use of b-learning and e-learning
V. PLANNING AND EVALUATION
 Aims and objectives of language teaching in the context of the institution
and of the course
 Structure and sequence of course content
 Evaluation of learner's progress
VI. SELF-ASSESSMENT AND DEVELOPMENT
 Dealing with feedback
 Awareness of one’s own strengths and weaknesses
 Awareness of possibilities for further professional development

10. 11. Evaluation of the tasks
Language awareness Yes No Notes:
1 The teacher is completely familiar with the basic tools for language
analysis.
2 The teacher is able to make general comparisons between the
source language of the learners and the target language.
3 The teacher can deploy this knowledge in his/her teaching, using it
in particular for the planning of language lessons and language
courses.
4 The teacher is able to check his/her knowledge of the language
system and to further develop it, using relevant reference sources.
5 There is clear evidence of the mastery of the following skills and
competencies in the candidate's certification dossier.
6 The teacher is able to use correct and appropriate terminology to
describe language.
7 The teacher is able to formulate learning objectives clearly and
comprehensibly for language lessons and parts of language lessons
8 The teacher is able to analyze language and help learners to
understand language structures.
Language and culture Yes No Notes:
9 The teacher is aware of socio-cultural and intercultural aspects in
language use and language production.
10 The trainer is able to sensitive learners to cultural differences.
11 Show empathy with/sensitivity to the cultural background(s) of the
learners.
12 Promote sensitivity towards cultural differences whilst avoiding
cultural stereotypes in his/her learners.
13 Integrate socio-cultural and intercultural topics into the language
lessons.
Language learning process Yes No Notes:
14 Takes into account and incorporate into his/her teaching the
educational.
15 Provides for individual learner styles and strategies in his/her
teaching.
16 Designs the lessons with my students' needs and interests in mind
in order to make it interesting, lively and motivating.
17 Gives the 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.
18 Encourages and motivates his/her students to improve, being aware
of different types of motivation and capable to relate those to my
students.
Language teaching Yes No Notes:
19 The teacher defines the aims of the lesson and understands how to

11. achieve them by the end of the lesson as well as makes his/her
students aware what their aims are.
20 The teacher is confident in selecting, adapting and designing
materials to suits those aims.
21 The teacher uses a variety of exercise types.
22 The teacher uses various media forms appropriately (Moodle,
whiteboard, Smart board...)
23 The teacher evaluates learning tasks and activities.
24 The teacher gives clear instructions and make sure they have
understood
25 The teacher 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
Planning and evaluation Yes No Notes:
26 The teacher is able to plan and evaluate language lessons within
the context of a given curriculum/course of studies.
27 The teacher understands the institutional context of his/her teaching
activities and is familiar with the overall training programs offered
within his/her institution.
28 The teacher 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.
Self-assessment and development Yes No Notes:
29 The teacher Is able to Combine theoretical knowledge with practical
language teaching.
30 The teacher Acquire basic methodological-didactic competence and
skills and know when and how to apply them.
31 The teacher Understand the different aspects and problems related
to modern language teaching.
12. Checklists for the lesson observation
The teacher know how to do Yes No Notes
1 Set the objectives of the class
2 Target students adequately toward achieving the goal
3 Set the class session consistently
4 Selected the appropriate teaching tools to the audience
5 The activities proposed where according to the objectives
6 Prepared the necessary materials for the class
7 Used easily the selected material
Conduct a teaching sequence
8 Used materials to develop group dynamics
9 Use equipment to motivate the environment
10 Is organized with students participation
11 Use efficiently class time

12. 12 Used media to promote learners autonomy
13 Did clear explanations
14 Checked the students understanding the instructions given
Evaluation
15 Encourage 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 Use rubrics and/or cross-checking list
Teacher’s knowledge
21 Show a mastery of the language according the level
22 Use the language taught in a fluid and accurate form
23 Participate actively in workshops and conferences
Teacher´s behavior
24 Know to create a climate of confidence in the classroom
25 Listen to the students
26 Know how to face possible discipline problems
27 Direct to all students when it is necessary
28 Speak loud enough
29 Is always on time
30 Is well organized
31 Is patient
32 Is dynamic
General comments: