View
290
Download
4
Category
Preview:
DESCRIPTION
Fabiola Pérez Palma-UTC
Citation preview
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 (General requirements)
We have all the material resources, financial,
administrative, logistical and teaching staff, which
have the necessary characteristics for operation of the
teachers’ training.
Which language the training is offered in and for
The training will be offered in both languages: English
and Spanish.
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 trainee (previous requirements of trainees for taking the course)
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
1. Master the four skills of English at an intermediate
to advanced intermediate minimum. (Level B2 of the
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
presented
TOEFL TRINITY Other:
________
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
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
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 HRS
LESSON HOURS OF THEORY
HOURS FOR
PRACTICE
EVALUATION CRITERIA
SESSION SESSION HOURS
Module 1.
Language
Awareness
10 hrs.
Lesson 1. Pronunciation training
2 Hrs.
Know 20%
Research Papers
Writing Assessment
KNOW HOW TO DO 60%
Rubrics to assess
participants' demo classes
Trainee dossiers
HOW TO BEHAVE 20%
Class
participation
Checklist to review the
evidence folder.
Sesión 1 5 hours Lesson 2. Learning vocabulary 1 Hr 1 Hrs.
Lesson 3Listening comprehension, understanding different accents
1Hr 2 hr Session 1 /2
5 hours Lesson 4 Learning spoken and written language (and thier differences)
1 Hrs. 2 Hrs. Session 2
Module 2. Language and
Culture
10 hrs.
Lesson 1. Awareness of socio-cultural and intercultural aspects of language use and language learning
1 Hr 1 hr
Session 3 5 hours Lesson 2. Dealing sensitively with difficult classroom situations relating to intercultural differences.
1 Hr 1 hr
Lesson 3. Understanding
1 Hr 1 hr Sessión
3/4 5 hours
5
different backgrounds (therefore different study methods) of students.
Lesson 4. Cross-cultural communication, e.g. work-related situations (do's and don't's)
1 Hr 1 hr
Lesson 5. Application of this knowledge to the teaching situation
1 Hr 1 hr
Module 3. Language Learning process
10 hrs.
Lesson 1. How to correct mistakes and the use of social forms - how adults learn a language
1 Hr 1 Hr.
Session 4/5 5 hours Lessson 2. Which
are the different learner types?
1 Hr 1 Hr.
Lesson 3. Learning strategies and learner autonomy
1 Hr 1 Hr.
Lesson 4. Progress tests
1 Hr 1 Hr.
Session 6 5 hours Lesson 5. Application of theoretical knowledge in authentic situations
1 Hr 1 Hr.
Module 4. Language Teaching
10 hrs.
Lesson 1. Speaking activities
1 Hr 1 Hr.
Session 7 5 hours Lesson 2. How do I present a grammar structure?
1 Hr 1 Hr.
Lesson 3. Difficult classroom situations
1 Hr 1 Hr.
Session 8 5 hours
Lesson 4. The use of media - e-learning/blended learning
1 Hr 1 Hr.
Lesson 5. How do I teach vocabulary?
1 Hr
1 Hr.
Module 5. Planning and
10 hrs. Lesson 1. Aims and objectives of language teaching
1 Hr. 1.5 Hr Session 9 5 hours
6
evaluation in the context of the institution and of the course
Lesson 2. Structure and sequence of course content
1 Hr. 1.5 Hr
Lesson 3. Evaluation of learner's progress
1 Hr. 1.5 Hr
Session 10 5 hours
Lesson 4. Awareness of European Language Portfolio
1 Hr. 1.5 Hr
Module 6. Self-assessment and Develpment
10 hrs.
Lesson 1. Dealing with feedback
1 Hr. 1.5 Hr
Session 11 5 hours
Lesson 2. Awareness of one's own strengths and weaknesses
1 Hr. 1.5 Hr
Lesson 3. Awareness of possibilities for further professional development
1 Hr. 1.5 Hr
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
Module 1.
Language Awareness
Lesson 1. Pronunciation training
Lesson 2. Learning vocabulary
Lesson 3Listening comprehension, understanding different accents
7
Lesson 4 Learning spoken and written language (and thier differences)
Module 2. Language and Culture
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.
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
Module 3. Language Learning process .
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?
Lesson 3. Learning strategies and learner autonomy
Lesson 4. Progress tests
Lesson 5. Application of theoretical knowledge in authentic situations
Module 4. Language Teaching
Lesson 1. Speaking activities
Lesson 2. How do I present a grammar structure?
Lesson 3. Difficult classroom situations
Lesson 4. The use of media - e-learning/blended learning
Lesson 5. How do I teach vocabulary?
Module 5. Planning and evaluation
Lesson 1. Aims and objectives of language teaching in the context of the institution and of the course
Lesson 2. Structure and sequence of course content
Lesson 3. Evaluation of learner's progress
Lesson 4. Awareness of European Language Portfolio
Module 6. Self-assessment and Develpment
Lesson 1. Dealing with feedback
Lesson 2. Awareness of one's own strengths and weaknesses
Lesson 3. Awareness of possibilities for further professional development
Lesson 4. Awareness of European Language Portfolio
The 6 main areas of the training (Description)
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
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
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
Know
Module 1. Language Awareness
20% Module 2. Language and Culture
Module 3. Language Learning
Process
Module 4. Language Teaching
11
Module 5. Planning and Evaluation
Module 6. Self-Assessment and
Development
Know how to do o Rubrics to assess o Participants' demo classes o Trainee dossiers
60%
Know to behave Class participation Checklist to review the evidence folder
20%
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:
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:
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
______________________________ ______________________________
Observer’s signature /Date Teacher’s signature /Date
MANUAL
Observatios:
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
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)
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
the area
1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph
Description of
class and course
1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph
Topic 1 topic for the
6 areas
1 topic for the
6 areas
1 topic for
the 6 areas
1 topic for
the 6 areas
1 topic for
the 6 areas
1 topic for
the 6 areas
Aims of the
lesson
1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph 1 paragraph
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
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
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
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.
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
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.
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
Know
Module 1. Language Awareness
20%
Module 2. Language and Culture
Module 3. Language Learning
Process
Module 4. Language Teaching
Module 5. Planning and Evaluation
Module 6. Self-Assessment and
Development
Know how to do o Rubrics to assess o Participants' demo classes o Trainee dossiers
60%
Know to behave Class participation Checklist to review the evidence folder
20%
TOTAL 100%
MATERIAL
1.- A reading list
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:
Recommended