Teaching Practice Kit_final

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Bianca Bretan Raluca Petruș

PRE-SERVICE TEACHING PRACTICE KIT

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This pre-service teaching practice kit has been designed in order to provide guidance to the

students who are registered in the teacher training program at the Faculty of Letters in Cluj-

Napoca. It aims to develop the students’ reflective skills and self-evaluation skills.

Bianca Doris Bretan

Bianca Doris Bretan Ph.D is a lecturer at the Faculty of Letters, “Babeş-Bolyai” University of Cluj-

Napoca, Romania. She has been a teacher trainer for several years, teaching courses and

seminars for students enrolled in the pre-service teaching program. She has also taken part in

many projects that targeted teachers’ career development. Bianca Bretan is an author of many

articles and studies related to the field of TEFL.

Email: [email protected]

Postal address: Horea Street, Cluj-Napoca, Romania

Raluca Petruș

Raluca Petruș is a teaching assistant and a PhD. student at the Faculty of Psychology and

Educational Sciences, “Babeş-Bolyai” University of Cluj-Napoca, Romania. She teaches different

seminars in English and Norwegian that are part of the pre-service teacher training program and

several Swedish optional courses. Raluca Petruș has also been actively involved in writing

articles and studies related to the field of TEFL.

Email: [email protected]

Postal address: 7-9 Sindicatelor Street, Cluj-Napoca, 400029, Romania

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Contents

1. INFORMATION SHEET FOR PRE-SERVICE TEACHING PRACTICE ............................................................ 5

2. PRACTICAL TEACHING OBJECTIVES ....................................................................................................... 6

3. THE ORGANISATION OF THE PRE-SERVICE TEACHING PRACTICE PORTFOLIO ...................................... 8

4. THE PRE-SERVICE TEACHING PRACTICE PROGRAMME ......................................................................... 9

5. QUESTIONNAIRE FOR ENGLISH LANGUAGE TEACHER TRAINEES ........................................................ 10

6. LESSON OBSERVATION RECORD .......................................................................................................... 15

7. TRAINEE TEACHING PRACTICE RECORD .............................................................................................. 16

8. LESSON OBSERVATION SHEET ............................................................................................................. 17

9. BLACKBOARD MANAGEMENT ............................................................................................................. 62

10. FEEDBACK SESSION.......................................................................................................................... 63

11. LESSON PLAN ................................................................................................................................... 64

12. TEACHER TRAINING LESSON EVALUATION ..................................................................................... 79

13. ENGLISH TEACHING PRACTICE FINAL REPORT ................................................................................ 82

14. TRAINEE’S FEEDBACK FORM FOR MENTOR .................................................................................... 83

15. REFLECTIVE JOURNAL ...................................................................................................................... 84

16. USEFUL WEBSITES AND LITERATURE ............................................................................................... 86

17. GLOSSARY ........................................................................................................................................ 88

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1. INFORMATION SHEET FOR PRE-SERVICE TEACHING PRACTICE

Pre-service teacher training guidelines

1. You will be part of a group of 6 - 7 students and it is advisable that you

attend classes together. Likewise, it is going to be easier for the

mentor to provide feedback. The mentor will keep a record of your

attendance.

2. Your mentor will supervise your initial teacher training.

3. The methodologist and mentor are working in partnership for your development and will be

in regular contact to ensure that your needs are met.

4. We do not impose a teaching practice day. You are going to meet with you mentor and

decide together a suitable timetable. You are going to perform your teaching practice in

different days and at different hours in order to able to teach and observe a wide variety of

classes. We ask you to be flexible so that you get the best possible benefit from this

experience.

5. You will teach different levels and together with the mentor you must make sure that you

teach a variety of lessons (skills, grammar, etc.).

6. The training is designed to be developmental not judgmental. You will be encouraged to

self-evaluate with a view to becoming responsible for your own development.

7. Observation of your colleagues (5h) will be an integrant part of the training followed by

supportive, constructive feedback. You are expected to attend all feedback sessions for the

observed/taught classes.

8. You are also expected to keep a full record of your teaching practice. You have the necessary

information on the next pages.

9. You will be provided with oral and written feedback from your mentor. This will provide a

record of your progress. As the training progresses the mentor will indicate the level of your

teaching competence in the form of a grade on your feedback form, so that you are aware

of your position and can make any necessary improvements.

10. By the end of the teaching practice you will be expected to be able to achieve certain

teaching objectives. These are set out in the “Practical Teaching Objectives” section.

11. There is a standard evaluation form which will be used to evaluate the lessons.

Familiarization with the categories listed there can help you understand what is expected of

you.

12. Grading:

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Mark DESCRIPTION

10 A very good performance

9 A good performance

8 A satisfactory performance

7 A weak performance

In case the student receives a final mark that is below seven then he/she has to take this course

again. The final mark will be decided and agreed together by the mentors and the

methodologist.

2. PRACTICAL TEACHING OBJECTIVES

By the end of training you should be able to do the following:

Lesson planning

State the objectives of a lesson (clear aims);

Plan lessons to ensure a variety of activities and modes of interaction;

Plan lessons so as to integrate the different language skills;

Suitable use of time and teaching materials;

Ability to link to previous knowledge;

Show relevant subject knowledge, including National Curriculum awareness.

Presentation and class management

Give clear and concise instructions, examples and explanations;

Balance and vary activities during the lesson;

Make smooth and logical transitions from one stage of the lesson to the other;

Ensure the appropriate correction of errors;

Ensure the participation of most of the class;

Conduct question- and- answer work with a minimum of teacher talk;

Encourage weak pupils and reinforce their contributions;

Use the appropriate class grouping for both language practice and other tasks;

Organize blackboard work;

Effective use of teaching aids.

Pronunciation

Diagnose the pupils’ pronunciation problems, and plan remedial activities;

Use a minimum pair drill to practice a phonemic or stress distinction;

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Give appropriate correction during the pupils’ reading aloud.

Grammatical structures

Present a new structure in a context, using inductive/deductive methods;

Give both form focus and fluency oriented practice of a new structure;

Conduct pupil-to-pupil practice of a structure (open and closed pairs);

Give written reinforcement of a structure;

Diagnose pupils’ grammar problems, and plan remedial activities.

Vocabulary

Select and pre-teach vocabulary before doing reading or listening comprehension;

Use a variety of techniques for explaining new words;

Devise vocabulary consolidation exercises to follow up the study of a text.

Listening and reading

Conduct a listening comprehension activity, using voice or tape, with pre-questions and

written answers;

Conduct a reading comprehension activity, with pre-questions and written answers, to

practice specific sub-skills of reading;

Use a variety of tasks to check listening or reading comprehension, including checklists,

chart-filling and true-false;

Organize pupils’ work on a text using groups or pairs;

Use general and personal questions in the follow-up to reading or listening comprehension

work, and encourage alternative answers;

Following comprehension work on a text, conduct text study activities dealing with lexis,

cohesion or text structure.

Writing

Use a variety of writing tasks, including personalized writing and functional (realistic) writing;

Introduce pupils to the structures and formal features of a genre;

Give pre-writing and while-writing guidance appropriate to the pupils’ level;

Assess the communicative effectiveness of pupils’ writing;

Correct errors selectively in written work;

Train pupils to monitor their written work and self-correct;

Train pupils to take notes; check their notes periodically.

Speaking

Distinguish between accuracy and fluency-oriented activities and conduct them accordingly;

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In accuracy work, ensure the correction of errors concerning the language point in focus;

In fluency work, intervene only when errors impede communication, and correct

communicatively;

Organize communicative activities: debate, problem-solving;

Evaluate pupils’ oral work.

Testing

Devise and conduct tests to check the pupils’ learning of grammar, functions or vocabulary.

Reflection and awareness

Ability to evaluate own performance reasonably well, connected to the ability to suggest

lines of improvement;

Constructive response to advice: not afraid of criticism, having a co-operative attitude during

the evaluation process.

Remember

You are a guest in the school in which you are performing you pre-service teacher training.

Therefore, please:

Behave courteously with the mentor, the principal and the students.

Behave professionally.

Try and understand school life and contribute positively to it.

3. THE ORGANISATION OF THE PRE-SERVICE TEACHING PRACTICE PORTFOLIO

A full record of all your activities should be kept and organised in your own personal TP Portfolio

which is a true record of your TP experience. This portfolio would be a valuable resource when

you start teaching after graduation. With that in mind you should organise it to suit your needs.

Remember that it should be very clear and easy to follow for an independent reader (such as

mentors, methodologists, teachers, and inspectors).

Documents to be filled in by the student How to use the document

Lesson plan The student has to fill in five lesson plans, one for each lesson that has

been taught. Teaching materials will be attached (when possible)

Lesson

observation sheet

The student has to fill in fifteen lesson observation sheets (10

documents for the classes taught by the mentor and 5 documents for

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the peers that have been observed). The observation sheet gives

students the possibility to reflect on the main stages of a lesson, the

teaching activities used by the teacher and various other aspects

linked to the teaching sequence.

Lesson

observation

record

The student will write here details about the classes that he/she has

observed.

Teaching practice

record

The student will write here details about the classes that he/she has

taught.

Trainee’s feedback

form for mentor

The student will evaluate the mentor.

Reflective journal The student has to answer the questions that are part of the reflective

journal.

Documents to be filled in by the mentor How to use the document

Teacher training

lesson

evaluation

This document should be filled in and signed by the mentor.

English

Teaching

Practice final

report

This document should be filled in and signed by the mentor.

4. THE PRE-SERVICE TEACHING PRACTICE PROGRAMME

The duration of the pre-service teaching practice program is of 14 weeks. Useful details about

the way in which each activity has been scheduled are provided below.

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WEEK TEACHING PRACTICE PROGRAMME Teaching

Practice

HOURS

1 Orientation meeting with the methodologist on the first Teaching

practice (TP) day.

2 h

2 Meeting the mentor for the first time. Discussion with the mentor

about the classes she/he teaches and the textbooks she/he

currently uses. Mentor observation. Team planning.

6 h

3 Team teaching with a mentor. 15 min

4 Team teaching with peers. 30 min. – 1 h

5-10 Planning and teaching lessons alone.

peers observation

followed by group discussion, feedback

4 h

12 The portfolio is handed in to the mentor.

14 The portfolio is handed in to the methodologist at the faculty.

Number of hours taught:

Every student will teach 5 hours: 4h/lessons alone and 1h/lesson in team-teaching format

Number of hours observed:

Every student will observe 15 hours: 10 h/lessons the mentor and 5 h/lesson his/her peers

5. QUESTIONNAIRE FOR ENGLISH LANGUAGE TEACHER TRAINEES The purpose of this questionnaire is to enable you to introduce yourself to your mentor. It will

give you the chance to explain your areas of interest, your expectations and your perceptions of

your level of competence in English language and teaching skills. If you do not have any teaching

experience then fill in only the parts that are relevant to you.

Previous teaching experience

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Please describe your previous teaching experience (name of school, age-range of pupils taught,

content covered, types of classroom organization used). If none, write NONE.

General information about your views and expectations of teaching

Please make comments in response to the following:

What I expect from this teaching practice

How I see the job of teaching

How I define my role as a teacher

My professional aspirations/What I want to achieve

The kind of atmosphere I would like to achieve in the classroom

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Please indicate how you assess your level of English language competence in the areas below.

Use the following scale and circle a number:

Basic 1

Adequate 2

Good 3

Very good 4

I Currently I would rate my knowledge of

English grammar 1 2 3 4

English vocabulary 1 2 3 4

English pronunciation 1 2 3 4

English usage 1 2 3 4

II Currently I would rate my ability in

English speaking (accuracy) 1 2 3 4

English speaking (fluency) 1 2 3 4

English listening 1 2 3 4

English reading 1 2 3 4

English writing 1 2 3 4

Put a cross (X) on each line at an appropriate point to show your own personal

characteristics. Be as honest and objective as you can.

clear thinking ______________________________ confused

creative ______________________________ not very creative

calm ______________________________ anxious

confident ______________________________ lacks confidence

patient ______________________________ impatient

act first ______________________________ think first

optimistic ______________________________ pessimistic

extrovert ______________________________ introvert

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Your experience of English language teaching methodology

Look at the following methodology course list and circle those areas you have already dealt

with.

Teaching methods: Grammar

translation, Audio-lingual etc.

The communicative approach

Teaching vocabulary

Teaching grammar

Teaching reading and listening

Teaching writing and speaking

Classroom management

Grouping techniques

Lesson planning

Teaching aids

Using and adapting a textbook/lesson

Topic-based teaching

Asking questions

Developing learners’ thinking skills

Information gap activities

Materials development

Your rating of your teaching skills

If you have previous teaching experience of teaching, please comment on the following:

Aspects of my teaching which I feel are strong

Aspects of my teaching which I feel to be enjoyable

Aspects of my teaching which I need to give special attention in order to improve

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In the following section please use the scale below to indicate how you would assess your own

level of competence in each area given. Give brief reasons why you have assessed yourself as

you have. If you have not taught before, you can limit yourself to commenting on knowledge.

1. Currently I would rate my Knowledge/abilities in lesson planning as:

Knowledge 1 2 3 4

Ability 1 2 3 4

Reasons:

2. Currently I would rate my knowledge about/abilities in using a range of teaching strategies

as:

Knowledge 1 2 3 4

Ability 1 2 3 4

Reasons:

3. Currently I would rate my knowledge/ability to teach:

Listening skills 1 2 3 4

Reading skills 1 2 3 4

Writing skills 1 2 3 4

Speaking skills 1 2 3 4

Reasons:

4. Currently I would rate my knowledge/ability to present:

New vocabulary 1 2 3 4

New structures 1 2 3 4

Reasons:

5. Currently I would rate my knowledge/ability to practice:

New vocabulary 1 2 3 4

New structures 1 2 3 4

Reasons:

6. Currently I would rate my knowledge/ability to organize pair/group work:

Knowledge 1 2 3 4

Ability 1 2 3 4

Reasons:

7. Currently I would rate my ability to work as a member of a team as:

Ability 1 2 3 4

Reasons:

8. Currently I would rate my ability to self-evaluate by accurately reflecting on experience as:

Ability 1 2 3 4

Reasons:

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6. LESSON OBSERVATION RECORD1

Student……………………………. Mentor…………………………………. Mentor’s signature ………………………

School Date Grade Teacher Lesson title Comments

1 Please write here the lessons that you have observed and fill in every table heading

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7. TRAINEE TEACHING PRACTICE RECORD2

Student……………………………. Mentor…………………………………. Mentor’s signature ………………………

Lesson title Date Grade Team/ alone School Comments

2 Please write in the table below the lessons that you have taught

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8. LESSON OBSERVATION SHEET3

I

Teacher…………………………………… Observer (the student) …………...……………….

Date ……………………………………… Title of the lesson ………………...…….…………

Grade ………………………………………..……... Level ……………………………………

Stages/ Timing

Procedures / Activities Focus on the teacher and the learners

Alternatives / Rationale

3 The student would use this lesson observation sheet both when observing his/her mentor and his/her

peers. This sheet would contain a brief record of the lesson in terms of stages/timing, activities that take

place in each stage and the reason /aim of each stage.

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Areas Comments

CLEARNESS OF AIM

Was there one? Was it realistic for the students? Was it achieved fully/partially? What is missing?

LESSON PLAN / PROGRESSION OF LESSON

How effective was each stage? Did the lesson progress fluidly and logically? Did the teacher use a variety of activities? Were the activities set up and clearly organized?

USE OF MATERIALS/AIDS

Were the materials authentic, appropriate, suitable, and relevant?

What type of materials did the teacher use? (visual, audio etc.)

CLASSROOM MANAGEMENT

Did the teacher reorganize the seating when group work or pair work was involved?

Did the teacher change position appropriately with action?

Was the teacher’s voice clearly audible at all times?

Did the teacher maintain good eye contact? Did the teacher obscure/not obscure the board? Were the instructions clearly expressed? Did the teacher check that the pupils had

understood the instructions? Was the teacher aware of pupils learning

difficulties and did she/he respond in a supportive way?

VARIETY OF INTERACTION

How many different types of interaction took place?

Was there sufficient variety in the lesson? Was there any time when you felt the interaction

was inappropriate? If so, when and why? What would you replace it with?

ERROR CORRECTION

Note the types of mistakes (vocabulary, grammar, pronunciation)

How was the correction achieved? (student guided to self-correction, student to student

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Areas Comments

correction, teacher to student correction) Note when the teacher corrected (on the spot,

delayed) Did the teacher correct too much?

USING THE BOARD

Was the board visible to all? Did it appear disorganized? Was the new language highlighted effectively? Was the board work complete? (no unfinished

sentences) Was the board overused or underused? Was the information on the board relevant for

the lesson?

TEACHER TALKING TIME

Did the teacher speak too quickly or too slowly? In which activities was student talking time more

than teacher talking time? Overall, who did the most talking?

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LESSON OBSERVATION SHEET

II



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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III



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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IV



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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V



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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VI



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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VII



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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VIII



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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X



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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XI



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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XII



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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XIII



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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XIV



Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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Grade ………………………………………..……... Level ……………………………………

Stages/ Timing



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Areas Comments

CLEARNESS OF AIM


















ERROR CORRECTION



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Areas Comments



USING THE BOARD



the lesson?




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9. BLACKBOARD MANAGEMENT

The blackboard/whiteboard represents a primary visual support for students. Therefore, the

teacher should be preoccupied with providing a neat display. The teachers should use charts,

tables, and mind maps in order to organize the content that will be taught. A good piece of

advice for would-be teachers is to use designated spaces for different purposes and stick to this

routine. Likewise, students would relate better to the information that is presented because

they know what is expected from them. The following details should not be forgotten: the title

of the lesson, the targeted aims, and the date. In addition, the would-be teacher should avoid a

cluttered blackboard because it looks untidy.

When analysing the way in which the information written on the blackboard is organized one

has to consider the following aspects:

the teacher’s handwriting

the teacher’s spelling

the layout of the content

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10. FEEDBACK SESSION

Comments based on the lessons that have been observed

Things that I have learned from my mentor

Lesson/ date Details

1.

2.

3.

4.

5.

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11. LESSON PLAN

I. The student has to fill in one lesson plan sheet and one self-evaluation sheet for each lesson

that he/she has taught.

Teacher…………………………………… Observer …………………………………...…………

Date ……………… Title of the lesson………………………………………Textbook………………………..Grade …………

AIM(S) of LESSON

The main aim(s) of this lesson will be: ______________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STUDENTS' PROBLEMS

I anticipate that the following may cause problems:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

AIDS / MATERIALS

______________________________________________________________________________

______________________________________________________________________________

SELF-EVALUATION

Reflection represents an important stage in a teacher’s professional development. Complete the

following blanks as soon as you can after you have finished teaching the lesson. Be as open,

honest and constructive as you can.

My feelings immediately after the lesson are / were:

___________________________________________________________________________

___________________________________________________________________________

Write down any evidence that your activity was successful:

___________________________________________________________________________

___________________________________________________________________________

The things I was not happy with were:

___________________________________________________________________________

___________________________________________________________________________

Make suggestions about how you would change the lesson plan to be used in the future to

improve the lesson. Note down some particular areas in the lesson you need to pay more

attention at in the future:

_________________________________________________________________________________

_________________________________________________________________________________

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Lesson stages Activities - students and teacher Reasons for activities Materials Timing

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II. LESSON PLAN

The student has to fill in one lesson plan sheet and one self-evaluation sheet for each lesson




AIM(S) of LESSON


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STUDENTS' PROBLEMS


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

AIDS / MATERIALS

______________________________________________________________________________

______________________________________________________________________________

SELF-EVALUATION





___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________




_________________________________________________________________________________

_________________________________________________________________________________

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III. LESSON PLAN





AIM(S) of LESSON


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STUDENTS' PROBLEMS


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

AIDS / MATERIALS

______________________________________________________________________________

______________________________________________________________________________

SELF-EVALUATION





___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________




_________________________________________________________________________________

_________________________________________________________________________________

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IV. LESSON PLAN





AIM(S) of LESSON


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STUDENTS' PROBLEMS


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

AIDS / MATERIALS

______________________________________________________________________________

______________________________________________________________________________

SELF-EVALUATION





___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________




_________________________________________________________________________________

_________________________________________________________________________________

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V. LESSON PLAN





AIM(S) of LESSON


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STUDENTS' PROBLEMS


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

AIDS / MATERIALS

______________________________________________________________________________

______________________________________________________________________________

SELF-EVALUATION





___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________




_________________________________________________________________________________

_________________________________________________________________________________

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LESSON PLAN4

Teacher: Győrgydeak A. Patricia

Subject: English

Date: March 29, 2013

Grade: 7th

Class description:

There are 16 students in this class, 6 boys and 10 girls, all between 13 and 15 years old.

They have English classes twice a week (Monday and Friday), for 50 minutes each time. Most

of them have been studying English for about 4 years but the class level is quite low. It’s an early

group (8.00-8.50 a.m.) and they usually come to class quite sleepy, so an active warm up, where

they have to move, is almost always a good start.

Lesson length: 8.00-8.50 a.m.

Textbook: English Scrapbook-Oxford University Press

Lesson type: acquisition of knowledge

Curriculum connection: Science, Health, Sports, Arts;

Title of the lesson: Tomorrow’s world;

Skills: reading, writing, speaking & listening (integrated)

Main lesson aims: by the end of the lesson the students will be able to:

Form accurate oral and written sentences by using the future continuous;

Use “will” to make predictions, based on the text they read about;

Practise vocabulary related to the topic in sentences of their own (engage in

conversations, provide and obtain specific information);

Solve different types of exercises by using the simple future and future continuous;

Express their own ideas using remote future;

Personal goals:

To create a warm, friendly atmosphere;

To activate students’ knowledge on the world by using proper techniques;

To encourage students to communicate freely and spontaneously during the activities;

4 This is a lesson plan sample that is meant to provide guidance.

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Predicted problems:

Some Ss from the two groups may get stuck and may not be very receptive and creative;

The new vocabulary might create difficulties in pronunciation;

The Ss might find laborious to express themselves because of the lack of vocabulary;

Materials used: pictures, large pieces of white paper, blackboard, notebooks, the textbook,

worksheets, sticky notes, markers, conversation cards;

Teaching techniques: brainstorming, elicitation, conversation, explanation;

Teacher’s role: controller, observer, motivator, organizer, resource, feedback provider,

“evidence gatherer”, ”comprehensible input provider” (Jeremy Harmer, Teacher Knowledge-2012);

Type of interaction:

whole class discussion;

group work;

individual work;

T-Ss;

Ss-T;

Ss-Ss;

Bibliography: www.islcollective.com

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Stages of the

lesson

& Timing

Activities /Procedures

Reason for the

activity

Type of

interaction Materials

1.Warm-up

(2’)

2.Lead-in

(13’)

3.

Presentation

(5”)

The teacher greets the

students and makes sure

that everybody in class is

ready for the English

lesson.

Then she checks the

homework and together

with the Ss corrects the

mistakes if necessary.

The T writes the date and

the title on the

blackboard.

The Ss will be shown

some pictures containing

old cars, telephones,

computers and futuristic

cities, cars and gadgets.

The T tells the students

they have to guess the

topic of the lesson –

Tomorrow’s world.

After they guess, the word

is written on the

blackboard (future).

For the next activity the Ss

will have to work in two

groups. Each group

receives some

conversation cards (“Let’s

talk about the future”).

One member of the group

has to go to a large piece

- To set the

context for the

lesson and

generate

interest;

- To create a

pleasant

atmosphere;

- Have fun;

- To familiarize

the Ss with the

topic;

- To intensify the

group

relationship

and to help Ss

communicate

better;

Introducing a

new language

structure

Presentation of

the new

T-Ss;

SS-Ss;

Group work;

Ss-T;

Pictures

Blackboard

Conversation

Cards

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4.Controlled Practice

(10’)

5. Production (5’)

of paper put on the board

and to draw with a marker

the picture corresponding

to the questions from the

conversation cards.

The second team has to

guess what the question

might be and has to go to

stick the card to the

picture.

The activity will continue

this way, until the cards

are finished.

The team which has

guessed as many cards as

possible is the winner.

The T writes on the

blackboard and Ss in their

notebooks some

information about the

Future Continuous and

explains when and how it

is used (form and

meaning).

After that, the Ss will have

to solve exercise 3c from

page 71 (Read the

Language Focus box. Use

the contracted form of the

future continuous to make

full sentences).

After solving this exercise,

the Ss will have to solve

language

structure-

students

familiarise with

its meaning and

use

- To improve

their

vocabulary and

speaking skills;

- Ss are given the

chance to

practice the

grammar point

discussed in the

class.

This way the Ss

improve their

T-Ss

Individual work; Ss-T;

S-S

Blackboard

Notebooks; The textbook;

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6. Feedback (3’) -

evaluation

7. Set the Homework (2’)

exercise 2b from page 70

(Read the article again

and match these words to

their definitions).

In pairs, students will ask

and answer questions

related to things they will

do the same time next

week using F continuous

The Ss will receive a

questionnaire.

The Ss will receive some

exercises from their

textbook as homework

(exercise 2c/pg.70 and

exercise 4/pg.71).

vocabulary.

- To fluently use the new structure in a communicative activity

- To check their knowledge; - To provide

further

practice at

home.

T-Ss; Ss-T;

Handouts;

The textbook;

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12. TEACHER TRAINING LESSON EVALUATION

The mentor should fill in this document. Then, the completed form should be kept in the student teacher’s and the mentor’s portfolio.

PERSONAL AND PROFESSIONAL QUALITIES Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Presence, style, appearance

Professional attitude( commitment,

punctuality)

Voice( audibility, intelligibility)

Ability to establish rapport with pupils

ENGLISH LANGUAGE COMPETENCE Lesson

1

Lesson

2

Lesson

3

Lesson

4

Lesson

5

Pronunciation

Knowledge of language structures

Range of vocabulary

Command of language

Fluency

STUDENT TEACHER:_______________________

YEAR OF STUDY:___________

MAJOR:____________

MINOR:____________

MENTOR:__________________

SCHOOL:__________________

EVALUATION GUIDELINES

You are required to indicate the level of

performance for each area by writing the

appropriate grade in the corresponding

box.

LEVELS OF PERFORMANCE

10 A very good performance

9 A good performance

8 A satisfactory performance

7 A weak performance

6 A seriously weak performance

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PREPARATION Lesson

1

Lesson

2

Lesson

3

Lesson

4

Lesson

5

Clarity and appropriateness of aims and

rationale

Balance/variety and timing of

activities/methods

Suitability and preparation of materials

Anticipation of problems

Awareness of educational system and place

in curriculum

PERFORMANCE Lesson

1

Lesson

2

Lesson

3

Lesson

4

Lesson

5


Presentation techniques

Questioning/elicitation

Practice techniques

Pace and timing

Handling transition

Exploitation of materials, use of teaching aids

Class dynamics

In-class feedback

Ability to adapt/improvise/deal with the

unexpected

Creative use of human resources and

materials

Giving homework

Achievement of aims

Working with official school records

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REFLECTION AND AWARENESS Lesson

1

Lesson

2

Lesson

3

Lesson

4

Lesson

5

Ability to evaluate own/peer performance

and response to feedback

Willingness to improve professional

capabilities through monitoring, reflection

and modification of practice

Ability to work as a member of a

team/independently

OVERALL TEACHING COMPETENCE

PORTFOLIO

FINAL TEACHING PRACTICE GRADE

The final grade represents the average of the student’s overall teaching competence and the

portfolio.

MENTOR’S SIGNATURE: ______________

Date: ________________

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13. ENGLISH TEACHING PRACTICE FINAL REPORT

Student: _______________________________ Year: ___________________

Mentor: _______________________________ Major: __________________

School: ________________________________ Minor: __________________

FINAL TEACHING PRACTICE GRADE: (in numbers and words please):

_______________________________________________________

The following report should give a clear picture of the student teacher’s teaching competence

after TP and suggest their future potential as ELT teachers. Please write clearly when

completing this form.

Personal and professional qualities

Preparation

Performance

Reflection and awareness

Areas for improvement

Mentor:………………………………………….. Signature:…………………… Date: ………….............

Methodologist:………………………………. Signature:……………………..Date: ………….............

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14. TRAINEE’S FEEDBACK FORM FOR MENTOR

This questionnaire gives students an opportunity to look back over TP and give some

assessment of the kind of support they have been given by their mentor. It also provides the

mentor with some concrete feedback on their cooperative work. Please circle your opinion on

the scale from 1 – 5, where 5 is the best score.

Mentor’s name: _____________________ School ______________________________

My mentor,

Gave me sufficient information about the pupils and the school before I started TP

1 2 3 4 5

Tried to help me in my relationship with my class 1 2 3 4 5

Was always approachable when I needed help 1 2 3 4 5

Provided me with help in lesson planning when I asked for it 1 2 3 4 5

Helped me to find suitable material for use in class, when necessary 1 2 3 4 5

Provided regular post-lesson feedback 1 2 3 4 5

Discussed my lessons with me in a constructive way 1 2 3 4 5

Was consistent and fair in her/his assessment of my lessons 1 2 3 4 5

Helped me to identify problem areas in my teaching 1 2 3 4 5

Helped me to develop my abilities and confidence in self-evaluating my work

1 2 3 4 5

Gave me practical suggestions about how to improve my teaching 1 2 3 4 5

Gave me reasonable freedom to do what I wanted in class

1 2 3 4 5

What grade (on the same scale used here) do you think you deserve for your TP?

1 2 3 4 5

How suitable was the school for TP? 1 2 3 4 5

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15. REFLECTIVE JOURNAL

This journal5 represents a written record of your experiences and

feelings related to performing your pre-service teacher training. Its

aim is to help you develop reflective skills and visualize better the

challenges that you have overcome. Even experienced teachers

have many things to learn from their students.

To be a reflective teacher might represent one of the most

important qualities that a teacher should possess. Reflection, if

performed in an honest manner, can be a long and difficult process but it provides the teacher

with a thorough perspective on the path he/she has to take in order to achieve professional

development.

Journal entry 1: Would you like to become a teacher? Why? Which age groups would you like to teach?

Journal entry 2: What have you observed during your teaching practice that is related to your interests?

Journal entry 3: What would you like to know more about or be able to do differently during your teaching practice? 5 I would like to thank Ioana Tămâian PhD. Assisstant Professor at the Faculty of Psychology and Sciences of

Education for the idea of integrating a reflective journal.

85

Journal entry 4: Write down some areas of classroom management that you would like to improve for yourself and explain why?

Journal entry 5: What challenges have you met during your teacher training practice? How did you handle them?

Journal entry 6: What have you learned about yourself as a learner?

Journal entry 7: Have you used additional teaching resources during the classes that you have taught? Provide some examples. Was it difficult to find these resources and then integrate them into the lesson?

Journal entry 7: What will you do differently when you begin to teach after graduation?

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16. USEFUL WEBSITES AND LITERATURE

It is advisable that teachers create their own portfolios or databases comprising teaching

resources that can be used for teaching various age groups in different contexts. In fact it is time

consuming to be in constant search of new resources and prepare the required teaching

materials. To recycle or to exchange teaching resources can become convenient strategies in

order to save one’s workload.

Nowadays, teachers can find many teaching resources either in printed form or in digital format.

No matter which option is chosen, the teacher should accustom students to different registers

and styles and should focus on individual needs and learning styles. While printed resources

tend to provide theoretical perspectives and require the reader’s effort and imagination to

envisage a practical application, the digital ones offer a ready-made solution that is integrated in

an audio-visual context. In this respect technology becomes a valuable teaching tool.

Would-be teachers should keep in mind the fact that they are not only deliverers of information

but also learners. Therefore, they should invest in their professional development. We suggest

below just a few digital resources and literature that might help would-be teachers to develop

an informed opinion about teaching foreign languages.

Literature:

Dörney Zoltan, (2001). Motivational Strategies in the Language Classroom. Cambridge

University Press.

Harmer Jeremy, (2007). How To Teach English (with DVD). Pearson Longman.

Harmer Jeremy, (2012). Essential Teacher Knowledge Book and DVD Pack. Pearson United

Kingdom.

Larsen-Freeman Diane, (2008). Techniques and Principles in Language Teaching. Second Edition.

Oxford University Press.

Scott Thornbury, Watkins Peter, (2007). The CELTA Course Trainee Book. Cambridge University

Press.

Scrivener Jim, (2011). Learning Teaching. The Essential Guide to English Language Teaching.

Third edition. Macmillan.

Spratt Mary, Pulverness Alan, Williams Melanie, (2011). The TKT Course Modules 1, 2 and 3.

Second Edition. Cambridge University Press.

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Thornbury Scott, (2000). How to Teach Grammar. Pearson Education.

Ur Penny, Wright Andrew, (1992). Five-Minute Activities: A Resource Book of Short Activities.

Cambridge University Press.

Woodward Tessa, (2001). Planning Lessons and Courses: Designing Sequences of Work for the

Language Classroom. Cambridge University Press.

Web resources:

http://www.onestopenglish.com

http://www.cambridge.org/ro/elt/?site_locale=ro_RO

http://learnenglishkids.britishcouncil.org/en

http://www.teachingenglish.org.uk/think/methodology/shtml

http://www.bbc.co.uk/worldservice/learningenglish/

https://www.teachingchannel.org/videos?categories=topics_class-culture

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17. GLOSSARY

Would-be teachers are faced with a new scientific domain. Therefore, a glossary is needed in

order to explain the meaning of specialized vocabulary. Would-be teachers are encouraged to

use these concepts both during their pre-service teaching practice and when completing all the

documents from the teaching practice kit.

We have selected a few concepts from TKT University of Cambridge ESOL Examinations, UCLES

2011 and J. Harmer, How to Teach English. Pearson Longman 2007.

Accuracy

The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy

activity, teachers and learners typically focus on using and producing language correctly.

Activate previous knowledge

To get learners to think about and to say what they know about a topic. Teachers activate

learners’ previous knowledge when they are preparing learners to read or listen to a text.

Research has demonstrated that when learners’ previous knowledge is activated, reading and

listening comprehension is increased

Activity-based learning

A way of learning by doing activities. The rules of language used in the activity are looked at

either after the activity or not at all.

Adapt (material)

To change a text or other material, so that it is suitable to use with a particular class

Aids

Aids are the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When

teachers plan lessons they think about what aids they will need.

Aim

What the teacher wants to achieve in the lesson or in the course.

The main aim is the most important aim, e.g. the teacher’s main aim in a lesson could be to

teach the present perfect or develop listening skills.

A stage aim is the aim or purpose of a stage, step or short section of a lesson, e.g. to provide

controlled practice of the present perfect or to develop listening for gist.

A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could

be the language or skills learners must be able to use in order to achieve the main aim of the

lesson or a skill or language area which is practised while focusing on the main aim.

A personal aim is what the teacher would like to improve in his/her teaching, e.g. to reduce the

time I spend

writing on the whiteboard

Anticipate (language) problems

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When teachers are planning a lesson, they think about what their learners might find difficult

about the language or skills in the lesson so that they can help them learn more effectively at

certain points in the lesson. They may also think about how learners’ previous learning

experience may affect their learning in a specific lesson

Attention span

How long a learner is able to concentrate at any one time.

Authentic material

Written or spoken texts which a first language speaker might read or listen to. They may be

taken from newspapers, radio etc. The language in the texts is not adapted or made easier for

learners or the language learning process

Brainstorm

To think of ideas (usually quickly) about a topic (often noting these down). This is often done as

preparation before a writing or speaking activity.

Class, learner profile

A description of the learners and information related to their learning, including their age,

ability, strengths and weaknesses in language and skills.


The strategies used by a teacher to organise the classroom, the learning and the learners, such

as seating arrangements, different types of activities, teacher roles and interaction patterns.

Closed question

A question which leads to a yes/no answer or another very short response, e.g. Did you come to

school by bus? Yes.What did you have for breakfast? Toast. See open question.

Cloze test

A task-type in which learners read a text with missing words and try to work out what the

missing words are. The missing words are removed regularly from the text, e.g. every seventh

word. A cloze test is used for testing reading ability or general language use. It is different from

a gap-fill activity, which can focus on practising or testing a specific language point.

Clue

A piece of information that helps someone to find the answer to a problem, e.g. a teacher could

give the first letter of a word she is trying to elicit as a clue to learners to help them find the

word.

Coherence

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and

make sense to the listener or reader.

Collocation

Words which are regularly used together. The relation between the words may be grammatical,

for example when certain verbs/adjectives collocate with particular prepositions, e.g. depend

on, good at or when a verb like make or do collocates with a noun, e.g. do the shopping, make a

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plan. Collocations may also be lexical when two content words are regularly used together, e.g.

We went the wrong way NOT We went the incorrect way.

Communicative activity

A classroom activity in which learners need to talk or write to one another to complete the

activity.

Communicative approaches

A way of teaching and practising language which is based on the principle that learning a

language successfully involves communication rather than just memorising a series of rules.

Teachers try to focus on meaningful communication, rather than focusing on accuracy and

correcting mistakes.

Components (of a lesson plan)

The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns,

anticipated problems, assumptions, timetable fit, personal aims.

Convey meaning

To express or communicate meaning. Teachers focus on conveying meaning when they present

new language.

Correction code

A series of symbols a teacher may use to mark learners’ writing so that they can correct

mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake.

Detail, read for detail, listen for detail

To listen to or read a text in order to understand most of what it says or particular details.

Differentiation noun, differentiate verb

To make or see a difference between people and things. In teaching, this can have a special

meaning relating to dealing with mixed ability learners in one class, e.g. the teacher can provide

different tasks, activities, texts or materials for different learners in the class according to their

ability.

A technique teachers use for encouraging learners to practise language. It involves guided

repetition or practice.

In a choral drill the teacher says a word or sentence and the learners repeat it together as a

class.

In an individual drill the teacher says a word or sentence and one learner repeats it.

In a substitution drill the teacher provides a sentence and a different word or phrase which

the learner must use (or substitute) in exactly the same structure, e.g.

Teacher: I bought a book. Pen. Learner: I bought a pen.

In a transformation drill the teacher says a word or a sentence and the learner answers by

changing the sentence into a new grammatical structure

Eclectic

An approach to language teaching in which the teacher uses techniques and activities taken

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from different methods.

Elicit

When a teacher thinks that some learners will know a piece of language or other information,

s/he asks targeted questions or gives clues to get, or prompt learners to give the target

language or information rather than simply providing it to the class her/himself.

Error

A mistake that a learner makes when trying to say something above their level of language or

language processing.

A developmental error is an error made by a second language learner which could also be made

by a young person learning their mother tongue as part of their normal development, e.g. I goed

there last week (I went there last week).

A fossilised error is an error that has become a permanent feature of a learner’s language, the

error has become a habit. Fossilised errors cannot easily be corrected. When a learner makes a

slip they make a language mistake but they are able to correct themselves

Extensive listening/reading

Listening to or reading long pieces of text, such as stories or newspapers.

Extract

Part of a text which is removed from an original, longer text.

Facial expression

A person can show how they feel through their face, e.g. smiling, showing surprise.

Facilitator

To make something possible. Teachers facilitate learning by planning and delivering lessons and

maintaining discipline in the classroom.

Peer feedback

Feedback given to a learner by another learner in the class.

Filler

1. A short activity between the main stages of a lesson used for reasons such as time

management or to provide a change of pace etc.

2. A word or sound used between words or sentences in spoken English when someone is

thinking of what to say

Flashcard

A card with words, sentences or pictures on it. A teacher can use these to explain a situation,

tell a story, teach vocabulary etc.

Focus on form

Paying attention to the words/parts of words that make a language structure or to spelling or

pronunciation.

Form

The form of a grammatical structure is the way it is written or pronounced and the parts which

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combine to make it, e.g. the present perfect (grammatical structure) is made up of have + past

participle (the form).

Gap-fill

An activity in which learners fill in spaces or gaps in sentences or texts. This is often used for

restricted practice or for focusing on a specific language point. This is different from a cloze test

which can focus on reading ability or general language use.

Gist, global understanding, listening/reading for gist, listening/reading for global

understanding

To read or listen to a text and understand the general meaning of it, without paying attention to

specific details

Grade (language)

To use language that is at the correct level for the learners and is not too easy or difficult

Graded reader

A book where the language has been made easier for learners. These are often books with

stories or novels where the language has been simplified

Group, class dynamics

The relationship between learners in the group or class.

Guidance noun, guide verb

Help given by a teacher with learning, or with doing a task.

Guided discovery

A way of teaching in which a teacher provides examples of the target language and then guides

the learners to work out the language rules for themselves.

Guided writing

A piece of writing that learners produce after the teacher has helped them to prepare for it by,

for example giving the learners a plan to follow, or ideas for the type of language to use.

Ice-breaker

An introductory activity that a teacher uses at the start of a new course so that learners can get

to know each other

Independent study

Studying without a teacher present or without the teacher monitoring and directing the learning

very closely, e.g. learners could carry out research on a topic using reference resources. This

could be done at home or with minimum involvement of the teacher in class.

Infer attitude, feeling, mood

To decide how a writer or speaker feels about something from the way that they speak or write,

rather than from what they openly say.

Information-gap activity

A classroom activity in which learners work in pairs or groups. Learners are given a task, but

they are given different information and, to complete the task, they have to find out the missing

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information from each other.

Integrated skills

An integrated skills lesson combines work on more than one language skill. For example reading

and then writing or listening and speaking.

Intensive listening/reading

One meaning of intensive listening/reading is reading or listening to focus on how language is

used in a text. This is how intensive listening/reading is used in TKT

Interaction patterns

The different ways learners and the teacher work together in class, e.g. learner to learner, in

pairs or groups or teacher to learner, in open class, in plenary. When teachers plan lessons, they

think about interaction patterns and write them on their plan.

Interference

Interference happens when the learner’s mother tongue affects performance in the target

language, especially in pronunciation, lexis or grammar. For example, a learner may make a

grammatical mistake because they apply the same grammatical pattern as they use in their

mother tongue to what they want to say in the target language, but the L1 grammatical pattern

is not appropriate in L2.

Interlanguage

Learners’ own version of the second language which they speak as they learn. Interlanguage is

constantly changing and developing as learners learn more of the second language.

Jigsaw listening/reading

A text is divided into two or more different parts. Learners listen to or read their part only, then

share their information with other learners so that in the end everyone knows all the

information. In this way, the text is made into an information-gap activity.

L1/L2

L1 is the learner’s mother tongue or first language; L2 is the learner’s second language.

Language awareness

A learner’s understanding of the rules of how language works and his/her ability to notice

language

Lead-in noun, lead in verb

The activity or activities used to prepare learners to work on a text, topic or main task. A lead-in

often includes an introduction to the topic of the text or main task and possibly study of some

new key language required for the text or main task.

Learner autonomy

When a learner can set his/her own aims and organise his/her own study, they are autonomous

and independent. Many activities in coursebooks help learners to be more independent by

developing learning strategies and focusing on learner training.

Learner-centred

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When the learners are at the centre of the activities and have the chance to work together,

make choices and think for themselves in a lesson.

Learner characteristics

The typical things about a learner or learners that influence their learning, e.g. age, L1, past

learning experience, learning style.

Learning resources

The materials or tools which help learners learn, e.g. books, computers, CDs etc.

Learning strategies

The techniques which learners consciously use to help them when learning or using language,

e.g. deducing the meaning of words from context; predicting content before reading

Learning style

The way in which an individual learner naturally prefers to learn something. There are many

learning styles. Three of them are below.

Auditory learner

A learner who remembers things more easily when they hear them spoken. This type of learner

may like the teacher to say a new word aloud and not just write it on the board.

Kinaesthetic learner

A learner who learns more easily by doing things physically. This type of learner may like to

move around or move objects while learning.

Visual learner

A learner who finds it easier to learn when they can see things written down or in a picture. This

type of learner may like the teacher to write a new word on the board and not just say it aloud.

Lesson stages

The different parts of a lesson; each has its own activities.

Listening for general understanding

The listening equivalent of SKIMMING in reading

Listening for specific information

Times when we listen because we want to hear a particular item of information. Similar to

scanning in reading.

Live listening

Is where students are listening to people in a face to face situation; different from listening to

recorded extracts.

Lockstep

Is when all the students are “locked into” the same procedure, for example, listening to a

recorded dialogue in the classroom.

Marking scale

A series of descriptions of different abilities which allow us to say which description fits a

student’s abilities, and thus what grade they should be awarded in a test.

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Mixed ability, mixed level

The different levels of language or ability of learners studying in the same class

Monitor, self-monitor

1. To watch over learners in order to make sure that they are doing what they have been asked

to do, and help them if they are having problems.

2. To listen to/read the language you use to see if it is accurate and effective

Method

The practical realization of a theory of language learning; it comprises various procedures and

techniques.

Objectives

Are what we hope to achieve (or what we hope the students will achieve as the result of what

we ask them to do) especially in a lesson plan. Often used synonymously with AIMS.

Pairwork

Is when two students work together.

Peer observation

Is where two colleagues of the same seniority observe each other.

Patterns of interaction

Are indication (in a lesson plan) of who talks to or works with whom (e.g. S-S indicates

pairwork).

Placement test

A test that students take, usually at the beginning of a semester, to find out which class they

should be placed in.

Portfolio

A collection of a student’s work which he or she gradually adds to and which can be used to give

a grade at the end of a semester or as part of a scheme of continuous assessment.

Proficiency test

A test taken to assess a candidate’s language knowledge, irrespective of where the student has

studied.

Progress test

A test given after a period of time to see how well students have been learning the curriculum

they have been following.

Reading for detailed comprehension

Means going through a text to focus in on language, meaning or text construction, often for the

purpose of study.

Reading for pleasure

Is reading which is done for fun rather than study.

Scan

To look over (or listen to) a text, trying to find some specific information.

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Skim

To read a text to get the general meaning or gist.

Solowork

Is when students work on their own, individually.

STT

Student talking time

Syllabus

A list of items which show what students will study over a period of time.

Task

Something we ask students to do, such as solving an exercise, making a presentation or creating

an advertisement.

Test reliability

Is achieved when a test gives consistent results whoever is marking it.

Test validity

Is achieved when the test does what it says it will- and when it is a good measure of what it is

testing.

TTT

Teacher talking time- the amount of time in a lesson where the teacher is speaking.

Washback effect

Is the influence that a test has on the way students are taught.

Writing for learning

Describes activities where students write in order to learn language better.

Writing for writing

Descibes activities which are designed to train students to be better writers. The tasks reflect

real writing tasks.