assignment4.6 parte3

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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

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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


c. Agree

d. Agree somewhat

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e. Agree a little


Language and culture.

a. Completely agree


c. Agree

d. Agree somewhat

e. Agree a little


Language Learning process.

a. Completely agree


c. Agree

d. Agree somewhat

e. Agree a little


Language Teaching.

a. Completely agree


c. Agree

d. Agree somewhat

e. Agree a little

6. I can describe what topics dealt with Planning

and evaluation.

a. Completely agree


c. Agree

d. Agree somewhat

e. Agree a little

7. I can describe what topics dealt with self-

assessment and development.

a. Completely agree


c. Agree

d. Agree somewhat

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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

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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

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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


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

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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


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


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


The 6 main areas of the training (Description)

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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


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


o Take into account and incorporate into my teaching the educational experiences my students have had previously

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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


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


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

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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


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


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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:

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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:

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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:

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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


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

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Use of social forms

Speaking activities

How do I present a grammar structure?

Micro - peer teaching


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


Use of social forms

How do we draw up a lesson plan?

How do I present a grammar structure?

Micro-peer teaching


Using pictures in a language classroom


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


Micro-peer teaching

Feedback rules


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)

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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


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


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

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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



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:


Show empathy with/sensitivity to the cultural background(s) of the learners

Promote sensitivity towards cultural differences whilst avoiding cultural

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stereotypes in his/her learners.

Integrate socio-cultural and intercultural topics into the language lessons.

Content area: Language Learning Process



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



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

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to check that the students have understood.


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



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.


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



Practical teaching competence


Combine theoretical knowledge with practical language teaching.

Acquire basic methodological-didactic competence and skills and know when and

how to apply them.

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Understand the different aspects and problems related to modern language teaching

Ability to reflect and judge


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


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

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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.

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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 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

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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:

http://www.philseflsupport.com/lessonplan_checklist.htm

assignment4.6 parte3

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