manual - proulex · manual pdu. proulex diploma universitario ingls contents theoretical review 1...

MANUAL

VERSION 2017

“A TEACHER AFFECTS ETERNITY: HE CAN NEVER TELL

WHERE HIS INFLUENCE STOPS.”HENRY ADAMS

“IT IS NOT WHAT IS POURED INTO A STUDENT THAT COUNTS BUT

WHAT IS PLANTED.”LINDA CONWAY

“GIVE A MAN A FISH AND YOUFEED HIM FOR A DAY; TEACH A

MAN TO FISH AND YOU FEED HIM FOR A LIFETIME.”

PROVERB

This manual provides all the information teachers need in order to successfully teach the twelve PDU levels. It is very important that teachers

follow all procedures carefully so that all Proulex sites work at the same pace and apply the same criteria. New teachers need to read this manual, read the

introduction in the Teacher Book, and take the induction quiz to be eligible to teach the PDU program.

Manual PDU. Proulex Diploma Universitario / Inglés

Contents

THEORETICAL REVIEW 1

Learner Needs and Eclecticism 1

Materials Syllabus 1

Postmetod 1

Language proficiency 2

Information and Communication Technologies (ICT) in Education 2

Blended Learning Concepts 2

Blended Learning Enviroment 2

Information Literacy and Multimedia Literacy 3

Using Technology vs. Technology Integration 3

Teach Bytes, 2013 3

Blended Learning Implications 4

Evaluation System 4

Language Proficiewncy 4

PHILOSOPHY OF THE INSTITUTION 6

GOAL OF THE PROGRAM 7

Specific Objectives 7

STUDENT PROFILE 7

TEACHER ROLES 8

THE IMPORTANCE OF UNIFYING THE TEACHING CRITERIA 9

COURSEBOOK APPROACH 9

MAP OF THE PDU COURSE AND THE COURSEBOOK 10

COURSEBOOK COMPONENTS 10

PDU COURSE X-RAY 11


Intensive course 11

Saturday course 11

PDU GRADING CRITERIA TABLE 13

THE IMPORTANCE OF UNIFYING PROCEDURAL CRITERIA 14

FIRST DAY OF A COURSE 14

ADMINISTRATION OF EXAMS 14

Before 14

While 15

After 15

MAKE-UP EXAMS 16

ONLINE WORK GUIDELINES FOR PDU LEVELS 17

ONGOING ORAL ASSESSMENT GUIDELINES FOR LEVELS 1-12 17

EVALUACIÓN CONTINUA DE LA EXPRESIÓN ORAL PARA LOS NIVELES 1-3 19

FORMAL ORAL ASSESMENT CHECKLIST 20

ONGOING ORAL ASSESSMENT CHECKLIST FOR LEVELS 4-12 21

LEVELS 10-12 ORAL ASSESSMENTS 22

TOPIC FORM GUIDELINES FOR LEVELS 10-12 22

GUIDELINES TO PREPARE FOR GESE (TRINITY COLLEGE LONDON) 22

Useful and Basic Advice 23

Ideas to Practice in Class 24

Recommendations When Taking the GESSE Exam 24

Don’ts During the Exam 25

PASSING AND FAILING STUDENTS 25

VIDEO 25


PHOTOCOPYING POLICY 25

ONLINE WORK WITH MEL 26

KEY FOR RECORDING GRADES ON THE ATTENDANCE LIST 26

INTENSIVE COURSE TIME DISTRIBUTION 26

19 two-hour sessions for Levels 1, 2 and 3 26

19 two-hour sessions for Levels 4 to 9 27

19 two-hour sessions for Levels 10 to 12 28

SATURDAY COURSE TIME DISTRIBUTION 29

8 five-hour sessions for Levels 1, 2 and 3 29

8 five-hour sessions for Levels 4 to 9 30

8 five-hour sessions for Levels 10 to 12 31

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Theoretical review

Scholars´ contributions to language teaching-learning throughout time have influenced Proulex´s fundamental nature. The following quotes support our viewpoint of language, language use and language teaching-learning in relation to learner needs and eclecticism, materials syllabus, postmethod, and language proficiency.

LEARNER NEEDS AND ECLECTICISM

Alice Hadley Omaggio (1986, p. 119) in Chapter 3 “On Teaching a Language: Principles and Priorities in Methodology” addresses learner needs and describes eclecticism as follows:

“As we realize that learning is an extremely complex process and that learners are individuals with different personalities, styles, and preferences, we have begun to look for a multiplicity of ways to respond to the challenge of teaching. Eclecticism, however, needs to be principled if instruction is to be effective, and techniques and activities need to be chosen intelligently to relate to specific program objectives (Richards and Rodgers 1986).”

MATERIALS SYLLABUS

When the materials in use constitute curriculum and syllabus, Dubin, & Olshtain (1986, pp.32-33) point out it is essential to consider the following five elements:

1. Awareness of the educational and linguistic orientations the commercial textbooks contain.

2. Adaptation of the educational and linguistic orientations to the timeframe. The scope and sequence charts indicate the linguistic elements.

3. Cultural adaptations. Contrasting TL with L2’s similarities and differences.

4. Goals are being reached in terms of examinations, higher levels of education or higher levels in the language program.

5. Adaptations to fit local attitudes toward language learning.

In addition, Hutchinson & Waters (1987, p.81) agree that adaptation of teaching materials to the context is essential for motivation and thus triggers language learning. They state, “In writing materials, the author adds yet more assumptions about the nature of language, language learning and language use. The author decides the contexts in which the language will appear, the relative weightings and integration of skills, the number and types of exercises to be spent on any aspect of language, the degree of recycling or revision. These can all have their effect on whether and how well something is learnt. For example, if certain vocabulary items are presented in texts which appeal to the learners, they are more likely to be remembered, because the learners’ attention will be more involved.”

POSTMETHOD

Kumaravadivelu (2006) talks about the teacher as a researcher and writes, “Any actual postmethod pedagogy has to be constructed by the classroom teacher. The pedagogic frameworks offer certain options and certain operating principles. Based on them, and on their own attempt to theorize what they practice and to practice what they theorize, practicing teachers may be able to develop their own location-specific postmethod pedagogies.” (p. 213)

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‘Macrostrategies’ is the postmethod developed by Kumaravadivelu and is constituted by the next 10 general plans derived from theoretical, empirical, and pedagogic knowledge related to L2 learning and teaching:

1. Maximize learning opportunities; (ongoing feedback)

2. facilitate negotiated interaction; (purposeful communication)

3. minimize perceptual mismatches (teacher intention-learner interpretation)

4. activate intuitive heuristics (inductively)

5. foster language awareness (deliberate attempt to draw attention to formal properties of L2)

6. contextualize linguistic input;

7. integrate language skills;

8. promote learner autonomy;

9. ensure social relevance; and

10. raise cultural consciousness.” (pp. 201-208)

Finally, he cites Johnston (2003) who puts the teacher-student relationship at the core of language teaching and adds, “They (the aforementioned works) all go beyond the methods fetish to explore the professional life of language teachers, and in the process, help us understand teachers as individuals who are self-directing, self-determining, and self-motivating. They also provide compelling arguments for putting teachers, rather than anybody else, at the center of educational change.” (p. 223)

INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN EDUCATION

In today’s globalized world, with the rapid advancement of digital technology and access to it, the Information and Communication Technologies (ICT) are changing how we communicate (Bonk & Graham, 2005, p. 6; Harper & Hirtz, 2008, p. V; Reiser, 2001a, p. 60). Technological innovations have had an enormous impact on the possibilities for learning and thus should play a main role in foreign language teaching and learning (Bonk & Graham, 2005; LeLoup, Ponterio & Cortland, 2000; Thorne, 2008).

BLENDED LEARNING CONCEPTS

It is believed that there are many advantages in a Blended Learning (BL) model since it mixes the much needed face-to-face (F2F) classroom interaction for language presentation and clarification with virtual support for multiple language practice through technology gadgets with Internet access such as desk computers, laptops, tablets and smartphones (Bonk & Graham, 2005, p. 5; Tomlinson & Whittaker, 2013, p. 13). Bonk & Graham (2005, p. 8) declare that so far, a considerable amount of research in regards to models integrating technology and pedagogy practices to attain leaner needs has been carried out. Dudeney & Hockey’s (2007) in Tomlinson & Whittaker (2013) sets out “Blended learning is a mixture of online and F2F course delivery and in some situations the digital element is done offline …” (p. 13).

BLENDED LEARNING ENVIRONMENT

Regarding student satisfaction in BL environment, The Sloan Consortium (Sloan-C) founded in 1992 which is the professional online learning society dedicated to advancing quality e-Education learning into the mainstream of education through its community, declares that its goal for student satisfaction is, “that students are successful in learning online and are typically pleased with their experiences” (Moore, 2011, p. 93).

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INFORMATION LITERACY AND MULTIMEDIA LITERACY

In the areas of the different literacy, Warschauer (2008, p. 60) states that reading and writing skills are traditional areas of literacy and then he points out the emergence of new literacies related to the use of ICT such as information literacy and multimedia literacy. He describes these literacies as, “information literacy or the ability to access, manage, evaluate, and make use of information (see American Library Association, 2000) and multimedia literacy or the ability to interpret and produce knowledge in multiple media and modes (see New London Group, 1996).” Given that a BL model may provide learners with plenty opportunities to practice independently and such autonomous work may lead learners to become resourceful, it is important to consider that Harmer (1998) writes about the benefits to acquire language at any age from massive exposure to language and multiple exposures to language. He says that massive exposure is defined as frequent and plenty models of language and multiple exposure is defined as repeated use of language in context.

USING TECHNOLOGY VS. TECHNOLOGY INTEGRATION

Maggie Hos-McGrane (2012) quotes Kip Rodgers who wrote, “True integration of technology happens…where technology is accessible and available for activities as they are initiated. True integration of technology happens when form supports function when the tools support the goals of the curriculum and assist students in reaching their instructional goals.

TEACH BYTE, 2013

USING TECHNOLOGY TECHNOLOGY INTEGRATION

Technology usage is random, arbitrary & often an afterthought

Technology usage is planned & purposeful

Technology is rare or sporadically used in the classroom

Techology is a routine part of the classroom envifronment

Technology is used purely for the sake of using thecnology

Technology is used to support curricular goals & learning objecives

Technology is used to instruct students on content

Technology is used to engage students with content

Technology is mostly being used by the instructor(s)

Technology is mostly being used by the student(s)

Focus on simply using technologies Focus on using technologies to create and develop new thinking processes

More instructional time is spent learning how to use the technology

More instructional time is spent using the technology to learn

Technology is used to complete lower order thinking tasks

Technology is used to encourage higher-order thinking skills

Technology is used solely by individuals working alone

Technology is used to facilitate collaboration in & out of the classroom

Technology is used to facilitate activities that are feasible or easier without technology

Technology is used to facilitate activivities that woold otherwise be difficult or impossible

Technology is used to deliver information Technology is used to construct & nbuild knowledge

Technology is peripheral to the learning activity

Technology is essential to the learning activity

The popular use of social networking, multimedia technology is already in learners’ hands and

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institutions not necessarily need to invest to integrate it into the curriculum (Shyamlee & Phil, 2012, p. 150). Mohamed Ally in Harper (2008, p. 59) also agrees, “Because the rapid development of information technology, there is a shift from print based learning to e-learning.” Certainly, digital immigrants and digital natives are in search of flexible timetables and distance convenient language courses, in other words, online or BL courses that suit their learning needs to develop and at the same time that instead of interfering it should become part of their personal or professional life.

BLENDED LEARNING IMPLICATIONS

Considering that massive exposure is the frequent and plenty models of language and multiple exposure is the repeated use of language in context; and the use of the principles of human learning such as conditioning, reinforcement, need, self-determination, feedback, trial and error, among others may help overcome fossilization, this is, trigger change to reach language acquisition. Since errors are unconscious and cannot be self-corrected, careful feedback plays an important role to overcome not only over error (wrong language) but also covertly errors (correct language in wrong context). This ties in with Larsen-Freeman & Long’s (1991) claim that learning takes place as a result of the reflection of the connections in relation to the strengths of several patterns in the input. In order to enhance language acquisition in an EFL setting, the “three Rs” (relevance, re-entry and reinforcement) are fundamental to ensure memorability (Saslow & Ascher, 2005). They say relevance stands for the learners need to communicate with native and non-native speakers, re-entry refers to repeated exposure to real word input, and reinforcement means that enthusiasm is reinforced through tangible progress. Meaningful intake from input elements and output products constitute a high level of importance in this BL model.

EVALUATION SYSTEM

Richards & Schmidt (2002) argue that evaluation of learners includes entrance and placement to be part of the program, progress and achievement all along the program, and exit level according to the program and international standards (p.188). These evaluations or tests of the proficiency of the language user must consider validity (the degree to which a test measures the language that needs to be measured), reliability (the degree to which a test gives consistent results), and feasibility (practicality, this is, clear and time wise tests to sample language knowledge) (CEFR, p. 177-178). Formative assessment refers to ongoing collection of learner’s strengths and weaknesses for improvement through feedback. Summative assessment is collected by one or more achievement assessments to generate a final score (p. 186).

LANGUAGE PROFICIENCY

The Common European Framework of Reference is without a doubt the broadest descriptor that measures language proficiency. The global scale of the common reference levels is synthesized in the chard below.

Profi

cien

t U

ser C2

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

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Inde

pen

dent

Use

rB2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Basi

c U

ser A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

References

Bonk, C. J., & Graham, C. R. (2005). The Handbook of Blended Learning Global Perspectives, Local Designs. New York: John Wiley & Sons. Retrieved from http://www.publicationshare.com/graham_intro.pdf

Common European framework of reference for languages (2002). Strasbourg Cedex: Council of Europe Pub./Éditions du Conseil de l’Europe.

Dubin, F., & Olshtain, E. (1986). Course design: developing programs and materials for language learning. Cambridge [Cambridgeshire: Cambridge University Press.

Hadley, A. O. (1986). Teaching language in context: proficiency-oriented instruction. Boston, Mass.: Heinle & Heinle.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: a learning-centred approach. Cambridge [Cambridgeshire: Cambridge University Press.

Kumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod. Mahwah, N.J.: Lawrence Erlbaum Associates.

Harmer, J. (1998) What is Engage, Study, Motivate?—Foreign Language Acquisition in How to Teach English. Longman. PearsonELT.com. Retrieved from, http://www.pearsonlongman.com/teaching-tips/engage-study-motivate.html

Harper, D. G., & Hirtz, S. (2008). Education for a digital world: advice, guidelines, and effective practice from around the globe. Vancouver: Commonwealth of Learning.

Hos-McGrane, M. (2012, October 7) Using Technology vs Integrating Technology. Tech transformation. [Web log post]. Retrieved from http://www.maggiehosmcgrane.com/2012/10/using-technology-v-integrating.html

Larsen-Freeman, D., & Long, M.H. (1991) An Introduction to Second Language Acquisition Research. Longman.

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LeLoup, J. W., Ponterio, R., & Cortland, S. (2000, May 2). Enhancing Authentic Language Learning Experiences Through Internet Technology. ERIC Digest. Retrieved from http://www.cal.org/resources/digest/digest_pdfs/0002-enhancing-internet.pdf

Moore, J. C. (2012). A SYNTHESIS OF SLOAN-C EFFECTIVE PRACTICES. Journal of Asynchronous Learning Networks, 16(1).

Reiser, R. A. (2001a). A History Of Instructional Design And Technology: Part I: A History Of Instructional Media. Educational Technology Research and Development, 49(1), 53-64.

Richards, J. C., & Schmidt, R. (2002), Dictionary of Language Teaching & Applied Linguistics, (Third Edition), London: Longman.

Saslow, J., & Ascher, A. (2005). Making English Unforgettable—Enhancing Acquisition in the EFL Setting. in Top Notch Professional Development Series, Issue 1. Pearson. Retrieved from, www.pearsonlongman.com/topnotch2e

Shyamlee, D. S., & Phil, M. (2012). “Use of Technology in English Language Teaching and Learning”: An Analysis. International Conference on Language, Medias and Culture IPEDR vol.33 (2012) ©(2012) IACSIT Press, Singapore.

TeachBytes (2013) Using Technology vs Technology Integration—An excellent chart for teachers. [Chart illustration, 2013] Retrieved from http://www.educatorstechnology.com/2013/04/using-technology-vs-technology.html

Thorne, K. (2008). Blended learning how to integrate online & traditional learning. London: Kogan Page.

Tomlinson, B., & Whittaker, C. (2013). Blended Learning in English Language Teaching: Course Design and Implementation. London: The British Council. Retrieved from http://englishagenda.britishcouncil.org/sites/ec/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf

Warschauer, M. (2008). Laptops and Literacy: A Multi-Site Case Study. Pedagogies: An International Journal, 3, 52-67. doi: 10.1080/15544800701771614

Philosophy of the institution

The educational philosophy of PROULEX consists of the following:

• Learning a foreign language is a process where all students are to be considered different and, as a consequence, they must be helped differently according to their needs, personalities, learning styles and multiple intelligences (the ability to understand the world).

• Teaching English as a foreign language requires special attention as opposed to teaching it as a second language due to the fact that the EFL students have fewer opportunities to speak and write the target language outside the school.

• Communicating in the target language within the classroom provides more opportunities for the students to be in touch with the target language in a non-English speaking country.

• The use of the mother tongue is not a means of teaching a foreign language at PROULEX. It must be seen as a tool instead of as an easy shortcut to solve specific language conflicts in the classroom.

• The educational background of our students is usually teacher-centered while in this institution the intention is to implement a more student-centered learning environment in which the students reflect rather than memorize, and are responsible for their own progress with the supervision or guidance of the language teacher.

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• Preparing students for taking tests is not the main goal of this institution. Instead, students are to be trained linguistically to cope with situations where language is the most important tool for successful communication. Therefore, quizzes and final exams have 3 sections: social language, vocabulary, grammar, and each language skill is also assessed.

Goal of the program

To instruct adults and young adults to communicate effectively in English with native and non-native speakers at a B1 level within real life situations.

SPECIFIC OBJECTIVES:

1. To use English as the means to communicate with native and non-native speakers of English.

2. To consider of learners’ needs, styles and multiple intelligences.

3. To make use of L1 as a tool only when absolutely necessary.

4. To employ an approach where instruction is student-centered (inductive).

5. To develop learning strategies: critical thinking skills (predicting, interring, contrasting, etc.).

6. To develop communicative strategies: purposeful language fuctions (agreeing, requesting, describing, addressing, etc.)

7. To develop learner awareness (cultural fluency) of the socio-cultural aspects of language in context.

8. To connect learners to the real world by integrating the linguistic skills and socio-cultural fluency.

9. To provide learners with thorough pronunciation support and practice.

10. To incorporate into instruction purposeful virtual tasks.

Student profile

Many students decide to enroll in Level 1 even though they have been exposed to some English in the past. Others, decide to take a placement test but end up being placed in Level 1 because they are weak in the speaking and listening skills. It is crucial to take into consideration that even though Levels 1 and 2 were designed for true beginners, false beginners should not be left out. In general, teaching level 1 is perceived as the easiest level of all; nevertheless, it is a challenging level considering the fact that it is the students’ first impression of the teacher and of Proulex. This first experience in learning a language will be vital for students to decide if they want to continue at Proulex, or even studying a language. Teachers must motivate and encourage students to use the target language since day one so as to engage in the Proulex ambiance.

Proulex teachers are not expected to pass students just for the sake of it, or because they have a scholarship. This means that teachers must plan their classes considering students’ needs, learning styles and intelligences to help weak students succeed, but if in the end students have to repeat a level, explain that they will benefit from repeating the level.

The minimum age requirement for students to enroll in the PDU course is 15 years and/or have

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graduated from junior high school. Students that attend classes at both ends of the day and on Saturdays are usually employees. University and high school students study throughout the day as their school schedule permits. It’s more common to find full time mothers attending class mid-morning while their children are at school or on Saturdays while their children are taking Proulex children/juniors classes. At sites within a campus, most are university or high school students. Sites off campus tend to have more English students from the community where they are located. On Saturdays a lot of students come from nearby towns, too.

A great number of students have weak writing skills in L1 and this is transferred to L2 which turns into a challenge for teachers and students.

Among students there are digital immigrants that need support to succeed with the digital components of the course. Indeed, millenials or digital natives have the digital skills needed and can help not only other students but also teachers that are not tech savvy.

Teacher roles

Here are some roles teachers often play in the classroom.

Role The Teacher

1. Planner prepares and thinks through the lesson in detail before teaching it so that it has variety and there are appropriate activities for the different learners in the class.

2. Informer gives the learners detailed information about the language or about an activity.

3. Managerorganizes the learning space, makes sure everything in the classroom is running smoothly and sets rules and routines (i.e. things which are done regularly) for behavior.

4. Monitor goes around the class during individual, pair and group work activities, checking learning.

5. Involver makes sure all the learners are taking part in the activities.

6. Parent/Friend comforts learners when they are upset or unhappy.

7. Diagnostician is able to recognize the cause of learners’ difficulties.

8. Resource can be used by learners for help and advice.

9. Invigilator watches examination candidates to prevent cheating.

Resource

The Teaching Knowledge Test Course by University of Cambridge ESOL Examinations

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Here are some roles teachers often have in the institution.

Role The Teacher

1. Educator takes teaching as a career rather than a job.

2. Professional draws a line between personal and work issues, and is ethical.

3. Administrator controls and maximizes time, exams and results.

4. Assistant follows institution rules and keeps communication flowing with academic coordinators.

5. Coworker can relate, respect and help peers.

6. Promoter provides students with information about all Proulex programs.

The importance of unifying the teaching criteria

By unifying the teaching standards there is a greater probability that the students’ exit level at the end of each monthly course will be basically the same.

• As a result of a unified way of teaching, we can, therefore, state that a standardized assessing system can yield valid and reliable results of the students’ performance.

• In order to have standardized teaching, the teacher must cover the information in the time distribution chart and the assessment system.

• Teachers must be aware that by including “additional” activities of their own, especially if they’re time-consuming or non-communicative grammar-oriented tasks, they won’t be taking full advantage of the coursebook and peripheral components. Instead, teachers must be advised to exploit the options and challenges provided in the series, play with the sequencing of the activities or adapt them to the students’ needs, preferences or intelligences. All teachers must be aware that the main focus is on communication (production of language) than on grammar instruction.

Coursebook approach

• Communicative English course for adults and young adults designed thinking in the needs of true beginners.

• Essential model conversations that make key professional, social and travel language memorable and easy to personalize.

• Cumulative vocabulary activities reinforce vocabulary meaning throughout the course through critical thinking and application of practical learning strategies.

• Thorough attention to pronunciation.

• Wide array of learning strategies and activities that promote critical thinking.

• Authentic and refreshing content that connects students to the real world.

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Map of the PDU course and the coursebook

The coursebook series is divided into 2 parts: Top Notch and Summit. Top Notch covers PDU levels 1-9 and Summit levels 10-12.

Teacher Resources

• Teacher’s Edition and Lesson Planner A complete classroom management tool with detailed timed lesson plans and cross- references to all components. It includes:

• Detailed interleaved lesson plans

• Language, culture, and corpus notes and usage information

• Top Notch TV Teaching Notes

• Answer keys, and more

• ActiveTeach The Student’s Book content for classroom presentation, including audio, video, and interactive whiteboard tools

• NEW - Conversation Activator Videos

• NEW - Pronunciation Coach Videos

• NEW - Extra Grammar Exercises

• NEW - Digital full-color Vocabulary Flash Cards

• Full audio from the Student’s Book

• Printable worksheets including extra activities in all skills.

• Handbook and author articles for professional development

• Includes easy-to-score and editable unit and review achievement tests to assess vocabulary, grammar, reading, and listening, plus optional speaking and writing tests.

• Classroom Audio Program

• Five CDs per level contain a variety of authentic regional and non-nativeaccents to build comprehension of diverse English speakers.

• Alternative to the clickable audio on the ActiveTeach

• Extra Practice Activities and Classroom Audio Program

https://www.english.com/topnotch3e/

Source: https://www.pearsonelt.com/catalogue/general-english/topnotch/thirdedition/components.html

• Formative and Summative tests, and placement test.

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The teacher book begins with a unit walk-through followed by the series components. All of these sections plus the methodology section are of extreme relevance to be read before starting to teach any of the twelve levels.

The interleaved teacher book contains plenty of useful tips and information like language notes, culture notes, and expansion activities, among others, regarding each activity, lesson or unit.

It is important that the lesson plans be examined instead of altering the sequence or content without trying them out first. Overlooking such important information will cause less than standard teaching which in turn can lead to inconsistent classroom instruction and, as a result, to heterogeneous student exit profiles.

PDU course X-ray

INTENSIVE COURSE

19 days 2 hours each day from Monday to Friday with a 10 minute break before the top of each hour

SATURDAY COURSE

8 days, 5 hours each Saturday with several breaks).

The grammar booster in levels 1-3 (Top Notch Fundamentals) is extra practice of what has been covered in the student book and therefore could be used in class, assigned for homework, assigned to learners that want or need more practice, etc.

The grammar booster in levels 4-12 is optional. It is not required for the tests because it extends the grammar point, this is, it includes different features from those in the student book.

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Proulex Level

CEFR Level Top Notch for Proulex Units Top Notch Book

and UnitsGESE 6

preparation

1 A1

Welcome Unit to Unit 4 Unit Vocabulary Booster

Grammar Booster (Extra practice)Writing Booster (not optional)

Top Notch Fundamentals

14 Units

NO

2 A1

Unit 5 to Unit 9 Vocabulary Booster


NO

3 A1

Unit 10 to Unit 14 Vocabulary Booster


NO

4 A1-A2

Unit 1 to Unit 5 Grammar Booster (expands grammar and

is optional) Writing Booster (not optional) Top Notch 1

10 Units

NO

5 A2

Unit 6 to Unit 10 Grammar Booster (expands grammar and

is optional) Writing Booster (not optional)

NO

6 A2

Unit 1 to Unit 5 Grammar Booster (optional and not

tested) Writing Booster (not optional) Top Notch 2

10 Units

NO

7 A2-B1


tested) Writing Booster (not optional)

NO

8 B1


tested) Writing Booster (not optional) Top Notch 3

10 Units

NO

9 B1


tested) Writing Booster (not optional)

NO

10 B1-B2


tested) Pronunciation Booster (not optional)

Summit 110 Units

YES

11 B1-B2

Unit 5 to unit 7 Grammar Booster (optional and not


YES

12 B1-B2



YES

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PDU grading criteria table

TESTLevel 1 Level 2 Level 3

Score Time LimitUnits Covered

Quiz 1 Welcome and 1 5 10 10% online: 40 min

Quiz 2 2 6 11 10% online: 40 min


Final Exam Welcome unit-4 5-9 10-14 50% 50 minutes

Ongoing Oral Assessment Welcome unit-4 5-9 10-14 10% Continuous

Online Work 10% Continuous

Passing score 80% Total 100% 50 minutes

TESTLevels 4, 6, 8, Levels 5, 7, 9,


Quiz 1 1 6 10% online: 40 min



Writing Assessment 1-4 6-9 10% 30 minutes

Final Exam 1-5 6-10 30% 50 minutes

Formal Oral Assessment 1-5 6-10 10% 50 minutes

Ongoing Oral Assessment 1-5 6-10 10% Continuous


Passing score 80% Total 100% 2.5 hours

TESTLevel 10 Level 11 Level 12





Writing Assessment 1-4 5-7 8-10 10% 30 minutes

Final Exam 1-4 5-7 8-10 30% 50 minutes

Formal Oral Assessment 1-4 5-7 8-10 10% 50 minutes

Ongoing Oral Assessment 1-4 5-7 8-10 10% Continuous


Passing score 80% Total 100% 2.5 hours

Notes:

1.- Quizzes and Final Exams include assessment of listening and reading skills.

2.- Quizzes are take-home and online.

3.- Quizzes are the General Tests within MEL / Achievement Test in each unit.

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In the Score column, there are items that are worth anywhere between .5 to 2 points depending on the difficulty of the task. The writing assessments evaluate complete correct use of the language, according to the level, and following the analytical scales for writing (see Writing Assessment Answer Key). The quizzes and final exam evaluate social language, vocabulary and grammar from the text in a variety of test item response types. The final exam includes information from the 3 quizzes plus the information that was not covered in those quizzes. The reading and listening assessments are integrated into the quizzes and the final exam. The oral assessments are administered in pairs in levels 4-9 at 4 minutes per pair and individually in levels 10-12 at 5 minutes per individual. Teachers need to organize their time accordingly. Time limits are to be strictly adhered to.

Notes

Levels 1, 2 & 3 are receptive levels, and 3 out of 4 lessons per unit are controlled practice. Therefore, there are no formal speaking or writing assessments. However, the quizzers and the final exams include writing tasks at a sentence level, a listening section and a reading section. Students do need to do writing task online. There are points assigned for the ongoing oral assessments. Please remember that all four skills must be practiced in class.

The importance of unifying procedural criteria

By unifying the procedures at all venues, students that move to a different site execute a course under the same conditions as any other site. The following sections illustrate the procedures.

First day of a course

It is essential to create rapport by introducing yourself, asking questions (e.g. What do you expect from this class or why do you study English? Why did you choose Proulex, etc.) to start identifying learning needs, styles and intelligences.

Teachers must always explain the grading criteria within the first 3 days of class in the intensive course and the first 2 days of class in the Saturday course. There is a course planner at the beginning of the student’s book for students to fill out every level because there will always be new students entering our programs through a placement test. Help students fill it out with important dates like exam dates, international examination dates, exam scores, homework, etc. The objective of the course planner is to make students aware of their progress and become responsible for their commitment.

Administration of exams

BEFORE

• Request and check test binders from the office before the class begins or at the time designated by your coordinator. Be in the classroom when it is time to start. Collect CD player, materials or exams before it is time to start the class. It is inappropriate for

15


teachers to leave the classroom in the middle of the class because s/he arrived late or forgot something in the office or wants to consult the content of the exam.

• Administer, assessments and final exams before a break or before the end of the class. Each answer key for assessments and final exams has the grading criteria that must be followed in order to standardize the marking.

• Fix the chairs in a traditional classroom seating arrangement. This seating arrangement is set up with the desks in rows, the teacher’s desk or table somewhere in front of the room, and student desks moved far enough apart to prevent easy wandering of eyes during tests. This arrangement is probably the best for preventing cheating on traditional testing days. Students must put everything away and stored in a designated place (books, notebooks, cell phones, etc.) except for pencils and erasers. Cell phones must be turned off and put away.

• Instruct students to hand in the exam and the answer sheet before leaving the room. If the class is over, tell them to look at the board for homework before they leave. If the class is going to continue, tell them to keep silence and return after the break.

WHILE

• Assessments (writing) must not last more than half an hour. Administer the assessment 30 minutes before a break or before the class ends. On Saturdays when more than one exam has to be administered, give an exam before a break and the other before another break or before the class ends (Saturday classes end at 2 pm and 8 pm).

• The instructions are self explanatory. Do not spend time reading instructions aloud. Instead, clarify doubts about them.

• Play the proctor role. Take this role rather than marking exams, reading a book, newspaper or magazine, planning a class, text messaging, etc.

• If students finish the exam before the time is up, they must leave the room. However, you are expected to stay in your classroom or the school grounds until the class time is over. Do not mark exams in front of students during exam time or class time. Do not hand out results the same day (except for the last day of a course).

• Mark the exams of the first 3 students that finish. Those marked answer sheets serve as answer keys to mark the rest at home, teachers’ room or at any other safe place.

AFTER

• Return the complete test binder (exams in numerical order and answer KEY) to the office RIGHT AFTER EACH CLASS. Exams or answer keys are NOT allowed to be taken OUTSIDE of the site premises, except for the answered answer sheets for grading at home, though it is recommended that they be graded at the site.

• Handout results the following class day. Make sure students put away everything and do not take notes. You can borrow the exam binder to clarify their doubts. Giving a few minutes of general feedback is very important.

• Consult with your coordinator about procedures at your site for returning the graded answer sheets.

16


MAKE-UP EXAMS

The Academic coordinator must authorize make-up exams. And Make-up Exam Procedures are for writing assessment, oral assessment and Final Exam:

1. Make up exams are those administered at a different time or date than scheduled.

2. Make up exams must be administered the same day at a different time or the following day or class.

3. Administration of make up exams are the teachers’ responsibility.

4. Student must justify the make up exam for approval.

5. Teacher validates for authorization.

6. Student picks up make up exam form at coordination.

7. Make up exams are authorized first by the teacher and then by the coordinator with the make up exam form.

8. Teacher collects exam from administration with the make up exam form authorized by the coordinator.

9. The coordinator or a designated teacher by the coordinator may administer make up exams if the official teacher isn’t able to (for any other arrangements contact your academic coordinator).

10. Students taking a make up exam are ALWAYS supervised ALL the time under exam conditions.

11. Make up exams get docked 10% from the exams’ total score (including online quizzes). For example:

Test Test Weight Student’s Score -10% New Score

Quiz 1, Writing & Formal Oral assessment 10 points 8 points -1 point 7 points

Final Exam levels 1-3 50 points 44 points -5 points 39 points

Final Exam levels 4-12 30 points 28 points -3.5 points 25 points

12. These procedures will be followed at every site to standardize the criteria.

13. Teachers must inform make up exams procedures to their students within the first days of a course.

17


Online Work Guidelines for PDU Levels

1. Online work will include 2 pieces of writing tasks and 2 pieces of speaking tasks that will come from MEL as the course develops, as determined by the teacher.

2. Each piece of writing will enclose at least 2 drafts: the first draft with teacher’s feedback and the edited draft(s).

3. The Online work also includes any other assigned task from MEL.

Ongoing Oral Assessment Guidelines for levels 1-12

The Ongoing Oral Assessment Checklist is the teacher’s memory of students’ can-dos in relation to non-linguistic features of the speaking skill that are important to communicate successfully. Students must be aware that this assessment is formative and provides feedback to allow improvement opportunely.

The Ongoing Oral Assessment is worth 10 points and the Formal Oral Assessment (Spidergram) is worth 10 points. The total of both oral assessments is 20 points.

A. WHAT TO USE

• Ongoing Oral Assessment Form

• Speaking Activities from the course book series

B. WHEN TO USE IT

• Every time an oral activity is implemented.

• Activities carried out in pairs, groups, whole class and individual presentations.

• Throughout the whole course.

C. HOW TO USE IT

• Fill it out whenever class is over or during breaks but not in front of students.

• Assess one group of 2-4 students at a time.

• Monitor all students and focus attention on the group of students being assessed.

• If applicable, wrap up speaking activity by having students being assessed, to perform task. This will allow you to better assess these students.

• Students are encouraged to see the checklist at any stage of the course.

D. HOW TO FILL IT OUT

• During the beginning of a course, have students fill out the Ongoing Oral Assessment Checklist and the Spidergram with their information.

• Give students a mini-lecture regarding the content of both forms and how/when they will be used.

• At the end of the class or during breaks, check only the items that each assessed student accomplished. Leave the unaccomplished items blank. Avoid using numbers and Xs. Use pencil.

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• Items must be checked only once. However, if throughout the course a student does not continue trying with any specific behavior described in the items, the check might be deleted.

• Items not checked may be accomplished at a later time during the course.

• Students not performing any specific behavior systematically should become aware of this, so that they have the opportunity to change and improve.

• Each item is worth 1 point. The maximum total is 10 points.

• At the end of the course add up the totals and cross out the unaccomplished items. Record the grades on the attendance list.

Note

The Ongoing Oral Assessment must not affect students who are serious, quiet or shy.

Teachers must be aware that quality in participation must be valued more than quantity and frequency.

19


Evaluación Continua de la Expresión Oral para niveles 1-3Nombre: Fecha del curso: Nivel: Horario: Maestro: Calificación: / 10

Act

itud

1. muestra interés en las actividades orales.

2. ofrece opiniones y responde a opiniones y preguntas.

3. se esfuerza por hablar en inglés.

Co

lab

ora

ció

n

4. se integra y participa en trabajo en equipo (pares o grupos).

5. se involucra, de ser necesario, en actividades de todo el grupo.

6. comparte información con los demás cuando es necesario.

Ind

epen

den

cia

7. hace el intento de corregirse cuando es necesario.

8. muestra la habilidad de planear u organizar sus ideas.

Des

emp

eño 9. hace el esfuerzo de completar las actividades

orales.

10. se da a entender / se comunica.

Evaluación Continua de la Expresión Oral para niveles 1-3Nombre: Fecha del curso: Nivel: Horario: Maestro: Calificación: / 10

Act

itud

1. muestra interés en las actividades orales.

2. ofrece opiniones y responde a opiniones y preguntas.

3. se esfuerza por hablar en inglés.

Co

lab

ora

ció

n

4. se integra y participa en trabajo en equipo (pares o grupos).

5. se involucra, de ser necesario, en actividades de todo el grupo.

6. comparte información con los demás cuando es necesario.

Ind

epen

den

cia

7. hace el intento de corregirse cuando es necesario.

8. muestra la habilidad de planear u organizar sus ideas.

Des

emp

eño 9. hace el esfuerzo de completar las actividades orales.

10. se da a entender / se comunica.

20


Formal Oral Assessment Checklist

Date of course: Score: / 10

INSTRUCTIONS: Circle the number that reflects student’s performance in each of the areas assessed. Write down the total score.

Pro

nun

ciat

ion Clear, with minimal pronunciation problems 1.5

Some pronunciation problems 1.0

Frequent pronunciation problems 0.5

Severe pronunciation problems 0.0

List

enin

g

Co

mp

reh

ensi

on No difficulties understanding the language 2.0

Needs occasional repetition 1.5

Needs frequent repetition 1.0

Many difficulties understanding language 0.5

Flue

ncy

Talk is effortless 1.5

Talk is occasionally hesitant 1.0

Talk is sometimes hesitant 0.5

Talk is very hesitant 0.0

Tran

smit

tin

g

the

Mes

age Adequate. Clear and successful 2.0

Mostly adequate. A little unclear 1.5

Sometimes inadequate or confusing 1.0

Mostly inadequate and unsuccessful 0.5

Gra

mm

ar

Almost no grammatical errors 2.0

Some grammatical errors 1.5

Frequent grammatical errors 1.0

Severe grammatical errors 0.5

Ask

ing

Q

uest

ion

s Asked at least two relevant questions 1.0

Asked at least one relevant question 0.5

Did not ask any relevant questions 0.0

Formal Oral Assessment Checklist

Date of course: Score: / 10

INSTRUCTIONS: Circle the number that reflects student’s performance in each of the areas assessed. Write down the total score.

Pro

nun

ciat

ion Clear, with minimal pronunciation problems 1.5

Some pronunciation problems 1.0

Frequent pronunciation problems 0.5

Severe pronunciation problems 0.0

List

enin

g

Co

mp

reh

ensi

on No difficulties understanding the language 2.0

Needs occasional repetition 1.5

Needs frequent repetition 1.0

Many difficulties understanding language 0.5

Flue

ncy

Talk is effortless 1.5

Talk is occasionally hesitant 1.0

Talk is sometimes hesitant 0.5

Talk is very hesitant 0.0

Tran

smit

tin

g

the

Mes

age Adequate. Clear and successful 2.0

Mostly adequate. A little unclear 1.5

Sometimes inadequate or confusing 1.0

Mostly inadequate and unsuccessful 0.5

Gra

mm

ar

Almost no grammatical errors 2.0

Some grammatical errors 1.5

Frequent grammatical errors 1.0

Severe grammatical errors 0.5

Ask

ing

Q

uest

ion

s Asked at least two relevant questions 1.0

Asked at least one relevant question 0.5

Did not ask any relevant questions 0.0

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Ongoing Oral Assessment Checklist for levels 4-12Name: Date of course: Level: Class time: Teacher: Score: / 10

Att

itud

e 1. … is interested in speaking activities.

2. … offers opinions and asks questions or responds to opinions.

3. … makes an effort to use English.

Co

op

erat

iven

ess

4. … agrees to work in pairs or groups.

5. … takes part in whole class activities when necessary.

6. … shares information with others when necessary.

Ind

epen

den

ce

7. … tries to self-correct where necessary.

8. … plans or organizes his/her ideas appropriately.

Perf

orm

ance 9. … makes an effort to complete the task(s).

10. … gets ideas across / communicates.

Ongoing Oral Assessment Checklist for levels 4-12Name: Date of course: Level: Class time: Teacher: Score: / 10

Att

itud

e 1. … is interested in speaking activities.

2. … offers opinions and asks questions or responds to opinions.

3. … makes an effort to use English.

Co

op

erat

iven

ess

4. … agrees to work in pairs or groups.

5. … takes part in whole class activities when necessary.

6. … shares information with others when necessary.

Ind

epen

den

ce

7. … tries to self-correct where necessary.

8. … plans or organizes his/her ideas appropriately.

Perf

orm

ance 9. … makes an effort to complete the task(s).

10. … gets ideas across / communicates.

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Levels 10-12 Oral Assessments

Level 10-12 oral assessments are mocks of the GESE grade 6 from Trinity College London Exams. The intention is to prepare our students with the strategies and practice for taking this exam. In order to be eligible to teach levels 10-12, teachers must receive a 3-hour training on how to help students prepare for the GESE exam.

Topic Form Guidelines for Levels 10-12

Level 10 teachers must explain to students the Trinity oral exam procedures and present the informational packet and video. Teachers of levels 11 and 12 must review the procedures as well but not in depth.

1. On day number 4 of the intensive course and day 2 of the Saturday course, students must start filling out the Topic Form which includes the topic title and 6 points.

2. Give instructions to fill out the topic form at home.

3. Make a list of the topics they chose. Persuade students with the same topic to change it for another one.

4. Verify that topics are not too general and will allow the use of the required language.

5. Check that the 6 points in the topic form are not longer than a phrase, sentence or question each. The words “introduction” and “conclusion” are not acceptable as topic points.

6. See the Oral Assessment Teacher Answer Key for more details related to the format and procedure.

7. Teachers will give their students each only one topic form and the name of the website where they can go to down load another form in the case of loss.

Guidelines to help students prepare for the GESE exam in levels 10 – 12

In order to provide students with accurate and updated information, please visit the website http://www.proulex.com/cei/p/inicio.php and read all the pertinent information about the exam. Also, see the Oral Assessment Teacher Answer Key for more details related to the format and procedure.

Teachers’ responsibility

1. In level 10, take up to 50 min. to explain to students the Trinity oral exam procedures and present the informational packet and video. Do this on day 4 from the intensive course and day 2 of the Saturday course. The informational packet consists of pages 28, 29 and 61 from the GESE manual and the topic form. The video is available at Academic Coordination.

2. Coordinate this initial presentation with your academic coordination and the school principal or coordinator, because this presentation also involves administrative

23


information (included in the time indicated above).

3. In level 10, students select their topic, and you need to make sure that topic is appropriate for the GESE grade students are going to present.

4. In levels 11 ad 12, review the information and procedures with students.

5. Teachers in levels 10 to 12 (especially level 12) must make sure students have filled out the GESE Topic Form correctly. Students should write their full name and be sure their form does not have spelling or grammar mistakes.

6. Direct students to the website http://www.proulex.com/cei/p/inicio.php for further information.

USEFUL AND BASIC ADVICE

1. Students must select a topic they are interested in, knowledgeable about and is not one of the subject areas for the conversation phase.

2. Students have to think and plan how the topic they choose will allow them to use the language from the level they are presenting (structures, functions, lexis). The best option then is to prepare the topic form having the syllabus handy.

3. In the topic form, students need to avoid one-word subtopics; this is not helpful for them. A phrase or a complete, but short sentence can help them remember better what they intend to say about that subtopic. The topic and subtopics should contain (be expressed with) the grammar and lexis students are expected to use. Examples:

Topic “Parenthood in Mexico” change to “Parenthood in Mexico yesterday and tomorrow.”

Subtopic “Tips for saving the environment” change to “Actions that might save the environment”

4. The words “introduction” and “conclusion” are not acceptable as subtopic points; neither are questions or numbered subtopics.

5. It is also a good idea to find a personal connection with the main topic. This facilitates the generation of the language students are expected to produce. Have students analyze sample topic form from page 61. All the subtopics must relate to the main topic and be interconnected. Example:

Topic “Parenthood in Mexico yesterday and tomorrow” with these subtopics:

My parents’ rules when I was attending preschool

Responsibilities I will face when I become a parent

What new parents’ generations must do

6. Students must know the length of the exam.

7. Students need to know the format of the exam. Remind students that this exam is not a presentation. Thinking of this as a conversation with different topics, the first initiated by the student and the second and third initiated by the examiner, is very helpful.

8. Stress that students are expected to ask a question. However, the question has to be relevant to the topic of the conversation. Help students prepare questions about their topic in ways that they must use the language. Example:

Question “Do you exercise?” change to “What do you need to do to stay healthy?”

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IDEAS TO PRACTICE IN CLASS

1. First, have a class brainstorm of possible topics and evaluate them as a class: Do they favor the use of the language from the syllabus? Discourage descriptive or technical topics.

2. Then, have students choose their own top 3 possible topics. Which is the best one to generate the language of the grade they are going to take? Mention advice 3 above. You may ask your academic coordinator for an exercise to work on topic selection.

3. Next, in pairs, students choose a topic to prepare. They will brainstorm as many ideas connected with the topic as possible. From those, students will select 6 to complete a topic form.

4. After that, have pairs exchange and evaluate each other’s topic forms. They need to think what language each of the subtopics will generate.

5. Have students imagine and write down the type of questions the examiner may ask about each subtopic. This can help students be more prepared to answer the examiner’s questions. You may ask your academic coordinator for an exercise to practice role playing the interview.

6. Whenever possible, you might have an extra simulation of the oral exam in class, adapting for instance a pair work activity in which students have to give their opinion, practice a conversation, and interview each other to practice making and answering questions.

7. During the Proulex oral exam, if students are not using the language of the grade, try to ask them about their subtopics using the language yourself with the hope that they get the hint. Example:

Topic: The Santa Ana fair. Ask “What do you recommend I do if I go to the Santa Ana fair?” or “What will I see if I go to the fair?”

Question “Do you have plans to travel in the future?” Change to “Where are you traveling to during the next long weekend?”

In order to do this, you need to be familiar with the syllabus of the grade yourself!

RECOMMENDATIONS WHEN TAKING THE GESE EXAM

1. The use of objects and visuals is optional, but advisable. If a student cannot continue with an idea, turning to the object and talking about it could be a life saver. The objects are a good prompt. The number of objects should be limited; students have to keep in mind that time is limited!

2. Students should be ready to start their oral exam as soon as they enter the room. If they don’t have their ID, topic form, objects (if any) or computer ready, they waste very valuable time they should be using to talk and demonstrate their abilities. No time is allowed for setting up!

3. If students want to use a computer in their exam, they need a paper backup with their presentation or pictures. We never know what could happen. Nevertheless, due to the little time students have, using a computer might not be the best option. A paper backup doesn’t mean having a written script of their topic.

4. Students should expect interruptions. The examiner can ask about any subtopic at any time and students must be able to respond at that moment. The subtopics do not have any specific order.

5. Students have to pay attention to the structures examiners use in their questions, because these usually contain the structures students are expected to use in their answers.

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DON’TS DURING THE EXAM

1. Notes are not allowed whether the exam is being taken at Proulex or with Trinity College. Candidates can bring only their topic form.

2. Short answers or “I don’t know” are not the best option.

3. Students must not memorize their presentation.

4. Cellular phones must be turned off.

5. Students must not chew gum.

Passing and failing students

If you notice the first day of a course a student is slow, give him/her 2 more days to adjust to your voice and style, while you try to identify his/her learning needs, style and abilities (multiple intelligences). If that student does not improve, ask him/her gently if s/he took the previous level or a placement exam. If you believe that the student was misplaced, speak to the coordinator.

It should not be a surprise to the academic coordinator or administration if several students fail a level because you have been communicating (verbally and in writing on the back of the attendance list) that particular situation to your coordinator. It is your responsibility to do your best to bring slow students to the right level during the course, however, if by the end of the course the students do not have the minimum skills, interest or time, the student or students will have to repeat the level. Always, gently inform students why they need to repeat the level.

Video

Teachers are required to plan and implement a fifty-minute video session per level and encourage the use of MEL at home. At the end of the PDU students will have been exposed to 12 hours of video practice in class. The video component includes (TV style sitcom for TopNotch and news documentaries for Summit, on-the-street interviews and karaoke of TopNotch songs), video worksheets (found in the teacher’s ActiveTeach CD and at the back of the students’ books) and lesson plans (at the back of the teacher’s book).

Photocopying policy

Teachers are allowed to photocopy ONLY activities from the ActiveTeach and ONE additional song per level. The song is optional due to the fact that there is a song provided in each unit. The limit of photocopies per student per level is 8. For levels 10-12 additional handouts must be authorized by your coordinator.

Note

Any additional photocopying must be authorized by the academic coordinator.

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Online Work with MEL

It is important and necessary to assign homework regularly. Homework is assigned from MEL, grammar booster, pronunciation booster, vocabulary booster, the student’s book, or even ActiveBook. It is considered unacceptable to assign complete units or lessons for the sake of covering everything in the course book or component of the series. When you assign speaking and writing, mark it and provide feedback so that students can corroborate their achievements or learn from their mistakes.

Note

You should assign each student a minimum of two speaking tasks and two writing tasks per level.

Key for Recording Grades on the attendance list

Code TestQ1 Quiz 1

Q2 Quiz 2

Q3 Quiz 3

WA Writing Assessment

OW Online Work

FE Final Exam

OO Oral Assessment

FO Formal Oral

Intensive Course Time Distribution

To maximize time within a course, samples of course time distributions are being provided. On this grid you will find a provision for all the components within a 40-hour course: units, video, weekly quizzes, final exams, skill assessments, and first/last-day procedures.

19 TWO-HOUR SESSIONS FOR LEVELS 1, 2 AND 3

This is the suggested distribution in order to cover content of the exams in time. In the two charts below, regarding the numbers with slashes (/), the first number refers to a unit for level 1, the second number to a unit for level 2 and the third number to a unit for level 3, for example: Unit 1/5/10—1 refers to unit 1 of level 1, 5 refers to unit 5 of level 2 and 10 refers to unit 10 of level 3.The video sessions are in parenthesis indicating sample days to use it. Also, in parentheses you will find the units that are covered in each exam.

27


Day 1Check learner needsExplain grading criteriaMEL registrationComplete course plannerWelcome Unit/5/10

Day 2Unit 1/5/10

Day 3Unit 1/5/10

Day 4Unit 1/5/10(Unit 1/5/10 video)Review Unit 1/5/10

Day 5Quiz 1 (Unit 1/5/10)Unit 2/6/11

Day 6Unit 2/6/11

Day 7Unit 2/6/11

Day 8Unit 2/6/11(Unit 2/6/11 video)Review Unit 2/6/11Unit 3/7/12

Day 9Unit 3/7/12Quiz 2 (Unit 2/6/11)

Day 10Unit 3/7/12

Day 11Unit 3/7/12(Unit 3/7/12 video)

Day 12Unit 3/7/12Review 3/7/12Unit 3/8/13

Day 13Unit 4/8/13Quiz 3 (Unit 3/7/12)

Day 14Unit 4/8/13(Unit 4/8/13 video)

Day 15Unit 4/8/13

Day 16Unit 4/9/14

Day 17Unit 4/9/14

Day 18Unit 4/9/14Review all unitsFinal exam (Unit 4/8-9/13-14 and bits of previous units)

Day 19 (Unit 4/9/14 video)Ongoing Oral feedbackGrade handout

19 TWO-HOUR SESSIONS FOR LEVELS 4 TO 9

This is the suggested distribution in order to cover content of the exams in time. In the two charts below, the number before the slash (/) refers to a unit for levels 4, 6, and 8; the number after the slash refers to a unit for levels 5,7, and 9.The video sessions are in parenthesis indicating sample days to use it. Also, in parentheses you will find the units that are covered in each exam.

Day 1Check learner needsExplain grading criteriaMEL registrationComplete course plannerUnit 1/6

Day 2Unit 1/6

Day 3Unit 1/6

Day 4Unit 1/6(Unit 1/6 video) Review grading criteria. Ss record exam dates in their course planner.

Day 5Review Unit 1/6Quiz 1 (Unit 1/6)Unit 2/7

Day 6Unit 2/7

Day 7Unit 2/7

Day 8(Unit 2/7 video)Review Unit 2/7Quiz 2Unit 3/8

Day 9Review Unit 3/8Quiz 2 (Unit 2/7)

Day 10Unit 3/8

Day 11Unit 3/8

Day 12Review Unit 3/8(Unit 3/8 video)Unit 4/9

Day 13Unit 4/9Quiz 3 (Unit 3/8)

Day 14Unit 4/9(Unit 4/9 video)Review Unit 4/9Unit 5/10

Day 15Unit 4/9

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Day 16Unit 5/10

Day 17Unit 5/10(Unit 5/10 video)Writing Assessment

Day 18Final Exam (Units 5/10 and bits of previous units)

Day 19 Oral assessment(Units 1-5/6-10)Ongoing Oral and Formal Oral feedbackHandout grades

19 TWO-HOUR SESSIONS FOR LEVELS 10 TO 12

For levels 10-12, teachers must hand out the topic form at the beginning of the course. 1 to 3 students per day are assessed orally from day 11 to day 20 in the intensive course and week 5 in the Saturday course. Inform students when it will be their turn. This should take no more than 30 minutes per session.


Day 1Check learner needs Explain grading criteria Unit 1/5/8

Day 2Unit 1/5/8

Day 3Unit 1/5/8

Day 4Unit 1/5/8 (Unit 1/5/8 video) Hand out Topic formsReview grading criteria. Ss record exam dates in their course planner.

Day 5Unit 1/5/8Review Unit 1/5/8Quiz 1 (Unit 1/5/8)Unit 2/6/9

Day 6Unit 2/6/9

Day 7Unit 2/6/9

Day 8Unit 2/6/9(Unit 2/6/9 video)Review Unit 2/6/9

Day 9Quiz 2 (Unit 2/6/9)3/7/10

Day 10Quiz 2 (2/6/9)Unit 3/7/10

Day 11Unit 3/7/10

Day 12Unit 3/7/10

Day 13(Unit 3/7/10 video)Unit 4/5-7/8-10Review Unit 3/7/10Quiz 3 (3/7/10)

Day 14Unit 4/5-7/8-10

Day 15Unit 4/5-7/8-10Oral assessment

Day 16Unit 4/5-7/8-10(Unit 4/5-7/8-10video)Oral assessment

Day 17Unit 4/5-7/8-10Writing assessment(Units 1-4/5-7/8-10)Oral assessment

Day 18Unit 4/5-7/8-10Review all unitsFinal exam (Units 1-4/5-7/8-10)Oral assessment

Day 19 Oral assessment (Units 1-4/5-7/8-10)Handout grades

Saturday Course Time Distribution

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Saturday Course Time Distribution

To maximize time within a course, samples of course time distributions are being provided. On this grid you will find a provision for all the components within a 40-hour course: units, video, weekly quizzes, final exams, skill assessments, and first/last-day procedures.

8 FIVE-HOUR SESSIONS FOR LEVELS 1, 2 AND 3


Week 1Check learner needsExplain grading criteria Welcome Unit/5/10

Week 2Review grading criteria. Ss record exam dates in their course planner.Unit 1/5/10(Unit 1/5/10 video)Review Unit 1/5/10Quiz 1 (Unit 1/5/10)

Week 3Unit 2/6/11(Unit 2/6/11 video)

Week 4Unit 3/7/12Review Unit 2/6/11Quiz 2 (Unit 2/6/11)


Week 6Unit 4/8/13Review Unit 3/7/12Quiz 3 (Unit 3/7/12)

Week 7Unit 4/9/14 (Unit 4/9/14 video)

Week 8Unit 4/9/14Review all unitsFinal exam (Unit 4/8-9/13-14 and bits of previous units)Submit PortfolioOngoing Oral feedbackGrade handout

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8 FIVE-HOUR SESSIONS FOR LEVELS 4 TO 9

This is the suggested distribution in order to cover content of the exams in time. In the two charts below, the number before the slash (/) refers to a unit for levels 4, 6, and 8; the number after the slash refers to a unit for levels 5,7, and 9.The video sessions are in parenthesis indicating sample days to use it. Also, in parentheses you will find the units that are covered in each exam.

Week 1Unit 1/6Check learner needs Explain grading criteria

Week 2Review grading criteria. Ss record exam dates in their course planner.(Unit 1/6 video)Review Unit 1/6Quiz 1 (Unit 1/6)Unit 2/7

Week 3Unit 2/7(Unit 2/7 video)Unit 3/8

Week 4Review Unit 2 and first half of Unit 3 /Unit 7 and first half of Unit 8Quiz 2 (Unit 2 and first half of Unit 3/Unit 7 and first half of Unit 8)Unit 4Unit 3/8

Week 5(Unit 3/8 video)Unit 4/9

Week 6Unit 4/9Review second half of Unit 3 and Unit 4 / Second half of Unit 8 and Unit 9Quiz 3 (Second half of Unit 3 and Unit 4 / Second half of Unit 8 and Unit 9) (Unit 4/9 video)Unit 5/10

Week 7Writing assessment (Units 1-4/6-9)Submit Portfolio Unit 5/10(Unit 5/10 video)

Week 8Unit 5/10Review all unitsFinal exam (Units 5/10 and bits of previous units)Oral assessment (Units 1-5/6-10)Ongoing Oral and Formal Oral feedbackHand out grades

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8 FIVE-HOUR SESSIONS FOR LEVELS 10 TO 12

For levels 10-12, teachers must hand out the topic form at the beginning of the course. 1 to 3 students per day are assessed orally from day 11 to day 20 in the intensive course and week 5 in the Saturday course. Inform students when it will be their turn. This should take no more than 30 minutes per session.


Week 1Check learner needs Explain grading criteria Unit 1/5/8

Week 2Review grading criteria. Ss record exam dates in their course planner.Unit 1/5/8Review Unit 1/5/8Quiz 1 (Unit 1/5/8)(Unit 1/5/8 video) Unit 2/6/9Hand out Topic forms


Week 4Unit 2/6/9Review Unit2/6/9Quiz 2 (2/6/9)Unit 3/7/10

Week 5Unit 3/7/10(Unit 3/7/10)

Week 6Review Unit 3/7/10Quiz 3 (3/7/10)Unit 4/5-7/8-10

Week 7Writing assessment (Units 1-4/6-9)Submit Portfolio Review Unit 3/7/10Quiz 3 (3/7/10)Unit 4/5-7/8-10(Unit 4/5-7/8-10 video)Oral assessment (Units 1-4/5-7/8-10)

Week 8Unit 4/5-7/8-10Review all unitsFinal exam (Units 1-4/5-7/8-10)Oral assessment (Units 1-4/5-7/8-10)Handout grades

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